mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
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Strategies on How to Infer & Explain Patterns and Themes from DataNoMore2020
A research that we presented and submitted to our teacher, Mrs. Lopez. I uploaded this because I wanted to help other students in the ABM track especially to Senior High Students who have Reseach in Daily Life in their subjects.
Objectives:
1. Distinguish the different Types of Research
2. Differentiate quantitative and qualitative data
3. Identify the approaches to Research
4. Cite examples of different Kinds of Research Across Fields
You can watch here: https://www.youtube.com/watch?v=w_IZXxN58ag&t=24s
Chapter 2. Identifying the inquiry and stating the problem (Practical Researc...Cristy Ann Subala
The learner...
1. designs a research useful in daily life. CS_RS12-Id-e-1
2. writes a research title. CS_RS12-Id-e-2
3. describes background of research. CS_RS12-Id-e-3
4. states research questions. CS_RS12-Id-e-4
5. indicates scope and delimitation of study. CS_RS12-Id-e-5
6. cites benefits and beneficiaries of study . CS_RS12-Id-e-6
7. presents written statement of the problem . CS_RS12-Id-e-7
Q3-M5_3Is_Synthesizing review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
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entrep week 1 las 3
entrep week 2 las 1
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Q3-M4_3Is_Citation of Review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
Strategies on How to Infer & Explain Patterns and Themes from DataNoMore2020
A research that we presented and submitted to our teacher, Mrs. Lopez. I uploaded this because I wanted to help other students in the ABM track especially to Senior High Students who have Reseach in Daily Life in their subjects.
Objectives:
1. Distinguish the different Types of Research
2. Differentiate quantitative and qualitative data
3. Identify the approaches to Research
4. Cite examples of different Kinds of Research Across Fields
You can watch here: https://www.youtube.com/watch?v=w_IZXxN58ag&t=24s
Chapter 2. Identifying the inquiry and stating the problem (Practical Researc...Cristy Ann Subala
The learner...
1. designs a research useful in daily life. CS_RS12-Id-e-1
2. writes a research title. CS_RS12-Id-e-2
3. describes background of research. CS_RS12-Id-e-3
4. states research questions. CS_RS12-Id-e-4
5. indicates scope and delimitation of study. CS_RS12-Id-e-5
6. cites benefits and beneficiaries of study . CS_RS12-Id-e-6
7. presents written statement of the problem . CS_RS12-Id-e-7
Q3-M5_3Is_Synthesizing review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
Q3-M4_3Is_Citation of Review of Related Literature.pdfMAEANNTOLENTINO2
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
Practical Research 1: Week 5, Rational of the Studyivipearldagohoy
This is for students of Grade 11 that has Practical Research 1. This is about the Rationale of the study in research found in Chapter 1. You will learn on how to write the Rationale of the study provided some examples. A rationale pertains to the reasons why the study must be conducted.
It is necessary to be rational in everything that you do in research, or else it might be a waste of time and effort.
CLASSIFYING RESEARCHObjective Following completion of this cour.docxmonicafrancis71118
CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will understand the general classification schema for research.
There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution,
Item#6 in your study
Your study!
and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education.
Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change. Thousand Oaks,
Calif.: Corwin Press.
QUALITATIVE RESEARCH
Objective: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process.
You might recall reading about Margaret Mead, a famous anthropologist who lived among primitive societies and wrote of their lifestyles and habits. While her work has .
COM114 Fall 2019 Reflective JournalCOM114 Fall 2019A.docxmccormicknadine86
COM114 | Fall 2019 | Reflective Journal
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: _ Section: _
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: ______________ Section: ________
HOMEWORK
Reflective Journal [10%]
Course: COM 114 Fundamentals of Speech Communication
Instructors: Alvaro Subero,Nurcan Kose, Arda Jebejian, Filomachi Spathopoulou, Hanane Benali, Slaheddine Mnasri, Belen Gaspar Garcia, Stavros Papakonstantinidis
Term:Fall 2019
Assignment Title: Reflective Journal
Rationale
Self-reflection is a purposeful activity in which you exercise multiple skills, such as critical thinking, personal responsibility, adaptability, and more. When you debrief an experience, you reflect on everything including the process, the choices and discoveries you make, and the problems you encounter. The purpose of the self-reflection questions below is to inspire you to think about your learning journey. For example, how has this knowledge made you better? How can you apply your new knowledge to other areas of your studies? What is its significance in the real world?
Tasks/ Instructions
· Students should fill in all five reflective journal entries as provided by the instructor.
· In order to answer each entry, students should write clear, concise, and error-free sentences and paragraphs, minimum 100 words per reflection entry.
· Ideally, each entry should be answered at the end of each designated week of classes.
· It is the student’s responsibility to submit the journal (Turnit-in) on the date of final submission announced on Moodle
·
REFLECTIVE JOURNAL | REFLECTION #1 | WEEK 4
Make a list of all the fears you have related to public speaking. Order them on a continuum from least feared to most feared. Decide which fears are preventable and describe how they could be prevented. For the unpreventable fears, decide what you could do if they occur. Fill in the table below and put your thoughts in a paragraph.
Fear
Preventable?
Unpreventable?
REFLECTIVE JOURNAL | REFLECTION #2 | WEEK 5
Reflect on your first individual presentation (Interpretive Reading) and answer the following:
a. What did you do well?
b. What would you like to improve in the upcoming speeches?
Refer to the grading rubric of this assignment to be more specific in your response.
REFLECTIVE JOURNAL | REFLECTION #3 | WEEK 9
Reflect on your experience so far and answer the following questions:
a. How do you evaluate your individual performance during the first half of the course?
b. In what area did you improve the most?
c. List three ways you think you have developed or grown as a result of this course.
REFLECTIVE JOURNAL | REFLECTION #4 | WEEK 10
Listen carefully to a classmate’s informative speech and then answer the following questions:
a. What is the name of your classmate?
b. What is his/her topic?
c. Which vocal or bod ...
AN ANALYSIS OF PARENTS AND TEACHERS PERCEPTIONS196EDUCAT.docxgalerussel59292
AN ANALYSIS OF PARENT'S AND TEACHER'S PERCEPTIONS
1
96
EDUCATIONAL RESEARCH: A FOCUSED APPROACH
Ronald Byrd
(Copyright registered March 2013)
(Revised, December 2015)
TABLE OF CONTENTS
TOPICPAGE
Rationale for this Etext…………………………………………………………….4
Author/Instructor background information……………………………………..6
Course Focus – A pilot study………………………………………………………7
The ubiquitous nature of research………………………………………………..9
Ethics ………………………………………………………………………………12
Your Magale Memorial Library…………………………………………………18
Internet resources…………………………………………………………………20
Selection of a research topic
………………………………………………………23
Reviewing related literature
………………………………………………………26
Communication skills: A key to professional success…………………………..30
Specifics on writing style………………………………………………………….33
Survey research……………………………………………………………………41
Informed consent………………………………………………………………….47
Classifying research………………………………………………………………51
Quantitative research designs……………………………………………………53
Qualitative research………………………………………………………………63
Controls in research………………………………………………………………65
Selecting subjects………………………………………………………………….72
The proposal………………………………………………………………………77
Evaluating educational research…………………………………………………84
Statistical analysis…………………………………………………………………88
The final paper………………………………………………………………………94
Appendix A: PERRLA for Seamless APA Style …………………………………..99
Appendix B: Sample Review of Related Literature………………………….…..105
Appendix C: Sample Proposal………………………………………………….…115
Appendix D: Sample Final Paper……………………………………………….....131
Appendix E: Very Basic Statistics and Practice………………………………….164
Appendix F: Magale Library Research and Statistics Books………………………175
RATIONALE FOR THIS ETEXT
I’ve taught research methods in two departments at SAU and at several other universities. In doctoral programs that I’ve been involved with, a comprehensive research methods textbook was an absolute necessity. However, I have found that for master’s level students, beginners in terms of research, such texts have far too much extraneous information that simply will not be used. You spend around $100 for a text which you will eventually judge as not really appropriate. Continuing criticism of these textbooks has led me to the decision to write one that is tailored to the specifics of this class, EDUC 6003 – Educational Research. I’ve attempted to make this more reader friendly and to eschew obfuscation, the fundamental stuff of which much educational material is structured. Digest that last sentence and see why I want to simplify.
Fundamentally, what I seek to do is teach a basic course in which students will achieve in-depth mastery rather than an advanced course in which you’d have a more superficial grasp of a broader range of information. I think that this can be done best by limiting the breadth of reading and supplementing that with completion of a pilot study. I am convinced that you will have an excellent grasp of educational research once you complete the requirements of this.
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Unveiling the Secrets How Does Generative AI Work.pdfSam H
At its core, generative artificial intelligence relies on the concept of generative models, which serve as engines that churn out entirely new data resembling their training data. It is like a sculptor who has studied so many forms found in nature and then uses this knowledge to create sculptures from his imagination that have never been seen before anywhere else. If taken to cyberspace, gans work almost the same way.
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RMD24 | Retail media: hoe zet je dit in als je geen AH of Unilever bent? Heid...BBPMedia1
Grote partijen zijn al een tijdje onderweg met retail media. Ondertussen worden in dit domein ook de kansen zichtbaar voor andere spelers in de markt. Maar met die kansen ontstaan ook vragen: Zelf retail media worden of erop adverteren? In welke fase van de funnel past het en hoe integreer je het in een mediaplan? Wat is nu precies het verschil met marketplaces en Programmatic ads? In dit half uur beslechten we de dilemma's en krijg je antwoorden op wanneer het voor jou tijd is om de volgende stap te zetten.
Enterprise Excellence is Inclusive Excellence.pdfKaiNexus
Enterprise excellence and inclusive excellence are closely linked, and real-world challenges have shown that both are essential to the success of any organization. To achieve enterprise excellence, organizations must focus on improving their operations and processes while creating an inclusive environment that engages everyone. In this interactive session, the facilitator will highlight commonly established business practices and how they limit our ability to engage everyone every day. More importantly, though, participants will likely gain increased awareness of what we can do differently to maximize enterprise excellence through deliberate inclusion.
What is Enterprise Excellence?
Enterprise Excellence is a holistic approach that's aimed at achieving world-class performance across all aspects of the organization.
What might I learn?
A way to engage all in creating Inclusive Excellence. Lessons from the US military and their parallels to the story of Harry Potter. How belt systems and CI teams can destroy inclusive practices. How leadership language invites people to the party. There are three things leaders can do to engage everyone every day: maximizing psychological safety to create environments where folks learn, contribute, and challenge the status quo.
Who might benefit? Anyone and everyone leading folks from the shop floor to top floor.
Dr. William Harvey is a seasoned Operations Leader with extensive experience in chemical processing, manufacturing, and operations management. At Michelman, he currently oversees multiple sites, leading teams in strategic planning and coaching/practicing continuous improvement. William is set to start his eighth year of teaching at the University of Cincinnati where he teaches marketing, finance, and management. William holds various certifications in change management, quality, leadership, operational excellence, team building, and DiSC, among others.
RMD24 | Debunking the non-endemic revenue myth Marvin Vacquier Droop | First ...BBPMedia1
Marvin neemt je in deze presentatie mee in de voordelen van non-endemic advertising op retail media netwerken. Hij brengt ook de uitdagingen in beeld die de markt op dit moment heeft op het gebied van retail media voor niet-leveranciers.
Retail media wordt gezien als het nieuwe advertising-medium en ook mediabureaus richten massaal retail media-afdelingen op. Merken die niet in de betreffende winkel liggen staan ook nog niet in de rij om op de retail media netwerken te adverteren. Marvin belicht de uitdagingen die er zijn om echt aansluiting te vinden op die markt van non-endemic advertising.
Explore our most comprehensive guide on lookback analysis at SafePaaS, covering access governance and how it can transform modern ERP audits. Browse now!
2. Inquiries, Investigations and Immersion
Alternative Delivery Mode
Quarter 3 – Module 3: Selecting Relevant Literature
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by the Department of Education –
Schools Division of Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
SENIOR HS MODULE DEVELOPMENT TEAM
Author : Marilou A. Bugtong
Co-Author – Language Editor : Samantha F. Batalla
Co-Author – Content Evaluator : May S. Flores
Co-Author – Illustrator : Marilou A. Bugtong
Co-Author – Layout Artist : Marilou A. Bugtong
Team Leaders:
School Head : Marlene G. Lulu
LRMDS Coordinator : Jaycee B. Barcelona
SDO-BATAAN MANAGEMENT TEAM:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Senior HS : Danilo S. Caysido
Project Development Officer II, LRMDS : Joan T. Briz
Division Librarian II, LRMDS : Rosita P. Serrano
REGIONAL OFFICE 3 MANAGEMENT TEAM:
Regional Director : May B. Eclar, PhD, CESO III
Chief Education Supervisor, CLMD : Librada M. Rubio, PhD
Education Program Supervisor, LRMS : Ma. Editha R. Caparas, EdD
Education Program Supervisor, ADM : Nestor P. Nuesca, EdD
4. 1
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
5. 2
Now that you are done identifying your angle of inquiry through your
statement of the problem, the next step is to write your literature review. It is
an integral part in the research process because it establishes the existing
body of knowledge on your topic.
As a researcher, it is your task to carefully evaluate your relevant literature
since this will verify the gap on the current status of your research topic.
Proving that there is more to tackle in your research topic shows the need to
conduct your research.
After this module, you are expected to:
1. determine the goals of a literature review; and
2. distinguish the five basic criteria for evaluating literature.
What I Need to Know
6. 3
Using the clues given below, arrange the scrambled letters to form a word
associated with literature review. Write your answers on your notebook.
A U C A C Y R C 1. The reliability and correctness of information
C Y C U N R E R 2. The state of being commonly known or accepted
A I R U H T O Y 3. The qualifications of the author to write on the
topic
R E E E L N V C A 4. The degree to which the information is useful or
related to another
S T H E Y N I S S 5. Putting together materials from different sources
into an integrated whole
C L I I Y T I D E R B 6. The extent to which a research account is
believable and appropriate
L K I N E G A 7. Forming of connections between the prior and the
existing body of knowledge
G P A 8. A topic or area for which missing or insufficient
information limits the ability to reach a
conclusion for a question
O C J I V I Y T E B T 9. The fact of being based on facts and not influenced
by personal beliefs or feelings
C A V O R E E G 10. The extent to which literature meets the needs
and depth of the research topic
What I Know
7. 4
Lesson
1
Selecting Relevant
Literature
Selecting relevant literature will help you to segregate the known and the
unknown information in a topic. Some research undertakings are conducted
to disprove, redefine or even replicate what is already established. Others seek
to explore an unfamiliar concept or idea. Thus, doing a literature review
clarifies your research focus within the context of your field.
Some people mistook this part for a mere record of who wrote, what and when
of information connected to the study. However, the presence of literature
review demonstrates the soundness of the research while highlights what this
new research can address.
This module will make you understand the goals of writing a literature review.
In addition, your higher order thinking skills will be improved as you become
critical of what you include in your research paper.
What’s In
Draw a happy face ☺ if the statement describes the goal of literature review
and a sad face if otherwise. Write your answers on your notebook.
1. Stimulates new ideas
2. Suggests hypotheses for replication
3. Establishes the credibility of research
4. Generalizes the context of the research
5. Delinks the current to the prior research
6. Integrates what is known in an area or field
7. Summarizes what is known in an area or field
8. Makes a connection between the research and the existing body of knowledge
9. Decreases a reader’s confidence in the researcher’s professional competence
10. Points out areas where prior studies agree, disagree and where major
questions remain
8. 5
What’s New
Recall the moment when you were about to choose your strand for senior high
school. Share the things you considered in your decision-making process.
Make your story meaningful and interesting by taking us into the exact
moment you knew you have made up your mind. Write your answers in three
to ten sentences on your notebook. (10 points)
Notes to the Teacher
This module will assist the learners in getting the full grasp
of their research topic as they read on a variety of literature.
Learners must be taught how to think critically and be
selective of the information they include in their research.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
9. 6
What is It
Just like the process you underwent when you were choosing your strand,
selecting the literature to be included in your research needs a lot of critical
thinking. You aspire to be successful someday through your chosen strand
that is why you made sure to come up with the right decision. You may have
considered your intellectual ability, talent, interest, opportunities in the field
and the like. The same is true in choosing literature for your study. Careful
evaluation must be done in order for you to identify what new information you
can give to the existing pool of knowledge. As discussed in your previous
research subjects, one of the purposes of conducting a research is to generate
new knowledge in an attempt to better our lives.
Literature, in the context of research, refers to a collection of published
information or materials on a particular area of research or topic, such as
books and journal articles of academic value.
On the other hand, a literature review is a process of studying what has
already been written on a particular topic. The process involves identifying,
locating, and analyzing documents that contain information related to a
researcher’s research topic (Avilla, 2016). Likewise, Aveyard (2010) defined it
as a "comprehensive study and interpretation of literature that addresses a
specific topic."
Prieto, et. al (2017) listed down the purposes for which literature review is
done:
GOALS OF LITERATURE REVIEW
1. To demonstrate a familiarity with a body of knowledge and establish
credibility. A good review increases a reader’s confidence in the researcher’s
professional competence, ability and background.
2. To show the path of prior research and how a current project is linked to it.
A good review places a research project in a context and demonstrates its
relevance by making connections to a body of knowledge.
3. To integrate and summarize what is known in an area. A good review
points out areas where prior studies agree, where they disagree and where
major questions remain. It also indicates the directions for future research.
4. To learn from others and stimulate new ideas. A good review identifies
blind alleys and suggests hypotheses for replication and gain new insights.
Source: Nelia G. Prieto, Victoria G. Naval and Teresita G. Carey, Practical Research 2
for Senior High School Quezon City: Lorimar Publishing, Inc., 2017, 56.
10. 7
As you look for literature to incorporate in your review, you have to eye the
most valuable and pertinent information to your study. Hence, you do not list
everything you find especially resources that are not collected by an academic
library.
The following are the five basic criteria for evaluating information from any
sources:
CRITERIA QUESTIONS TO ASK
Accuracy
• Is the information reliable?
• Is the information error-free?
• Is the information based on proven facts?
• Can the information be verified against other reliable
sources?
Authority
• Who is the author?
• Does he or she have the qualifications to speak or write
on that topic?
• Is the author affiliated with a reputable university or
organization in this subject field?
Objectivity
• What is the intended purpose of the information?
• Is the information facts or opinions?
• Is the information biased?
Currency
• When was the information published?
• Is the information current or outdated?
• Does currency matter in this topic?
Coverage
• Does the information covered meet your information
needs?
• Does it provide basic or in-depth coverage?
Source: “Literature Review - Finding the Resources,” University of Hong Kong, last
modified January 22, 2021, https://libguides.library.cityu.edu.hk/lit
review/evaluating-sources.
If most of the questions above garnered a positive response then most
probably, your information source at hand is adequate to support your
research topic.
11. 8
What’s More
A. Give the criteria in evaluating literature employed in the following
statements. Choose you answers from the box below. Write your
answers on your notebook.
1. “This paper is a little too outdated. This won’t do.”
2. “This does not go along with my research topic. I won’t need this.”
3. “This paper has just been conducted last year. This suits my study.”
4. “This paper went through a peer evaluation. This must be a thorough
research.”
5. “Upon reading the title, I thought it is relevant to my study, but as I read
on, it is not.”
6. “I have read the qualifications of this author and he is a doctor. I will
include this.”
7. “The results of this research were also proven in the previous research I
read. I will include this.”
8. “I wonder why the conclusion of this research was not congruent to his
results. I will discard this.”
9. “This study was conducted in the late 90s. This does no longer apply in
today’s world. I will look for another.”
10. “Oh, this education-related research was conducted by a professor emeritus
from Harvard University. This shall go on my list.”
accuracy authority objectivity currency coverage
12. 9
B. Supply the missing information in the concept map below to illustrate
your understanding about the goals of literature review. Write your
answers on your notebook.
11.______________________
a collection of published
information or materials
on a particular area of
research or topic
Literature review
12. ______________________
__________________________
__________________________
GOALS OF LITERATURE
REVIEW
13.__________
_____________
_____________
_____________
_____________
_____________
_____________
To
demonstrate
a familiarity
with a body
of knowledge
and
establish
credibility
14._________
____________
____________
____________
____________
____________
____________
15.________
___________
___________
___________
___________
___________
___________
_
13. 10
What I Have Learned
Reflect on your learnings and answer each question in three or more
sentences. Write your answers on your notebook. (10 points each)
1. Do you think a research is complete without a review of relevant literature?
Why?
2. Why is there a need to evaluate a source of information before including it
in your literature review?
14. 11
What I Can Do
Evaluate the research abstract below by filling out the needed information
in the table below. Write your answers on your notebook.
Research Title: Psychological impact of COVID-19 pandemic in the
Philippines
Abstract:
The 2019 coronavirus disease (COVID-19) pandemic poses a threat
to societies’ mental health. This study examined the prevalence of
psychiatric symptoms and identified the factors contributing to
psychological impact in the Philippines. A total of 1879 completed
online surveys were gathered from March 28-April 12, 2020.
Collected data included socio-demographics, health status, contact
history, COVID-19 knowledge and concerns, precautionary
measures, information needs, the Depression, Anxiety and Stress
Scales (DASS-21) and the Impact of Events Scale-Revised (IES-R)
ratings. The IES-R mean score was 19.57 (SD=13.12) while the
DASS-21 mean score was 25.94 (SD=20.59). In total, 16.3% of
respondents rated the psychological impact of the outbreak as
moderate-to-severe; 16.9% reported moderate-to-severe depressive
symptoms; 28.8% had moderate-to-severe anxiety levels; and
13.4% had moderate-to-severe stress levels. Female gender; youth
age; single status; students; specific symptoms; recent imposed
quarantine; prolonged home-stay; and reports of poor health status,
unnecessary worry, concerns for family members, and
discrimination were significantly associated with greater
psychological impact of the pandemic and higher levels of stress,
anxiety and depression (p<0.05). Adequate health information,
having grown-up children, perception of good health status and
confidence in doctors’ abilities were significantly associated with
lesser psychological impact of the pandemic and lower levels of
stress, anxiety and depression (p<0.05). An English online survey
was used. During the early phase of the pandemic in the
Philippines, one-fourth of respondents reported moderate-to-severe
anxiety and one-sixth reported moderate-to-severe depression and
psychological impact. The factors identified can be used to devise
effective psychological support strategies.
Source: Michael L. Tee, et. al, “Psychological impact of COVID-19 pandemic
in the Philippines,” Journal of Affective Disorders 227 2020: 379-391,
accessed February 2, 2021, doi:
https://doi.org/10.1016/j.jad.2020.08.043
15. 12
QUESTIONS
ANSWERS
(YES or NO)
JUSTIFICATIONS
(Explain your answer briefly.)
Is the information
accurate?
Do the authors have the
authority to write on this
topic?
Is the information
objective?
Is the information current
or outdated?
Does it provide basic or in-
depth information?
Based on your evaluation,
can you recommend this
literature?
16. 13
Assessment
A. Read the questions on evaluating literature carefully and choose the letter
of the best answer. Write your answers on your notebook.
1. Which criterion is observed when your chosen information provides
your research needs?
A. coverage
B. authority
C. credibility
D. objectivity
2. Which criterion is observed when your chosen information was
interpreted without any bias?
A. accuracy
B. authority
C. credibility
D. objectivity
3. Which criterion is observed when your chosen information is still
commonly known, in use or accepted?
A. currency
B. coverage
C. accuracy
D. objectivity
4. Which criterion is observed when you chose information based on its
reliability and correctness?
A. coverage
B. accuracy
C. credibility
D. objectivity
5. Which criterion is observed when the author of your chosen information
has the qualifications to write on that specific topic?
A. accuracy
B. authority
C. credibility
D. objectivity
17. 14
B. Explain the goals of writing the literature review using the five words that
you will choose from the word cloud below. Answer in three to five
sentences. Write your answers on your notebook.
18. 15
Additional Activities
Consider the following guidelines in evaluating literature and look for at least
two literature relevant to your chosen research topic in the previous modules.
Write your answers on your notebook.
Research Title:
Influence of Internet Based Marketing Activities
on Digital Consumer’s Mind
Title of the Literature
(Give the title of your selected
book, journal, article, magazine,
newspaper or any published
source of information.)
Gist
(Give the most important information
in your selected source that is
relevant to your topic.)
For example:
“Relationship Marketing:
bringing quality customer
service and marketing together”
Social media platforms shape the
minds of their readers.
1.
2.
19. 16
Rubric for What’s New
Criteria/
Indicators
5
Excellent/
Outstanding
3
Satisfactory
1
Needs
Improvement
Quality of answer The answer
demonstrates
full
understanding
of the task
The answer
shows adequate
understanding
of the task with
few details or
elaboration
The answer
shows little
understanding
of the task with
no detail or
elaboration
Sentence fluency Sentences are
complete and
they connect to
one another
easily
Sentences are
complete and
able to be
understood
Sentences are
incomplete or
too long and not
easily
understood
Rubric for What I Have Learned and Assessment B
Criteria/
Indicators
5
Excellent/
Outstanding
3
Satisfactory
1
Needs
Improvement
Quality of answer The answer
demonstrates
full
understanding
of the concept
The answer
shows adequate
knowledge of
concept with few
details or
elaboration
The answer
shows little
knowledge of the
concept with no
detail or
elaboration
Sentence fluency Sentences are
complete and
they connect to
one another
easily
Sentences are
complete and
able to be
understood
Sentences are
incomplete or
too long and not
easily
understood
20. 17
Rubric for Additional Activity
Criteria/
Indicators
5
Excellent/
Outstanding
3
Satisfactory
1
Needs
Improvement
Appropriateness
of elements
The elements
are exactly
appropriate to
what is being
asked
The elements are
appropriate to
what is being
asked with few
misplaced details
The elements are
inappropriate to
what is being
asked with many
misplaced details
Specificity of
elements
The elements
clarify the point
of the inquiry of
the research
The elements
slightly clarify the
point of the
inquiry of the
research
The elements
make the point of
the inquiry of the
research vague
and broad
22. 19
References
Avilla, Ruel A. Practical Research 1. Makati City: Diwa Learning Systems Inc, 2016,
40.
Baraceo, Ester L. Practical Research 1. Manila, Philippines: Rex Book Store, 2016.
“Literature Review - Finding the Resources,” University of Hong Kong, last modified
January 22, 2021, https://libguides.library.cityu.edu.hk/litreview/evalua
ting-sources.
Malvika, Tomar, “Influence of Internet Based Marketing Activities on Digital
Consumer’s Mind,” International Journal of Management 11 2020: 1,
accessed January 24, 2020, doi: 10.34218/IJM.11.6.2020.111
Meaning of Currency, https://dictionary.cambridge.org/us/dictionary/english/cu-
rrency
Meaning of Objectivity, https://dictionary.cambridge.org/us/dictionary/english/
objectivity
Prieto, Nelia G., Naval, Victoria C. and Carey, Teresita G. Practical Research 2 for
Senior High School. Metro Manila, Philippines: Lorimar Publishing, Inc, 2017,
56.
Tee, Michael L., et. al, “Psychological impact of COVID-19 pandemic in the
Philippines,” Journal of Affective Disorders 227 2020: 379-391, accessed
February 2, 2021, doi: https://doi.org/10.1016/j.jad.2020.08.043
Word Cloud created at WordItOut.com, https://worditout.com/word-
cloud/4558144/private/8434f83cf977150b 7962bd4b4629efba
24. For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph