Practical Research

1. UNIT 3
LEARNING FROM OTHERS
AND REVIEWING
LITERATURE

2. LESSON 8
REVIEW OF RELATED
LITERATURE (RRL)
• RRL is an important component of research
regardless of the type of research. Be it
qualitative or quantitative research, you
spend time and effort in reviewing related
literature. Reviewing RRL is one major
activity in research that makes you examine
or study again concepts or ideas related to
your research that people managed to
publish in book, journals, or other reading
materials in the past.
LESSON
8

3. PURPOSES OF RRL
Your reason for reviewing RRL
are true for both qualitative
and quantitative research. You
re-examine written works
related to your research for the
following purposes:
1. To find out the connection
of your research to the current
condition or situations of the
world.
2. To know more about
theories or concept underlying
your research and to learn
form them with respect to your
own research study.
3. To discover the relation of
your research with previous
research studies.
4. To obtain information on
the accuracy or relevance of
your research questions.
5. To familiarized yourself with
technical terms related to your
research.

4. RRL IN QUANTITATIVE
RESEARCH
RRL IN QUANTITATIVE RESEARCH2
basic method of RRL:
(1) Traditional (2)Systematic review
traditional is for qualitative
research; systematic is for
quantitative research.
Systematic review a question-driven
methodology' is used for
quantitative researchers who begin
their research work by asking
questions-one big question that
states the main problem of the
research and a set of sub questions
that deal with specific aspects of the
research.
Qualitative research likewise begins
with research questions, but these
are open-minded and subjective
questions, in contrast to
quantitative questions that aim a
obtaining exact, specific, and
objective answers who origin or
sources are easy to trace.

5. STEPS IN CONDUCTING A
SYSTEMATIC REVIEW
1. Clarifying the research
questions.
2. planning the research based
on your understanding of the
research questions.
3. Searching for literature.
4. Listing criteria for
considering the values of
written works.
5. Evaluating the quality of
previous research studies.
6. Summarizing the various
forms of knowledge collected.
Adopting a systematic review
of RRL prevents you from
being bias in dealing with the
varied form of literature. The
adherence of systematic
review to scientific method
makes it the apt RRL method
for quantitative research that
likewise follows the scientific
STEPS IN CONDUCTING A
SYSTEMATIC REVIEW

6. META-
ANALYSIS IN
QUANTITATI
VE RESEARCH
META -ANALYSIS IN QUANTITATIVE RESEARCH. Meta-
analysis- Is a kind of RRL in which you re-examine and
combine the results of two or more statistical studies for
coming out with a grand total toindicate stronger effects of
the research outcome. Putting the results together and
making them appear as one result work to strengthen
whatever impacts the independent variable has on the
dependent variable.
Meta-analysis helps in guaranteeing the precision of the
measuring method used in a quantitative research.
However, this merging of statistical results is not
applicable to all quantitative research studies. You resort
to meta-analysis only if the statistics that you intend to
combine come from studies having several similarities like
they are comparable in terms of research questions,
research design, treatment measuring technique, and
measurable outcome. These studies that are for
combination purposes are called homogenous studies.
Conversely, with a number of differences from other
studies, they are called heterogenous studies and are
exempted from this type of systematic review of RRL called
meta-analysis.The qualitative approach of narrative
synthesis which is a systematic review using written verbal
language to explain or describe test result is the
appropriate RRL method for heterogenous studies.

7. IN-TEXT CITATION AND
REFERENCING STYLE
• Having honesty,
respect or courtesy
to the owners of
these varied forms
of knowledge as well
as gratefulness for
their valuable
contribution to the
field, you see to it
that the names of
these idea owners or
authors appear in
the appropriate
sections of your
research paper.
Referring to authors
within the main body
of the paper is called
citation or in-text
citation; at the end
of the paper it is
called bibliography

8. EXAMPLES OF MLA
REFERENCING STYLE

9. EXAMPLES OF APA
REFERENCING STYLE

10. LESSON 9:
CONCEPTUAL FRAMEWORK
. A conceptual framework is
used in research to outline
possible courses of action or
to present a preferred
approach to an idea or
thought.
Lesson 9

11. PURPOSES OF
CONCEPTUAL
FRAMEWORK
• " It gives people a
notion on the research
activities you want to
perform, on the manner
you want to carry these
activities out, andon
the knowledge you
have to prove your
familiarity with your
research topic or
research problem.
• " It also serves the
purpose of clarifying
concepts and their
relationships with one
another in a research
study.

12. CONCEPT MAP

13. CONCEPTUAL FRAMEWORK
VS. THEORITICAL
FRAMEWORK
CONCEPTUAL
FRAMEWORK
Synthesis of relevant
concepts
Limited to specific
research problem.
Border scope
Created from a
variety of conceptual
and theoretical
Located in both
quantitative and
qualitative paradigm
THEORETICAL
FRAMEWORK
Application of a
theory as a whole or
in part.
Wider application
beyond the current
research problem
and context.
Narrow scope
Evolve from
literature review
/adapted from
existing theory.
Located mainly in
the quantitative
research paradigm

14. POINTERS IN WRITING A
CONCEPTUAL
FRAMEWORK
Familiarize yourself with the objective of the
conceptual framework
Base the contents of the conceptual framework
on your own understanding of the elements and
of the relationships of the research features
See to it that all aspects of the conceptual
framework are related to the objective of the
research
Let others read your conceptual framework for
comments or feedback for improvement
purposes.

15. •The language of
research

16. CHARACTERISTICS OF THE
LANGUAGE OF RESEARCH
The Language of
Research
Concept - is a generally
accepted collection of
meanings or
characteristics
associated with certain
events, objects,
conditions, situations
and behaviors
Construct - is an image
or abstract idea
specifically invented for
a given research and/or
theory-building purpose
Hypothetical Construct -
inferred from the data,
presumed to exist and
requires further testing
Conceptual Scheme -
showing logical
interrelationship
between concepts and
constructs
Operational Definition -
a definition stated in
terms of specific criteria
for testing or
measurement, which are
empirical; may explain
the characteristics of
object/s
Variables - synonym for
construct and is a
symbol of an event, act,
characteristics, trait or
attribute that can be
measured and valued;
may be continuous or
dichotomous

17. RESEARCH
LANGUAGE
FORMATION
• FACTORS
• 1. Multi-syllable words some terms
reflecting the inherent characteristics
of research as a scientific method are
made up of a number os syllables
such as the ff:
• * theoretical – concepts
• * empirical – observe
• * probabilistic – uncertain
• * quantitative - numerical O
qualitative – opinionated
• * scientific – systematic
• * inquiry – investigation
• 2. Types and forms of questions
• It has to ask questions that describe,
show relationships, and give reasons
behind the occurrence of something.
• For qualitative research: questions
to be asked must elicit views,
emotions, or opinions of people

18. For Qualitative Research: questions to be asked must elicit
views, emotions, or opinions of people.
For Quantitative Research: asks questions about the exact
number, percentages, or frequency of things
Informative questions rather than yes-or-no questions are the
appropriate questions to ask in research.
3. Span of time covered by the research
Owing to the length of time -- months or years -- that takes
place in a study, research introduced terms:
Cross-sectional study
-involves a one-time collection of data in a span of time.
Longitudinal study
-repeated collection of data for the purpose of finding out
changes of patterns over time.

19. 4. Variable relationships
whether or not a variable has effects on another variable, based on cause
effect relationships and on a certain pattern that may result in positive or
negative relationships.
Research came out with the following terms of variables:
a. Independent variables - the cause of something
B. Dependent variables - bears the effect of the independent variable
C. Extraneous variable - extra or unexpected variable cropping up outside the
research design
D. Confounding variable - unstable variable

20. • 5. Formulation of Hypothesis
• indicates the staging of a research. At signals
the occurrence of a scientific `or investigative
way of doing things.
• Null hypothesis
• Alternative hypothesis
• 6.Data
• facts, information, or logically derived forms
of knowledge that are called:
• Qualitative data-verbally and subjectively
expressed.
• Quantitative data-numerically and objectively
expressed.

21. 7. Unit of Analysis
the subject or object of your research study
makes up one major entity and either be one
of the following:
Individual, group, artifact (painting, book,
travelogue)
Geographical unit (municipality, province,
country)
Social interaction (husband-wife, teacher-
learner, employer-employee)

22. OPERATIONAL
DEFINATION
• -Concepts, theories, principles, assumptions,
predictions, and other abstract terms are the
catchword of research. These are cognitively-
coined terms that appear so complex to
readers, in general, especially, those with zero
background knowledge about research.

23. •Kimberly Noro
•Ryzelle
Macatangay
•Jean Marie
Olasiman
•Anthonieta
Escasinas
•Kevin Brigoli
•James Elemino
•Roque Ababa
•THANK
GROUP 3