2 | Methods of Research 8

UNIT 2: REVIEWING THE LITERATURE

2.0 Intended Learning Outcomes

a. Justify the importance of reviewing the literature
b. Evaluate the quality and utility of literature sourced.
c. Create a Conceptual and Theoretical framework.
d. Write a Literature Review.

2.1 Introduction

Welcome to the second step in research methodology. This eight-hour unit is

focused on the importance of formulating theoretical and conceptual framework and
conducting literature review when conceptualizing research and formulating research
proposal. In this unit, you will also be taught on how to distinguish the appropriate
materials to be used in reviewing literature and how to correctly reference your work.
Tips in writing the Literature Review will also be given emphasis to prepare you for the
deliverables of this course. At the end of the unit you are expected to formulate
Conceptual and Theoretical framework for your chosen research topic and the outline of
your Review of Related Literature.

2.2 TOPICS

2.2.1 Topic 1. The Purpose of Literature Review

Activity
(Write your answer in a separate sheet and submit picture of your answer through SSU LMS. For
the evaluation kindly refer to Holistic Rubric attached in the appendices.)
Recall and Refresh
Cite at least two (2) situation in life when you consider thorough review and consideration
of Pros and Cons before making an important decision or judgement. Briefly explain why
there is a need to do it.

*This activity will serve as your recitation

The definition of Literature review according to different sources includes:

 “Is an account of what has been published on a topic by accredited scholars and
researchers” (Taylor & Procter, n.d).
 “Discusses published information in a particular subject area, and sometimes
information in a particular subject area within a certain time period” (University of
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North Carolina website).

 A Literature Review Surveys scholarly articles, books, and other sources (e.g.,
dissertations, conference proceedings) relevant to a topic.

According to UPSTATE Library of University of California the purpose of reviewing

literature are as follows:
 Provide foundation of knowledge on topic
 Identify areas of prior scholarship to prevent duplication and give credit to other
researchers
 Identify inconstancies: gaps in research, conflicts in previous studies, open
questions left from other research
 Identify need for additional research (justifying your research)
 Identify the relationship of works in context of its contribution to the topic and to
other works
 Place your own research within the context of existing literature making a case for
why further study is needed.

As summarized by Clark (2006) the purpose of reviewing literature is to

demonstrate that the writer has insightfully and critically surveyed relevant literature on
his or her topic in order to convince an intended audience that the topic is worth
addressing” ~from Writing the Successful Thesis and Dissertation: Entering the Discussion By
Irene L. Clark

2.2.2 Topic 2 Sources of Materials for Literature Review

Activity
(Write your answer in a separate sheet and submit picture of your answer through SSU LMS. For the
evaluation kindly refer to Holistic Rubric attached in the appendices.)

State your research topic/question

_____________________________________________________________________________

Here are potential sources of information. With your topic listed above choose minimum
of 5 sources and defend your choices.

Textbooks Newspaper Legislative review

Research paper Journal article Maps
Encyclopedia Previous MS thesis World Wide Web
Conference proceedings Television Technical handbook
Popular Magazine News magazine Standards document
Government document Professional interview Hearsay
Wikipedia Source Watch Snopes
*This serves as your recitation
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“Some books are to be tasted, others to be swallowed, and some few are to be
chewed and digested.” Francis Bacon

The sources of the information used in the review of related literature is very
important. The Literature refers to the collection of scholarly writings on a topic. This
includes peer-reviewed articles, books, dissertations and conference papers. Based on the
classification of literature sources there are three types, primary, secondary and tertiary.
However, focus must be given to primary sources, though secondary sources can be
valuable as well. Tertiary sources can be of help as search strategy.

A primary source is an original object

or document -- the raw material or first-
hand information, source material that is
closest to what is being studied. Scientific
and other peer reviewed journals are
excellent sources for primary research.
Primary sources vary by discipline and can
include historical and legal documents,
eyewitness accounts, results of an
experiment, statistical data, pieces of
creative writing, and art objects.
In the sciences, the results of an experiment
or study are typically found in scholarly
articles or papers delivered at conferences,
so those articles and papers that present the Figure 1Scientific Literature by K. Subramanyam (p.394)
originated from Encyclopedia of Library and Information
original results are considered primary Science (New York, 1979, Allan Kent and Harold Lancour,
sources. eds.)

A secondary source is something written

about a primary source. Secondary sources include comments on, interpretations of, or
discussions about the original material. You can think of secondary sources as second-
hand information. If I tell you something, I am the primary source. If you tell someone else
what I told you, you are the secondary source.
Secondary source materials can be articles in newspapers or popular magazines, book or
movie reviews, or articles found in scholarly journals that evaluate or criticize someone
else's original research.
Tertiary sources have the most fluid definition of the three levels of
analysis. Generally speaking, tertiary resources analyze and synthesize information about
a given topic. In other words, tertiary sources are information about information. They
summarize the research on a particular topic in a user-friendly form or list primary and
secondary sources.
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Where you look for literature is important. Electronic sources now a days are very
helpful and convenient. Databases are good online sources of literature. Advantage of
database are it is subject specific, multi-disciplinary and search in multiple databases.
Among the commonly used discovery tools are UNLV Libraries Quick Search and Google
Scholar.

Figure 2 Scholarly Literature Data Bases

Other sources of Literature:

 Conference papers and proceedings
 Standards manuals / handbooks (current and older)
 Chemical and materials property data sources
 Government agency technical reports
 Professional association magazine articles
 Company and trade association white papers
 Patent applications and patent documents
 Data sets

2.2.3 Topic 3 Writing the Literature Review

The research writing is critical writing which

depend on critical reading. Most of the essays you
write will involve reflection on written text. In
order to write your own analysis of this subject,
you will need to do careful critical reading of
sources and to use them critically to make your
own argument. The judgement and the
interpretations you make of the text you read are
the first steps toward formulating your own
approach.

Figure 3 Elements of Literature Review

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Following the elements of literature review here is a general guideline to writing a

literature review (Galvan, 2006: 81-90):

1. Identify the broad problem area, but avoid global statements;

2. Early in the review, indicate why the topic being reviewed is important;
3. Distinguish between research finding and other sources of information;
4. Indicate why certain studies are important;
5. If you are commenting on the timeliness of a topic, be specific in describing the time
frame;
6. If citing a classic or landmark study, identify it as such;
7. If a landmark study was replicated, mention that and indicate the results of the
replication;
8. Discuss other literature reviews on your topic;
9. Refer the reader to other reviews on issues that you will not be discussing in details;
10. Justify comments such as, "no studies were found";
11. Avoid long lists of nonspecific references;
12. If the results of previous studies are inconsistent or widely varying, cite them
separately; and
13. Cite all relevant references in the review section of thesis, dissertation, or journal
article.

Generally the literature review can be divided into three main sections the
beginning, body and conclusion. Begin the literature review by defining or explaining the
primary problem addressed by the lit review, explain the problem it addresses or the main
conflict(s) in the literature. You may also Offer a rationale for your choice of source
material. Then write your own thesis.

The body of literature review may contain subheadings and may choose to follow
a particular order topically, thematically, according to argumentative perspective, or
according to time period. It is in this section that relationships between the sources are
showed and source’s significant contribution are discussed. It should be noted that one
should not develop ideas or use sources that are irrelevant to your thesis overall. It is
noteworthy to be careful with the tenses used in writing, references to prior studies
should be in past tense; references to narrative or text other than studies should be in
present tense.

Example:
Smith’s study of composition students included both male and female subjects. She
concludes that gender plays no significant role in the writing process. She also suggests that
further studies should look at age as a contributing factor, a variable her study did not
consider.

Concluding the Literature Review summarize the ideas, conflicts, themes, or

historical (or chronological) periods or you may contextualize your topic within the
summary. Do not forget to point out gap(s) in scholarship and, show how your research
will help fill the gap(s). Then make a transition paragraph or statement to your next
chapter.
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2.2.4 Topic 4 Referencing the Work

In research and other scientific works citation and referencing is very important.
Citing the idea of others is the ethical way of acknowledgement of ones work. Failure in
doing so is plagiarism, which may result to some serious and lawful consequences. To do
this there must be an in-text citation and reference list. The in-text reference gives brief
details (author, date, page) of the source you are quoting or referring to. This citation
corresponds with the full details of the work (title, publisher, etc) given in your reference
list or bibliography, so that the reader can identify and/or find the source.

A list of references at the end of your paper that includes the full information for your
citations so that the reader can easily identify and retrieve each work (journal articles,
books, webpages, etc). Your reference list contains all the items you have cited or directly
quoted from. This must be in alphabetical order and each must be laid out in a strictly
ordered sequence. There are many format of referencing, however for this course we
suggest that use of the American Psychological Association or APA as illustrated in the
references section of this Learning Packet. For more detailed information about the APA
format and how different literature and source should be cited visit its web site.

https://apastyle.apa.org/style-grammar-
guidelines/references/examples#audiovisual-media
or
https://libguides.csudh.edu/citation/apa-7#s-lg-box-22358980

To give you ease in accomplishing the task in referencing a Citation Manager will
be of great help. It is a piece of software, website or browser extension that will help you
organize the papers that you have used not only in your review of literature but for your
entire research. It keeps track of the citations of each paper, and automatically plug the
information in the reference list based on the format that you chose. Thus keeping your
work simpler and better. Among the commonly used citation manager are listed below.

Figure 4 Citation Manager Software

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2.2.5 Topic 5 Theoretical and Conceptual Framework

A good research study rely upon a theoretical or conceptual framework to guide the
researcher in several ways. Constructing a theoretical and conceptual framework in place
is a cornerstone for success (Gavin, 2016). These framework direct the researcher
throughout the study, from determining if there is satisfactory demonstration of the
relevance and need for the research to establishing a persuasive line of reasoning and
academic rigor in the development of the design and analysis. Whether the researcher
selects a theoretical or a conceptual framework varies upon a number of items, and the
published literature does not always clearly distinguish between a theoretical and a
conceptual frame.

Theory. It is constructed in order to explain, predict and master phenomena. In many

instances, we are constructing models of reality. A theory makes generalizations about
observations and consists of an interrelated, coherent set of ideas and models.

The theoretical framework of the study is a structure that can hold or support a
theory of a research work. It presents the theory, which explains why the problem under
study exists. Thus, the theoretical framework is but a theory that serves as a basis for
conducting research and provide a justification for conducting a study. A researcher could
think of a theoretical framework as being the way to delineate the “why” or the “how” of
a study (Ravitch & Riggan, 2012). Consequently, it is made for the purpose of:

 helping the researcher see clearly the variables of the study;

 providing the a general framework for data analysis; and
 preparing a research proposal using descriptive and experimental methods.

Here are some strategies to develop of an effective theoretical framework (Toracco, 1997;
Sutton &Staw,1995):

1. Examine your thesis title and research problem. The research problem
anchors your entire study and forms the basis from which you construct your
theoretical framework.
2. Brainstorm on what you consider to be the key variables in your research.
Answer the question, what factors contribute to the presumed effect?
3. Review related literature to find answers to your research question.
4. List the constructs and variables that might be relevant to your study. Group
these variables into independent and dependent categories.
5. Review the key social science theories that are introduced to you in your
course readings and choose the theory or theories that can best explain the
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relationships between the key variables in your study [note the Writing Tip
on this page].
6. Discuss the assumptions or propositions of this theory and point out their
relevance to your research.

A theoretical framework is used to limit the scope of the relevant data by focusing on
specific variables and defining the specific viewpoint (framework) that the researcher will
take in analyzing and interpreting the data to be gathered, understanding concepts and
variables according to the given definitions, and building knowledge by validating or
challenging theoretical assumptions.

After formulating the theoretical framework, the researcher has to develop the
conceptual framework of the study.

A concept is an image or symbolic representation of an abstract idea. Chinn and

Kramer (1999) define a concept as a “complex mental formulation of experience”. While
the theoretical framework is the theory on which the study is based, the conceptual
framework is the operationalization of the theory.

According to Miles and Huberman (1994) the conceptual framework is a written or

visual presentation that “explains either graphically, or in narrative form, the main things
to be studied – the key factors, concepts or variables - and the presumed relationship
among them”. The inputs necessary in developing a conceptual framework are
experiential knowledge of the researcher and the information gathered from the literature
review.

 Experiential knowledge of student and supervisor:

– Technical knowledge.
– Research background.
– Personal experience.
– Data (particularly for qualitative).
 Literature review:
– Prior ‘related’ theory – concepts and relationships that are used to represent
the world, what is happening and why.
– Prior ‘related’ research – how people have tackled ‘similar’ problems and
what they have learned.
– Other theory and research - approaches, lines of investigation and theory
that are not obviously relevant/previously used.

In constructing research will provide the structure for the concept borrowed pieces
of the conceptual framework. There are three possible ways it could be developed:
– Identify the key words used in the subject area of your study.
– Draw out the key things within something you have already written about
the subject area – literature review.
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– Take one key concept, idea or term at a time and brainstorm all the other
things that might be related and then go back and select those that seem most
relevant.
On the other hand, their ae two ways in presentation of the conceptual framework,
the process framework and content framework. The process frameworks set out the stages
through which an action moves from initiation to conclusion. These relate to the ‘how?’
question. While content frameworks sets out the variables, and possibly the relationship
(with relative strengths) between them, that together answer the ‘why?’ question.
The possible forms of conceptual framework may include: flow chart; tree diagram;
shape based diagram; mind maps; and soft systems.

Sample for each forms:

 A ‘flow chart’ of innovation decision making

 A ‘tree chart’ of changing consumer behaviour

Customers

Changing Product
customers expectations

Experience Values Lifestyles Demographics Quality Price Purchasing Information

Range Knowledge Priorities Health Access

Physical Service

Currency

Value Image
Loss of
Individuality Expectations Variety
loyalty

Age
composition
Ease Flexibility Security
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 A ‘triangle’ of needs

 A mind map of cruise travel and impacts

 Soft systems framework of tourism business activity

Once the conceptual framework has been determined, the next for the researcher is
to determine what research methods to employ to best answer the research problem
through the proposed framework. Which is the topic for the next unit.
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Assessment

Name: _________________________________________ Date:_____________________

Year/Section: __________________________________

Short Answer Questions: Briefly answer the questions below. For the evaluation of your answer
kindly refer to the Holistic Rubric in the appendices. Use the back page of this paper for your answer.
1. How do you distinguish between conceptual and theoretical framework?
2. Why is personal experience a valid but insufficient stimulus for study’s conceptual
framework?
3. How might the presentation of a conceptual framework in both narrative and
graphical forms help both the conceptualization and communication of a study?

Multiple Choice: Identify the choice that best completes the statement or answers the question.
Encircle the letter of your choice.

1. Which statement is TRUE about literature review?

a. Literature review should focus on a broader topic.
b. Literature review is a summary of your ow research.
c. Literature review is just the summary of current research.
d. Literature review is an examination of the literature and it enables the
researcher to know what has been learned.
2. What is the purpose to do a literature review about your research topic?
a. To show command of the subject area and understanding of the problem, to
learn information about a literature topic, to be informed of your results.
b. To demonstrate skills on library searching, to find information about your
subjects, to identify your sample.
c. To form the foundations of the research, to show command of the subject area
and understanding of the problem, to justify the research topic, design and
methodology.
d. To justify the research topic, design and methodology, to justify your selection
of the topic, to justify your academic studies.
3. Which one is an example of an inside reference or in-text citation?
a. Academia writing
b. Robert Stevens Branson
c. (Silva and Matsuda, 2002 p.259.)
d. Leki, I. (1998). Academic writing: Exploring processes and strategies. (2nd Ed).
UK: CambridgeUniversity Press.
4. There are different ways to organize the literature review. Encircle all that apply.
a. Chronologically c. Thematically
b. Methodologically d. Anyway that makes sense to me
5. What does the phrase “read critically means in literature review?
a. Being negative about something before you read it
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b. Skimming through the material because most of it is just padding

c. Evaluating what you read in terms of your own research questions
d. Taking an opposing point of view to the ideas and opinions expressed
6. In what framework should the information in literature review be sort out?
a. Universal b. Theoreticalc. Conceptual d. Selective
7. Why should the researchers need to be cautious of some materials found online?
a. It is too recent. c. It has been used before.
b. The authors name often does not appear. d. The quality is unknown.
8. Which one of the choices is likely to be peer-reviewed?
a. The Economist
b. The Guardian
c. Time Magazine
d. The European Journal of Management
9. Which of the choices is the least concern of literature review?
a. Objective setting c. Subsequent data collection
b. Research instrument design d. Literary appreciation
10. Why is a primary literature source more valuable to a researcher than a secondary
literature source?
a. It reviews relevant literature.
b. It gives general information about a particular topic
c. It synthesizes the results from a number of related studies.
d. It provides detailed information about all aspects of the study

Unit Requirements (by Research Group). For evaluation of your output kindly refer to the
Analytical Rubric in the Appendices.
1. Make a draft of your Literature review consisting of at least twenty articles cited.
2. Make a Theoretical Framework
3. Make a Conceptual Framework
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2.3 References

Clark, I. (2006). Writing the Successful Thesis and Dissertation: Entering the
Conversation.
Gavin, D. 2015. Using Theoretical or Conceptual Frameworks in a Scholarly Study.
Center for Workplace Diversity and Inclusion Research. University of Phoenix.
Retrieved: September 5, 2020.

UPSTATE Library. University of California. Learning to Write a Systematic Review of

Literature https://uscupstate.libguides.com/c.php?g=627058&
p=4389968#:~:text=The%20purpose%20of%20a%20literature,questions%20left%20fr
om%20other%20research. Retrieved: August 30, 2020.
Ravitch, S.M. & Riggan, M. (2012) Reason & rigor: How conceptual frameworks guide
research. Thousand Oaks, CA: SAGE.
Taylor, D. & Procter, M. (n.d.) The Literature Review: A Few Tips on Conducting.
University of Toronto. http://ibse.hk/SPB5152/Literature%20
Review%20and%20Critical%20Reading.pdf. Retrieved: August 29, 2020.
Torraco, R.J. (1997) “Theory-Building Research Methods.” In Swanson R.A. & Holton III,
E.F. editors. Human Resource Development Handbook: Linking Research and Practice. San
Francisco, CA: Berrett-Koehler. pp. 114-137.
Sutton, R.I. & Staw, B.M. (1995) “What Theory is Not.” Administrative Science Quarterly 40
(September 1995): 371-384.

2.4 Acknowledgment

The images, tables, figures and information contained in this module were taken
from the references cited above.
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APPENDICES

Appendix 1

ANALYTIC GRADING RUBRIC

Criteria Excellent Very Good Good Need
(5) (4-3) (2) Improvement
(0-1)
Completeness Writing shows Writing is coherent Writing is coherent Writing lacks logical
and Organization high degree of and logically and logically organization. It
attention to logic organized with organized. Some shows some
and reasoning of transitions used points remain coherence but ideas
points. Unity between ideas and misplaced and stray lack unity. Serious
clearly leads the paragraphs to from the topic. errors.
reader to the create coherence. Transitions evident
conclusion and Overall unity of but not used
stirs thought ideas is present. throughout essay.
regarding the
topic.
Knowledge Content Content indicates Content indicates Shows some
indicates original thinking thinking and thinking and
synthesis of and develops reasoning applied reasoning but most
ideas, indepth ideas with with original ideas are
analysis and sufficient and thought on a few underdeveloped
evidences firm evidence. ideas. and unoriginal.
original thought
and support for
the topic.
Analysis Main points well Main points well Main points are Main points lack
developed with developed with present with limited detailed
high quality and quality detail and development. Ideas
quantity support. supporting details development. Some are vague with little
Reveals high and quantity. critical thinking is evidence of critical
degree of critical Critical thinking present. thinking.
thinking. is weaved into
points
Writing Skills Mostly in Approaches Attains college level Shows outstanding
elementary form college level style; tone is style going beyond
with little or no usage of some appropriate and usual college level;
variety in variety in rhetorical devices rhetorical devices
sentence sentence patterns, used to enhance and tone used
structure, diction, and content; sentence effectively; creative
diction, rhetorical devices. variety used use of sentence
rhetorical effectively. structure and
devices or coordination
emphasis.
Source: http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Short_Answer.
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Appendix 2

HOLISTIC RUBRIC
Score Description

5 Demonstrates complete understanding of the problem.

All requirements of task are included in response.

4 Demonstrates considerable understanding of the

problem. All requirements of task are included.

3 Demonstrate partial understanding of the problem. Most

requirements of task are included.

2 Demonstrate little understanding of the problem. Many

requirement of task are missing.

1 Demonstrate no understanding of the problem.

0 No response/task not attempted