Methods of

Res. 1 E

Research

Prof. Ana L.
1
REVIEW OF
RELATED
LITERATURE AND
STUDIES
 Literature
Review?
 survey or examination of scholarly articles, books
and other sources (e.g. dissertations, journal,
conference proceedings) relevant to a particular
issue, or area of research.
 It provides description, summary, and critical
evaluation of each work (each research article)
 It offer an overview of significant literatures
published on a topic (overview the state-of-the-
art).
What is the difference
between Literature and
Studies?
 Related Literature
 Concepts and ideas related to the study

 Related Studies
 Studies that has been conducted with
similar bearing the study being
conducted.
A good literature
review must …
 established the state of knowledge about
the particular topic you are proposing to
research,
 provides a convincing argument that the
topic is important, and will address an
important gap in knowledge or
understanding.
 A good literature review
(cont’d) …
 Provide the context for your proposed research
 It is organized around, and related directly to, your
research questions or objectives.
 Demonstrate why the topic you are studying is
important and timely
 It presents an analysis of what is known and not
known and significant gaps in knowledge or
understanding
 A good literature review
(cont’d.) …
 Show relationship between previous studies
 It moves logically toward, or reinforces, your
research questions, purpose or objectives.
 Be defined by a guiding concept – your research
purpose, objectives or questions
 It is analytic as opposed to a mere description of all
previous research, a catalogue of who said what, or
just a long compilation of facts
 A good literature review
(cont’d.) …
 Find out what information already exist in your
field of research
 Find other people working in your field
 Identify main methodologies and research
techniques
 Identify main ideas, conclusions and theories and
establish similarities and differences
 Identify gaps in literature
Types of Literature
Review
 Evaluative review
 Explorative review
 Instrumental review
 Methods or methodological review
 Theory review

Prof. Ana L. Vargas, MS EnE 9

Evaluative review
 provides discussion of the literature
in terms of its coverage and
contribution to knowledge in
particular area.

 Often used to directly compare

research findings of a project with
other when findings are directly
available

Prof. Ana L. Vargas, MS EnE 10

Explorative review
 Seek to find out what actually exists in
the academic literature in terms of
theory, empirical evidence & research
methods as they pertain to specific
topic & its related wider subject area.

 Used to sharpen, focus & identify

research question that remain
unanswered in the specific topic
Prof. Ana L. Vargas, MS EnE 11
Instrumental review
 Seek to find out how to conduct some
research on a highly specific research
problem.
 NOT designed to identify the current
knowledge in an area but to identify the
best way to carry out a research with out
incurring unnecessary & unavoidable cost

Prof. Ana L. Vargas, MS EnE 12

Methodological review
 Different methods, relative to the
research, are introduced and explored.
 Applications of each method are
demonstrated. Strengths and limitations
are discussed

Prof. Ana L. Vargas, MS EnE 13

 Importance of
literature review
 provide you with a handy guide to a particular
topic

 useful reports that keep them up to date

with what is current in the field

 provide a solid background for a

research paper’s investigation

 emphasizes the credibility of the writer in

his or her field
Prof. Ana L. Vargas, MS EnE 14
 Importance of
 literature
evaluate review
promising research methods
 helps the investigator understand his topic or
research better.
 ensures that there will be no duplication of other
studies
 identify new ways to interpret research results
 gives the researcher a feeling of confidence

Prof. Ana L. Vargas, MS EnE 15

Sources of information
Related Literature Related Studies

Books Journals
Newspaper Thesis
magazines Dissertations
Internet Internet
How to Find Relevant Literatures?
 Search with the key‐word of the research
topic.
 Use broader key‐word (term) if the documents retrieved
are few or none.
 Use narrower key‐word if the documents retrieved are too
much.
 Use synonym or related terms to enhance the search
 Employ Boolean operator: AND, OR, NOT to control the
search

 Pick the most recent and related article to start

with.
Related Literature
Process
 write all bibliographic information, i.e.,
author(s), complete title, publisher,
date and place of publication, and so
on

 PARAPHRASE!...
 Do NOT “copy & paste”
Prof. Ana L. Vargas, MS EnE 18
Stages of Literature Reviews
Steps in Kinds of literature to
research Purpose of review
be reviewed
process

Identification • source materials: • gained prelim orientation

& selection of textbooks & background
problem • latest publication on
the discipline • gain up-to-date
knowledge in the field
• theses/journals in
the selected • identify research gaps
discipline in the field
• know the works already
done on the subject
• avoid duplication
Prof. Ana L. Vargas, MS EnE 19
 Stages of Literature Reviews

Steps in Kinds of literature

research Purpose of review
to be reviewed
process
Formulation of the • Previous study in • be familiar with
selected problem the field & journals appropriate methodology
& research techniques
relevant to the study
Operationalization • Previous study in • For clarifying concepts
concepts the field & journals and knowing
measurements
techniques
• Illustrated books on
Preparation of research
• Develop alternative
research proposals methodology design
• For formulating
• Thesis hypothesis and deciding
sample design, etc.
Prof. Ana L. Vargas, MS EnE 20
Stages of Literature Reviews

Steps in Kinds of literature to

research be reviewed Purpose of review
process • For gaining thorough
Construction of • books on research knowledge of the
tools for data methodology process of tools and
collection • Thesis measurement
techniques
• Copies of tools and
scales furnished in the
appendix of the theses
Drafting • Journals
• To take notes and
theoretical • Textbooks
compile
chapters & theory bibliography
• Reference books
parts of other
chapters • Reports on subject matter
Prof. Ana L. Vargas, MS EnE 21
 How to Review Literature
 Compare: try to find the similarities among
literatures
 Explain how each article similar to the others.
 Contrast: try to find the differences among
literatures
 Explain how each article differ to the others
 Criticize: put your own opinion on what is written
in the literatures
How to Review Literature
 Criticize the strength and weakness of the
research
 Synthesize: combine several literatures into
an idea
 Summarize: restate the article with your
own words in a concise way
 Points to Consider when Reviewing RL
 Provenance
 What are the author's credentials? Are the
author's arguments supported by evidence (e.g.
primary historical material, case studies,
narratives, statistics, recent scientific findings)?

 Objectivity
 Is the author's perspective even‐handed or
prejudicial? Is contrary data considered or is
certain pertinent information ignored to prove the
author's point?
 Points to Consider when Reviewing RL
 Persuasiveness

 Which of the author's theses are most/least

convincing?

 Value
 Are the author's arguments and conclusions
convincing?
 Does the work ultimately contribute in any
significant way to an understanding of the
subject?
 Points to Discuss in RL
 What is the problem and why is it important?
 Is the problem clearly defined?
 Try to state the problem as simply as you can
 Is the research methodology well stated?
 How’s the data being created and
manipulated?
 Points to Discuss in RL
 Is the manipulated data sufficiently
interpreted?
 What is the contribution of the study?
 Is the conclusion related to the problems?
 Is the evidence sufficient enough to support
conclusion? etc.
Sample Review Literature
Title of the article:

A Dynamic Framework for classifying

Information Systems Development
Methodologies and Approaches
Theoretical Framework
 Backbone of the study
 Statements of theories from other
researchers or authorities that has bearing
with the study being conducted.
 Statement of the researcher’s own theory.
Great Man Theory
Self Awareness

Shared Leadership
Theory
Ingenuity

Jesuit Leadership
Theory Love

Converging Theory Heroism

School PSU Community
Managers

Theoretical Framework
 Conceptual Framework
 Serve as guide in the conduct of the study.
 heart of the study
 Outlines the study into input, process and output.
 organizers , the key ideas that organize and shape your
thinking
 Relates the independent and dependent variable.
 Can be presented in the form of: flow diagrams,
tree diagrams, mind maps or even shape based
diagrams.
 CONCEPTUAL PARADIGM


INPUTS
 Learning needs of the students
 Limited instructional materials
 Academic performance
 Drive and motivation to learn

PROCESS
FEEDBACKS
 Needs assessment of the students.
 Comments and suggestions from  Design of Computer Aided Instruction
the panel of evaluators, colleagues for Chemistry
and students  Experimentation
 Behavioral changes and learning skills
evaluation

OUTPUT
 Instructional Material for Stoichiometry
and Gas Laws in PowerPoint
presentation
 Teacher’s Manual or User’s Guide for
Computer Aided Instruction
Prof. Ana L. Vargas, MS EnE 34
 ACADEMIC
PERFORMANCE

LEARNER

Behaviorism Brain Based Learning

Theory Researcher’s Theory
Theory:
“Learning is any “The brain has a
change in virtually inexhaustible
capacity to learn.”
behavior.” PowerPoint
Learning Theory

Learning The efficiency of Learning

Environment teaching- Environment
learning process
Information
can be upgraded
Bruner’s Learning
Processing Theory if used with Theory
PowerPoint “Learning theory involves
three simultaneous
“The brain process
and stores Presentations. processes: acquisition,
information .” transformation and
evaluation.
 Promoting
cultural
competence

Transforming
Education
through a
Creating a
Communities
of Learners Enhancing
student-centered
learning through
classroom
technology

Prof. Ana L. Vargas, MS EnE 36

Socioeconomics
Status Knowledge
Gender
Income
Education

Psychographic Practice
characteristics Program
Exposure
Family
Characteristics
Attitude
Interpersonal
Contacts

Prof. Ana L. Vargas, MS EnE 37

 Contextual and Household and
Community factors Individual factors

• Socioeconomic • Socioeconomic Domestic

development status violence
• Domestic • Life cycle process
violence norm
• Intergenerational
• Gender exposure to
Women status
Inequality violence autonomy
• Crime levels • Risk factors
Synthesis of the State
of the Art

 Summary of the researches consolidated

which has direct bearing with the study.
 Statements of similarities and differences
of the reviewed related literatures and
studies.
 Gap Bridged by the Study
 determines the blank or the missing knowledge
that has not been filled up or conducted.
 state the unique feature of your study in
comparison with the reviewed literature/study
 method requirements, features, materials used in the
study (based from the synthesis of-the-art
 statement of originality of the study
 lead to the feasibility (doable) study
 Definition of term
 Provides the conceptual or operational definition
of the key terms used in the study.
 Conceptual definition – based on dictionary or other
sources.
 Operational definition- a working definition of terms as
used in the study.
 Only important terms taken from the title,
statement of the problem, assumptions,
hypothesis, and the research paradigm are to be
defined.
Learning check
 Review related literature and studies.
 Prepare your theoretical framework.
 Prepare your conceptual framework.
 Prepare your chapter 2.