1. Learning From Others and Reviewing the Literature
Session 2:
Learning From Others and Reviewing the Literature
SHS Mass Training of Teachers, Practical Research 2
Good morning!
In yesterday’s sessions, we focused on the first two content units for practical research 2. Today, we have 4 more sessions left, one for each of the remaining chapters in the research paper expected from our students.
Let us start with the second session, Learning From Others and Reviewing the Literature.

2. Standards and Competencies
Learning from Others and Reviewing the Literature
Content Standards: The learner demonstrates understanding of: (1) the criteria in selecting, citing, and synthesizing related literature; (2) the ethical standards in writing related; (3) the formulation of conceptual framework; (4) the research hypotheses (if appropriate); and (5) the definition of terms as used in study. study.
Performance Standards: The learner is able to: (1) select, cite, and synthesize judiciously related literature and use sources according to ethical standards; (2) formulate clearly conceptual framework, research hypotheses (if appropriate), and define terms used in the study; and (3) present objectively written review of related literature and conceptual framework.
This slideshow presentation will be made available through the trainer’s website: mathbychua.weebly.com.
Download the document to use it as reference.

3. Standards and Competencies
Learning from Others and Reviewing the Literature
Learning Competencies
The learner…
selects relevant literature
cites related literature using standard style
synthesizes information from relevant literature
writes coherent review of literature
follows ethical standards in writing related literature
illustrates and explains conceptual framework
defines terms used in the study
lists research hypotheses (if appropriate)
presents written review of related literature and conceptual framework
This slideshow presentation will be made available through the trainer’s website: mathbychua.weebly.com.
Download the document to use it as reference.

4. Chapter II REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK
Chapter Content
Chapter II REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK
Related Literature
Conceptual Framework
Research Hypotheses
Definition of Terms

5. Knowing your perception of the Review of Related Literature
Your viewpoint.
Why do you need to review the literature for your research?
Where and how is the information found?
What should be done with information after it has been found?
Knowing your perception of the Review of Related Literature

6. CLASSICAL MUSIC AND GRADE 11 STUDENTS’ MATH TEST ANXIETY
ACTIVITY FOUR
In the next fifteen minutes, critically examine the seven excerpts taken from various research literature and decide on how to frame a cohesive Literature Review Essay relative to the study:
CLASSICAL MUSIC AND GRADE 11 STUDENTS’ MATH TEST ANXIETY
Then, write a short but sufficient Review of Related Literature using the list of excerpts provided for you.
Stringing Stories

7. Review of Related Literature
to justify your choice of research question, theoretical or conceptual framework, and method;
to establish the importance of the topic;
to provide background information needed to understand the study;
to show readers you are familiar with significant and/or up-to-date research relevant to the topic; and
to establish your study as one link in a chain of research that is developing knowledge in your field. 1
Review of Related Literature
and the purpose it serves in research
This is a written summary of journal articles, books, and other documents that describes the past and current state of information on the topic of your research study. 2 3 4 5

8. How to write the Review of Related Literature
Rolling out your RRL.
How to write the Review of Related Literature
Identify key terms
Locate literature
Critically evaluate and select the literature
Organize the literature
Write a literature review

9. Review of Related Literature
In writing this section…
Use the statement of problem as guide to structure and sequence of topics
Avoid ‘copy/cut and paste; all literature cited must form a coherent whole
Last part highlights gaps in literature specifically addressed by your study
Use appropriate format for citations and references
Cited references should be congruent to bibliography entries 1 2 3 4
Review of Related Literature 5

10. What are the commonly used citation and reference styles?
APA, American Psychological Association – Social Sciences,
MLA, Modern Language Association – Literature & Humanities,
Chicago Manual of Style – Humanities & Social Sciences,
APA Style® originated in 1929, when a group of psychologists, anthropologists, and business managers convened and sought to establish a simple set of procedures, or style rules, that would codify the many components of scientific writing to increase the ease of reading comprehension.

11. APA In-text Citation
If you use the name of the author(s) in your writing, place the year of publication of the work in parentheses after the author ’s name.
Ex. Mullane (2006) conducted research into the effect of…
If you refer to a work in the text of your paper, place the author's last name and the year of publication of the work in parentheses at the end of the sentence.
Ex. The research conclusively proved a correlation between the results (Mullane, 2006).

12. APA Referencing Style Book
Andreasen, N. C. (2001). Brave new brain: Conquering mental illness in the era of the genome. Oxford, England: Oxford University Press.
Journal
Potente, S., Anderson, C., & Karim, M. (2011). Environmental sun protection and supportive policies and practices: An audit of outdoor recreational settings in NSW coastal towns. Health Promotion Journal of Australia, 22,
Website
Satalkar, B. (2010, July 15). Water aerobics. Retrieved from

13. Teachknowlogy
How do we incorporate or build in our research references following the correct in-text citation and referencing format through Microsoft Word?

14. Writing References Right
ACTIVITY FIVE
Write the given sources using APA Style of referencing
Present and discuss your output to the class.
Title, Author: Proposal Reports, Engr. Jose M. Cruz
Publication Place, Date, Publisher:
Quezon City, 2017, Rex Bookstore
 Title of the Journal Article: Journal writing in the mathematics classroom: A beginner’s Approach
Authors: Nancy S. Williams and Dante L. Wynne
Publication Date: 2016
Journal Publication: International Journal of Advancements in Research & Technology, Volume 6, Issue 2, pp
Title of the Article: K-12 Curriculum
Date: August 27, 2016
URL:
Retrieval Date: May 1, 2017
Author: Filipinas B. Cruz
Writing References Right

15. This research aims to determine the relationship between the availability of internet connection at home and the average sleeping time of Grade 11 students of Anonymous National High School.
Specifically, it will seek to answer the following questions:
What is the demographic profile of the Grade 11 student-respondents in terms of:
1.1. sex?
1.2. availability of internet connection at home?
1.3. average sleeping time?
Is there a significant relationship between the Grade 11 student- respondents’ sex and their average sleeping time?
Is there a significant relationship between the Grade 11 student- respondents’ availability of internet connection at home and their average sleeping time?
ACTIVITY FIVE
Connecting Concepts
Based on the given Statement of the Problem, construct a Conceptual Framework appropriate for the research it is part of.

16. This is a diagram that connects variables of the study with lines (correlations) or arrows (cause-effect relationships)
In writing this section,
start with text and clearly cite the diagram
Include in the diagram the variables which may have values or sub-variables
use the diagram to explain research framework. Justify each variable (and sub-variable) and each line or arrow using logic and synthesized studies.
ensure congruence with research questions (most important). Rule of thumb: number of research questions is at least equal to the number of lines /arrows in conceptual framework
Conceptual Framework

17. A hypothesis is a prediction of the possible outcomes of a study (Fraenkel & Wallen, 2009).
Hypotheses are statements in quantitative research in which the investigator makes a prediction or a conjecture about the outcome of a relationship among attributes or characteristics (Creswell, 2012)
Question: Is there a significant relationship between the Grade 11 student-respondents’ availability of internet connection at home and their average sleeping time?
Hypothesis: There is no significant relationship between the Grade 11 student-respondents’ availability of internet connection at home and their average sleeping time?
Research Hypotheses

18. Research Hypotheses Format:
The research hypotheses of the study are: (stated with expected direction)
Example (Compare with expected answer to research question):
The mean attitude of female millennials is significantly lower than that of the males.
Significant or significantly – implies that results are not due to chance alone.
Research Hypotheses

19. Variables and sub-variables or values in conceptual framework are defined, except very common variables like grade level, gender, school type where the values are indicated in the framework itself.
Format:
The following terms are defined as used in the study: (followed by list of terms with conceptual and operational definitions, if appropriate)
Conceptual definition – original author’s qualitative definition.
Terms defined operationally are variables measured using instruments, e.g., test or rating scale.
Example: Millennials’ attitude – total rating in a rating scale.
Definition of Terms

20. Review of the Literature and Conceptual Framework
WORKSHOP, CHAPTER TWO
Review of the Literature and Conceptual Framework
Related Literature (relevant headings)
Conceptual Framework (diagram and 1-2 explanatory text)
Research Hypotheses (only if applicable)
Definition of Terms (based on the Conceptual Framework)