2. 2.1 Introduction
2.2 Sources of related literature
2.3 Review of studies in India (at least 3)
2.4 Review of studies abroad (at least 3)
2.5 Review of studies from books or internet (at least 3)
2.6 Rationale for the present study
2.7 Summary And Conclusion
CHAPTER II
REVIEW OF RELATED LITERATURE
3. 2.1 Introduction
A literature review is a vital part of any research. The literature
review allows the researcher to establish his or her theoretical framework
and methodological focus. Review of related literature is an essential and
significant aspect of a research process.
C.V. Good states:
“ A review of literature to the study at hand provides the researcher with
keys to storehouse of published literature which may open doors to sources
of significant problems and explanatory hypothesis, and provide help
orientation for definition of a problem, background for selection.”
4. Objectives of the Related
Literature
A systematic review of the related literature can help the researcher the following
ways. It:
– shows how another researcher handled a similar problem
– suggests a method or technique of dealing with problem
– reveals new sources of data which the researcher may not have known
– introduces the researcher to the eminent personalities whose work may not have
been known before
– helps the researcher to evaluate the research effort by comparing it with the
efforts made by others
5. 2.2 Sources of Related Literature
Every researcher must have knowledge of sources available in field
of research. The sources available are direct sources and indirect
sources.
Direct sources Indirect sources
Contain first hand information Provides non-original or secondhand data or information.
Describe, summarize, discuss info or details originally presented in
another source.
Author’s own account Author didn’t participate
Original documents such as books (gandhiji),
speeches, manuscripts, letters, interviews, records,
eyewitness accounts, diaries( anne frank)
Scholarly journals, theses, project report,
periodicals, case studies, research articles,
dissertations
Text books, book reviews, hand book, dictionaries, magazine,
encyclopedias, indexes, abstracts etc.
newspapers
6. Advantages of literature review
It not only expose you to pressing research problems but also suggest ways in which research is conducted.
– Review should describe, summarise, evaluate and clarify the literature.
– Researcher can avoid unfruitful and useless problem areas.
– Researcher selects only those areas in which endeavors would likely add to the knowledge in a meaningful way.
– Gives a theoretical base for the research and help the researcher determine the nature of your research.
– Enables researcher to define the limits of the field and scope of the study.
– Brings researcher up-to-date on the work which others have done and thus to state the objectives clearly and
concisely.
– Helpful to researcher to acquaint themselves with current knowledge in the field/area in which study is to be
conducted.
– Helps the researcher to know the areas where earlier studies had focussed on a certain aspects untouched by
them.
– Gives researcher an understanding of the research methodology which refers to ways study has to be conducted.
– Provides insight into the quantitative and qualitative analysis techniques.
7. Disadvantages of literature
review
– Researcher is dependent on someone else’s judgments about the significant
aspects of the study.
REMEMBER EVERYTHING THAT IS READ HAS TO BE RECORDED
8. Conducting the Literature Review
1) Identify a problem / Research Question
2) Identify the source of Literature
3) Evaluate the results of your search
4) The hardest part is to critically analyse the literature
you need
5) Abstract a set of questions, compare items, strengths
and weaknesses, etc.
9. How to Abstract?
1) Who is the author and what institution do they come from?
2) What is the problem?
3) What literature did the author use to define the problem?
4) Identify their objectives and hypothesis
5) Analyse their result, discussions and recommendations
6) Procedures employed and data-gathering tools and techniques used.
7) Sampling methods used in selection of samples.
8) Variables that were identified and defined.
9) Limitations that could have been overcome.
10. 2.3 Review of studies in India
– Banga Chaman Lal, 2010. “Academic
Anxiety among High School Students in
Relation to Gender and Type of Family.”
11. Objectives:
In the present study, the main aim was to the study Academic Anxiety of High School students in relation to
gender and type of family.
The findings were:
• We can reduce level of academic anxiety among students if the evaluation system is student friendly.
• Indian society is not male dominating now. We are giving equal opportunity both to male and female
students. Since in CCE we are evaluating each aspect of student development so lack is one aspect is
overcome by the growth in another aspect, which also reduces the level of academic anxiety among
students.
• Students from nuclear and joint families are showing no difference in their academic anxiety i.e. type of
family is not contributing to academic anxiety, which implies that healthy home environment whether it is in
nuclear or joint family will always contribute to lowering the level of academic anxiety.
• There is no significant gender difference in academic anxiety of High School Students.
• Students coming from nuclear and joint families do not differ significantly in their academic anxiety.
However, students coming from joint families have slightly higher mean.
12. 2.4 Review of studies Abroad
– Xiao Juan, 2013. “Academic Stress, Test Anxiety,
and Performance in a Chinese High School
Sample: The Moderating Effects of Coping
Strategies and Perceived Social Support.”
13. The objectives were
(1) What features of Chinese collectivism-oriented culture are relevant to academic stress?
(2) How do interpersonal relationships, education, the national examination system, and school policies in
China influence the academic stress of Chinese students?
(3) What are the features of Chinese students’ academic stressors?
(4) What are the features of Chinese students’ coping strategies in response to academic stress?
The findings were
Some students may over report their test anxiety or academic stress to make an excuse for their test
performance failure; whereas others may under-report test anxiety or academic stress to disguise their true
feelings and create the image that they are mentally healthy. It is suggested future research be conducted
using valid measures of these constructs by using physiological measures to examine stress and anxiety
or using rating scales from other parties (e.g., parents, teachers) regarding academic stress, test anxiety,
social support, and coping strategies.
Second, the study population was restricted to a single Chinese key high school. Therefore, results of the
study may not be generalized to other population (elementary or middle school students) or schools (e.g.,
general public schools or private schools). However, the problems of academic stress and test anxiety may
affect students at all the levels of the Chinese education system, therefore, future research should include
students from all academic levels and from different types of schools in China to examine the roles of
perceived social support and coping strategies on the relationships between the variables.
14. POINTS TO BE NOTED:
– Numbering will be 1.1, 1.2 etc.
– Font Style will be Times New Roman for all the chapters
– Heading Font Size (CHAPTER II…) will be 14 and Bold
– Sub-Headings and Content Font Size will be 12
– All the Sub-Headings will be Bold
– Spacing will be 1.5 throughout the report
– Content should be written in Past tense and Passive Voice
15. References
– Research Methodology by Shefali Pandya, ISBN 813131605X, 9788131316054,
2012
– Action Research by Craig Mertler, ISBN 978-1-4129-8889-6, 3rd Edition, 2012
– OECD (2015), Frascati Manual 2015: Guidelines for Collecting and Reporting
Data on Research and Experimental Development, The Measurement of
Scientific, Technological and Innovation Activities
– Creswell, J. W. (2008). Educational Research: Planning, conducting, and
evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River:
Pearson.
