WEEKLY LEARNING ACTIVITY SHEET

Practical Research 1- Quarter 3 Week 5-6

Criteria in Selecting, Citing, and Synthesizing Related Literature

Name: ____________________________________ Section: ___________________

Most Essential Learning Competencies (MELC)

1. To select relevant literature;
2. To cite related literature using standard style;
3. To synthesize information from relevant literature; and
4. To write coherent review of literature.

Time Allotment: 8 hours

Objectives:
After going through this learning activity sheet, you are expected to:
1. have thoroughly select and undertake a review of various literature
and studies on the proposed qualitative inquiry;
2. effectively execute the proper documentation and citation process
using a standard style from a relevant literature;
3. present a well-written literature review.

LESSON 1: The Criteria in Selecting Related Literature

Key Concepts

A literature review is a survey of scholarly sources on specific topic or

study. It provides an overview of current knowledge allowing you to identify
relevant theories, methods and gaps in the existing research.
Conducting a literature review involves collecting, evaluating and
analyzing publications such as books, newspapers, journals, thesis and other
educational resources that relates to your research questions.
In this Module, you will learn how to select and cite related literature
appropriately which enable you to find what is relevant to research study.
Also, in this Module, you will also learn how to analyze, synthesize and
critically evaluates related literature to give a clear picture of the state of
knowledge on the subject that you are trying to investigate.

Introduction

Many researchers struggle when it comes to writing literature review

for their research paper. A literature review is a comprehensive overview of all
the knowledge available on a specific topic till date. When you decide on a
research topic, usually the first step you take in the direction of conducting
research is learn more about the previous research published on the topic,
and this eventually translates into literature review when you write your
research paper. Literature review is one of the pillars on which your research
idea stands since it provides context, relevance, and background to the
research problem you are exploring.

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Purpose of Literature Review

The primary purpose of the literature review is to establish the state of

current “knowledge” or agreement about your research topic. A literature
review is not merely a chronicle of who wrote, what and when, but an in-depth
examination of texts to identify and investigate more critical elements where
current understanding is unclear and which the new research can address.
Moreover, its main objective is to identify, criticize and synthesize the most
recent, relevant and authoritative texts related to the research being
undertaken.

The literature review:

a) provide foundation of knowledge on topic;
b) identify areas of prior scholarship to prevent duplication and give credit
to other researchers;
c) identify inconstancies: gaps in research, conflicts in previous studies,
open questions left from other research;
d) identify need for additional research (justifying your research);
e) identify the relationship of works in context of its contribution to the
topic and to other works;
f) place your own research within the context of existing of literature
making a case for why further study is needed;
g) reports your critical review of the relevant literature;
h) identifies a gap within the literature that your research will attempt to
address.

Researchers vary in perception and depth. Literature review can help to

clarify thoughts about studying. It can establish a framework within which to
present and analyze the findings. The ability to review and to report on
relevant literature is a key academic skill.

How to Evaluate Articles?

Examine the title. A good title is specific, indicates the nature of the research
without describing the results and avoids asking yes or no questions. It
describes the topic and may mention, one or two major variables and talks
about the setting or participants. Example: “Effectivity of Senior High School
Program to the Employability of Graduates”

On the given example, two variables were presented: (1) the Effectivity
of the Senior High School Program; and (2) the Employability of the Graduates
of the program. A researcher must find literature and studies that are relevant
to the variables that are presented on the study.

Try this. Which of the following research titles can be used on the study
as related literature and study:

a. Perception of Students on the Effectiveness of Senior High School as a

Preparation to Career Development.

b. A Tracer Study on Accounting, Business and Management Graduates

Continuing ABM Related College Courses.

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 c. Career Decisions of Graduates of Senior High School in Pursuing
Tertiary Education versus Employment.

The answer to the question above is A and C. Option A suggests a study

that contains the evaluation of the students who are graduates of the program
itself. Therefore, the data that can be excerpt from the study are relevant on
the researcher’s study for it discusses the evaluation of the program on the
perception of the students – another, is that data can support the claims of
the researcher if the program is effective or not as supported by students’
evaluation. Whereas option C is also connected to the study of the researcher
for it recommends some details on the number of SHS graduates who are
pursuing collegiate courses as compared to graduates who are already
employed. On this regard, an analysis on the skills of the employed graduates
can be projected and assessed that will lead to the answers to the claims of
the researcher about employability of SHS graduates.

Read the abstract. A good abstract summarizes critical information about a

study. It gives the purpose of the study, identifies methods used and
highlights major findings. It prepares you for examining the report in detail.

Read the article. You may begin by skimming the material and quickly
reading the conclusion. This will give you a picture of what the article is all
about.

Henson, R. & Soriano, R. (2016) also cited the following criteria in evaluating
literature sources as you select work to read and sources to use in your
research:

1. Type of Source – a particular work may be primary or secondary

source according to your purpose.
2. Objectivity – when the source has no bias or prejudice caused by the
author’s affiliations or allegiances, whether economic, political,
religious or philosophical; try to discern the writer’s point of view and
evaluate the work accordingly.
3. Qualification of the Author – credentials of an author for writing the
work, such as academic degrees, professional experience and status in
the field that may influence the choice of a source.
4. Level – determine the level of a work in areas such as diction, sentence
structure, complexity and assumed background knowledge, some find
sources are too technical and advanced or some works written for a
wide audience that are too general or simplistic for your research.

Sources for the Literature Review

The term “sources” refers to print, electronic or visual materials necessary for
your research. Sources are classified into primary, secondary and tertiary.

• Primary Sources (Letters, correspondences, diaries, memoirs,

autobiographies, official or research topics, patents and designs and empirical
research articles)

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 • Secondary Sources (Academic journal articles, conference proceedings,
books, documentaries)

• Tertiary Sources (Encyclopedias, dictionaries, atlases, handbooks)

Note Taking Technique

Notes can have many uses in research. Raimond (1993), in Saunders

(2003), points out that notes are useful when you compare projects as you use
them to get an idea of what project to do or not do. Notes are unique to yourself
and they can help you understand. Your notes will help you identify what you
would like to follow or not follow. This technique can also help you set
parameters against which to evaluate possible research ideas.

Activity 1.1 Identification

Direction: Identify the following sources according to its type. Write P if it is

a primary source, S if secondary, and T if tertiary. Write your answers in your
answer sheets.

1. Letter
2. Published journals
3. Merriam Dictionary
4. Laboratory reports
5. books

The Literature Review Process

1. Select a topic- read your

assignment carefully and focus on
your topic that you are interested in.
2. Search the Literature- identify the
most important and useful databases
for your discipline or study. Also,
look for an empirical and theoretical
literature.
3. Develop your argument- you must
build a case for what is known about
your topic and determine how this
knowledge addresses the research
questions.
4. Survey and critique the Literature-
critically assess each piece of
literature you have gathered to
analyze its content. Also, when
analyzing research studies, it must
be identified some of the key
elements. Two stages should be considered in this process that includes
skimming and reading; and highlighting and extracting key

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 elements. A researcher should also ask him/herself if he/she can restate
the main idea of the article on his/her words.
5. Write the Review- in synthesizing literature, you must reorganize and
reassemble all the separate pieces and details to create an integrated
whole idea. Likewise, you need to make connections between and among
ideas and concepts.

CHECKING YOUR UNDERSTANDING

Activity 1.2

Directions: GROUP WORK: List down all the chosen related literature and
studies based on the topic or interest of your study. Read more articles from
school library, research databases and other online resources.

Research Title Title of Related Literature and

Study (Selected articles based
from the chosen topic)

__________________________________ 1. _______________________________

__________________________________ 2. _______________________________

__________________________________ 3. _______________________________

__________________________________ 4. _______________________________

__________________________________ 5. _______________________________

LESSON 2: The Criteria in Citing Related Literature Using Standard

Styles

Key Concepts

The need for citing sources when writing a research paper, literature citation
is important for the following reasons: a) to avoid plagiarism which is against
the student code of conduct or ethical standards; b) to assign proper authority
to a statement; and c) citation gives details of an academic publication’s
location, helping people find it quickly. Hence, referencing your sources means
systematically showing what information or ideas you are quoting or
paraphrasing from another author’s work and where they come from so that
plagiarism should be avoided. A plagiarism is an act of quoting or copying the
exact words of the author and passing the quoted words off as your own words.
The leading act of plagiarism is using words of the original text in expressing
your understanding of the reading material. The right way to avoid plagiarism
is to express the borrowed ideas in your own words, Ransomed (2013).

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Reasons for Referencing Sources

1. Adds authority to your work by supporting it with previous research.

2. Demonstrates reading and understanding of relevant literature.
3. Enables the reader to track down the original sources to check its
quality.
4. Ensures that you write in an ethical manner by giving credit to the
original authors.

In-text Citation

 It is a reference made within the body of text of an academic essay.

 It is a brief acknowledgement of what you derived from the source and where
in the work you found in the material.
 It is also referred to as parenthetical documentation
• Name of the author(s)
• Year of publication
• Page number or page range

Reference Citation

 This is a list of the sources being cited. The references come at the end of
the research paper.
 Lists only sources referred to in the text of the paper.

`There are two basic methods/styles of referencing, or identifying the

exact author referred to by your paper. These are the APA (American
Psychological Association) is basically used in the field of Education,
Psychology and Sciences while the MLA (Modern Language Association) is
used in Humanities.

In both styles, a source citation consists of a brief parenthetical

citation in the text and a full reference at the end of the paper. However,
citations look slightly different in each style, with different rules for things like
title capitalization, author names, and placement of the date. McCombes
(2020).

In general, the title of a work is recorded as the words appear in the

publication. The general rules below are considered for Titles in references.

• Capitalize only the first word of a book or article title.

• Capitalize proper nouns, initials, and acronyms in a title.
• Separate a subtitle with a colon and a space. Capitalize the first
letter of the subtitle.
• End the title with a period.
• Capitalize every major word in a journal or newspaper title, do
not capitalize articles (i.e. a, and, the).
• Italicize periodical and book titles.

There are also some differences in layout and formatting. The given
examples show the difference between them as regards citation format.

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 APA MLA
(Dela Cruz, 2019) or Dela Cruz Reyes (143), Santos et.al (110-115)
(2019)
(Francisco, 1998) or Francisco (Agustin, Lopez, De Leon 215-220)
(1998)
(Villanueva, 2015) or Villanueva (Torres 4: 327-332) – for periodicals
(2015)

Other examples given below were presented on how in-text citation

applied using APA and MLA in constructing related literature.

Example paragraph with in-text citation

A few researchers in the linguistics field have developed training

programs designed to improve native speakers' ability to understand accented
speech (Derwing et al., 2002; Thomas, 2004). Their training techniques are
based on the research described above indicating that comprehension
improves with exposure to non-native speech. Conducted their training with
students preparing to be social workers but note that other professionals who
work with non-native speakers could benefit from a similar program, (Derwing
et al., 2002).

References

Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native

speakers to listen to foreign-accented speech. Journal of Multilingual
and Multicultural Development, 23(4), 245-259.

Thomas, H. K. (2004). Training strategies for improving listeners'

comprehension of foreign-accented speech (Doctoral dissertation).
University of Colorado, Boulder.

Web page with author

In-text citation

Heavy social media use can be linked to depression and other mental
disorders in teens (Asmelash, 2019).

Reference citation

Asmelash, L. (2019, August 14). Social media use may harm teens'
mental health by disrupting positive activities, study says. CNN.
https://www.cnn.com/2019/08/13/health/social-media-mental-
health-trnd/index.html

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Web page with organizational author

In-text citation

More than 300 million people worldwide are affected by depression

(World Health Organization, 2018).

Reference citation

World Health Organization. (2018, March 22). Depression.

https://www.who.int/en/news-room/fact-
sheets/detail/depression

Other examples of APA in-text and reference citation format were presented
on this link: source from:
https://guides.libraries.psu.edu/apaquickguide/intext

Citing a work by Multiple Authors

For a source with two authors, list the authors’ last names in the text or in
the parenthetical citation:

Best and Marcus argue that one should read a text for what it says on
its surface, rather than looking for some hidden meaning (9).

The authors claim that surface reading looks at what is “evident,

perceptible, apprehensible in texts” (Best and Marcus 9).
Corresponding Works Cited entry:

Best, David, and Sharon Marcus. “Surface Reading: An Introduction.”

Representations, vol. 108, no. 1, Fall 2009, pp. 1-21. JSTOR,
doi:10.1525/rep.2009.108.1.1

For a source with three or more authors, list only the first author’s last name,
and replace the additional names with et al.

According to Franck et al., “Current agricultural policies in the U.S. are

contributing to the poor health of Americans” (327).

The authors claim that one cause of obesity in the United States is
government-funded farm subsidies (Franck et al. 327).

Corresponding Works Cited entry:

Franck, Caroline, et al. “Agricultural Subsidies and the American

Obesity Epidemic.” American Journal of Preventative Medicine, vol. 45,
no. 3, Sept. 2013, pp. 327-333.

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Electronic Sources

Electronic sources may include web pages and online news or magazine
articles:

One online film critic stated that Fitzcarraldo "has become notorious for
its near-failure and many obstacles" (Taylor, “Fitzcarraldo”).

The Purdue OWL is accessed by millions of users every year. Its "MLA
Formatting and Style Guide" is one of the most popular resources.

In the first example (an online magazine article), the writer has chosen
not to include the author name in-text; however, two entries from the same
author appear in the Works Cited. Thus, the writer includes both the author’s
last name and the article title in the parenthetical citation in order to lead the
reader to the appropriate entry on the Works Cited page (see below).

In the second example (a web page), a parenthetical citation is not

necessary because the page does not list an author, and the title of the article,
“MLA Formatting and Style Guide,” is used as a signal phrase within the
sentence. If the title of the article was not named in the sentence, an
abbreviated version would appear in a parenthetical citation at the end of the
sentence. Both corresponding Works Cited entries are as follows:

Taylor, Rumsey. "Fitzcarraldo." Slant, 13 Jun. 2003,

www.slantmagazine.com/film/review/fitzcarraldo/. Accessed 29
Sep. 2009.

"MLA Formatting and Style Guide." The Purdue OWL, 2 Aug. 2016,
owl.english.purdue.edu/owl/resource/747/01/. Accessed 2 April
2018.

Multiple Sources

To cite multiple sources in the same parenthetical reference, separate

the citations by a semi-colon:
. . . as has been discussed elsewhere (Burke 3; Dewey 21).

Other examples of MLA in-text and reference citation format were

presented on this site.

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatti
ng_and_style_g uide/mla_in_text_citations_the_basics.html

Activity 2.1: Fill Me In

Directions: Complete the table presented below by filling out the columns in
relation to citation using standard styles. Provide your answer on a separate
sheet of paper.

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 A. Book - one Author

Creswell, J.W. Research design: Qualitative, quantitative, and mixed

methods approaches. Thousand Oaks, CA: Sage Publications, 2009.
131-133

Author’s First Book Title Publisher Publication

Surname Name Date

B. Encyclopedia/Reference Work

Cloos, Mark. “Plate Techtonics.” The World Book Encyclopedia, World

Book, 2013, pp. 561-65.

Author’s First Article Title of Edition Volume Publisher Publication Pages

Surname Name Title Reference (If No. (If Date
work given) given)

C. Electronic Sources (Website)

Electronic Resources Web site Examples:

"Crater Lake." National Park Service, 2016, www.nps.gov/crla/.

Forsha, Emily. "7 Wonders of Oregon: Crater Lake." Travel Oregon, 28
Sept. 2015, www.traveloregon.com/trip- ideas/oregon-stories/7-
wonders-of-oregon-crater-lake/.

Author’s “Title of Title of Publisher Date URL (do

Name (Last, Work” (only if Overall /sponsor Posted not
First, Middle different Web site (if and/or include
Initial) from overall Web site different Accesse http://)
website) from title) d

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LESSON 3: Criteria in Synthesizing Information and Writing Coherent
Review of Related Literature

Key Concepts

Summarizing is relating the most significant points in a text or a

portion of a text in our own words. In fiction, we consider the basic story
elements – main characters, setting, plot and sometimes theme in a summary.
In nonfiction we pull together the most important information about a topic
in a coherent way. Similarly, in constructing related literature or synthesizing
ideas from different sources you have read is one of the essential ways to
support relevant ideas to your research study.

A synthesis is a discussion that draws on one or more sources. Your

ability to infer relationships among sources such as essays, articles, fiction
and also non-written sources such as lecture, interviews and observations. It
refers to the bringing together of materials from different sources and the
creation of an integrated whole.

In this Module, you will learn to synthesize information from different

reading materials based from the relevant literature.

Also, in this Module, you will learn to write coherent review of literature
which can be organized and unified piece of writing in your research paper.

Brief Introduction

When you write a literature review or essay, you must go beyond just
summarizing the articles you’ve read – you need to synthesize the literature
to show how it all fits together (and how your own research fits in).

Synthesizing simply means combining. Instead of summarizing the

main points of each source in turn, you put together the ideas and findings of
multiple sources in order to make an overall point.

At the most basic level, this involves looking for similarities and
differences between your sources. Your synthesis should show the reader
where the sources overlap and where they diverge.

Types of Synthesis

Explanatory Synthesis. It helps the readers to understand a topic. Its

primary aim is to present the facts in a reasonably objective manner.
Explanations given may entail descriptions, sequences of events or state of
affairs.

Argument Synthesis. Its purpose is for you to present your own point of view
with the support of relevant facts drawn from services and presented in a
logical manner.

How to write a Synthesis

1. Consider your purpose in writing.

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 2. Select and read carefully your sources according to your purpose.
3. Formulate a thesis. It is the main ideas that you want to present in your
synthesis.
4. Decide how you will use your source material and take down notes.
5. Write the first draft of your synthesis, following your organizational plan.
6. Revise your synthesis.

Techniques for Writing a Synthesis

Summary – it is the simplest way of organizing a synthesis. Here you write

one after the other the most relevant information and sources you gathered.
Example or illustration –it is a reference to a particular illuminating
example or illustration that you have included in your review.
Two (or more) reasons –this approach can be an effective method by simply
stating thesis, then give reasons why it is true. Your reasons need to be
supported by evidence from your data and sources.

Comparison and Contrast – These techniques will lead to examining two

subjects or data in terms of one another. Comparison considers similarities
while contrast highlights differences.

Reviewing the literature requires the ability to do multiple tasks from

finding and evaluating relevant material to synthesizing information from
various sources: from critical thinking to paraphrasing; evaluating and
citation skills. Reviewing the literature is challenging. A good review does not
just summarize the literature but discusses it critically, identifies
methodological problems and prints out research gaps.

The given example below is presented the difference between non-

synthesized and synthesized article:

Unsynthesized Example Synthesized Example

Franz (2008) studied undergraduate online Studies of undergraduate students reveal

students. He looked at 17 females and 18 conflicting conclusions regarding
males and found none of them liked APA. relationships between advanced scholarly
According to Franz, the evidence suggested study and citation efficacy. Although Franz
that all students are reluctant to learn (2008) found that no participants enjoyed
citations style. Perez (2010) also studies learning citation style, Goldstein (2012)
undergraduate students. She looked at 42 determined in a larger study that all
females and 50 males and found that males participants watched felt comfortable
were significantly more inclined to use citing sources, suggesting that variables
citation software (𝑝 < .05). Findings suggest among participant and control group
that females might graduate sooner. populations must be examined more
Goldstein (2012) looked at British closely. Although Perez (2010) expanded
undergraduates. Among a sample of 50, all on Franz’s original study with a larger,
females, all confident in their abilities to more diverse sample.
cite and were eager to write their
dissertations.

Source Used with Permission: The Chicago School Source Used with Permission: The Chicago School

Aside form the techniques used in the example above, transitional

devices are also important to link or express authors’ ideas. Using these words

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to link ideas will make you synthesize your literature review, in such way that
evidences from various sources of data will present a holistic view or overall
understanding of the present circumstances affecting the research problem.

Transitional devices are words or phrases that help carry a thought

from one sentence to another, from one idea to another, or from one paragraph
to another. Here are some examples : moreover, furthermore, on the other
hand, nevertheless, meanwhile, whereas, evidently, however, absolutely,
concurrently, therefore, consequently, simultaneously, perennially,
unquestionably, hence, for instance, for example, in this case, in brief,
summing up, in conclusion, accordingly, as a result, etc.

What is a Coherence?

Coherence directs to a well-organized and unified piece of writing. It

also refers on how well a manuscript holds together as a unified document. It
is important to ask yourself how well the elements of your review connect with
one another. Transitional expressions and other kinds of rhetorical markers
also help to identify the connection among the different sections as “ in the
next example” or “ in a related study”, the most recent finding in the study.
Use “First, Second and Third” at the beginning of your paragraphs to mark the
development of the related points.

Sections of a Literature Review

1. INTRODUCTION – The introduction to the literature review is often a single

paragraph that introduces the general topic and provides an appropriate
scholarly or societal context for the review. Identifies the overall state of
knowledge about the topic (conflicts in theory, methodology, evidence and
conclusions; gaps in research)
2. BODY – Addresses previous research on the topic, grouped according to
theme, theoretical perspective, methodological approach, chronological
development; draw together the significance of previous, individual studies
by highlighting the main themes, issues and knowledge gaps. Use strong
umbrella sentences at the beginning and end of each paragraph. Include
brief “so what” sentences at intermediate points in the review to connect the
literature to the proposed research objectives. Described previous work you
have accomplished related to the proposed research.
3. CONCLUSION – Provide a summary statement of the overall state of
knowledge about the topic, including gaps in knowledge and understanding,
reconnecting to your introduction. Reinforces the research purpose or
objectives and establishes to the potential significance or importance of your
proposed research, relative to the current state of knowledge.

These sections of review of related literature contain summaries of

various articles. However, a literature review is not simply a list of article
summaries. Rather, it has an organizational pattern and combines both
summary and synthesis. The purpose of a literature review is not only to tell
your reader the main idea of your topic, but also to organize and evaluate the
major points, parts, or arguments of each source.

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Types of Literature Reviews

Argumentative Review. This form examines literature selectively in order to

support or refute an argument, deeply imbedded assumption, or philosophical
problem already established in the literature. The purpose is to develop a body
of literature that establishes a contrarian viewpoint. Given the value-laden
nature of some social science research [e.g., educational reform; immigration
control], argumentative approaches to analyzing the literature can be a
legitimate and important form of discourse. However, note that they can also
introduce problems of bias when they are used to make summary claims of
the sort found in systematic reviews [see below].

Integrative Review. Considered a form of research that reviews, critiques,

and synthesizes representative literature on a topic in an integrated way such
that new frameworks and perspectives on the topic are generated. The body
of literature includes all studies that address related or identical hypotheses
or research problems. A well-done integrative review meets the same
standards as primary research in regard to clarity, rigor, and replication. This
is the most common form of review in the social sciences.

Historical Review. Few things rest in isolation from historical precedent.

Historical literature reviews focus on examining research throughout a period
of time, often starting with the first time an issue, concept, theory, phenomena
emerged in the literature, then tracing its evolution within the scholarship of
a discipline. The purpose is to place research in a historical context to show
familiarity with state-ofthe-art developments and to identify the likely
directions for future research.

Methodological Review. A review does not always focus on what someone

said (findings) but how they came about saying what they say (method of
analysis). Reviewing methods of analysis provides a framework of
understanding at different levels.

Systematic Review. This form consists of an overview of existing evidence

pertinent to a clearly formulated research question, which uses pre-specified
and standardized methods to identify and critically appraise relevant
research, and to collect, report, and analyze data from the studies that are
included in the review. The goal is to deliberately document, critically evaluate,
and summarize scientifically all of the research about a clearly defined
research problem. This type of literature review is primarily applied to
examining prior research studies in clinical medicine and allied health fields,
but it is increasingly being used in the social sciences.

Theoretical Review. The purpose of this form is to examine the corpus of

theory that has accumulated in regard to an issue, concept, theory,
phenomena. The theoretical literature review helps to establish what theories
already exist, the relationships between them, to what degree the existing
theories have been investigated, and to develop new hypotheses to be tested.
Often this form is used to help establish a lack of appropriate theories or reveal
that current theories are inadequate for explaining new or emerging research
problems. The unit of analysis can focus on a theoretical concept or a whole
theory or framework.

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Activity 3.1

Directions: GROUP WORK. Try to find various resources relevant to your

research study, you may find it challenging to organize the information in a
meaningful way. To help with this, you may want to create a synthesis matrix
like the one shown below to record the main points of each information
resource and document how they relate to each other.

Research Topic: ________________________________________________________

Source 1 Source 2 Source 3

Main Idea No. 1

Main Idea No. 2

Main Idea No. 3

To use the matrix, label each Source column with an author name or
brief title. Use the area on the left to note the key points you identify in your
reading. As you read each source, make notes in the appropriate Source
column whenever you come across additional information that relates to each
of the main ideas. When you have completed the chart, review your notes to
identify common themes, areas of disagreement, or gaps in the literature.

Checking your Understanding

Output making

Directions: GROUP WORK. Apply all the methods/techniques used such as

summarizing, transitional devices, comparing, etc. when writing a coherent
review of related literature based from your research topic. Submit your
Chapter II output to your research adviser.

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Let’s Reflect

Think and Act!

Directions: Try to reflect and look back those important things you have
learned from this lesson.

What were your What additional What are the things

misconceptions about learning did you gain would you want to
the topic prior to this from this lesson in know more about from
lesson? terms of skills, content this lesson?
and attitude?

References

Cuayson, Mark Lester C. et.al. Practical Research 1 Criteria in Selecting,

Citing, and Synthesizing Related Literature Quarter 1 Week 5-6 Module
5. Division of City Schools- Manila. 2020.

Henson, Ronald M. & Soriano, Robert F. Practical Research 1 Qualitative

Research World of Reality Dissections. Malabon City. Mutya Publishing
House, Inc. 2016.

Website

University of South Carolina Upstate LibGuides Literature Review: Purpose

of a Literature Review.
https://uscupstate.libguides.com/Literature_Review. Access on May
11, 2021

Answer Key

Answers may vary

Activity 1.2

S 5.
P 4.
T 3.
S 2.
P 1.

Activity 1.1

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Author: CHRISTINE D. VALLENTE
School: MAGALLANES NATIONAL HIGH SCHOOL
Division: AGUSAN DEL NORTE
Email Address: christine.vallente@deped.gov.ph

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