learning from others and reviewing the literature

Session 2:

Learning From Others and Reviewing the Literature SHS Mass Training of Teachers, Practical Research 2

Learning from Others and Reviewing the Literature

Standards and Competencies 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 related literature and use sources according to ethical standards; (2) formulate clearly conceptual framework,, research hypotheses (if framework appropriate), appropria te), 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.

Learning from Others and Reviewing the Literature

Standards and Competencies Learning Competencies

The learner… 1. selects selects releva relevant nt literat literature ure 2. cites rrelate elated d literatur literature e using standard style 3. synthe synthesizes sizes info informat rmation ion from from relevant literature 4. writes writes cohere coherent nt review review of of literature

5. follows follows ethi ethical cal stand standard ardss in in writin writing g related literature 6. illus illustrate tratess and expl explains ains conc conceptu eptual al framework 7. defi defines nes terms terms used used in the the study study 8. lists resea research rch hypoth hypotheses eses (if (if appropriate) 9. pres presents ents written written review review of related related literature and conceptual framework

This slideshow presentation will be made available through the trainer’s website: mathbychua.weebly.com.

Chapter Content Chapter II

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK Related Literature Conceptual Framework Research Hypotheses Definition of Terms

Your viewpoint. Knowing your perception of the Review of Related Literature

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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?

ACTIVITY FOUR

Stringing Stories

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.

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.

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.

Rolling out your RRL. How to write the Review of Related Literature Identify key terms

Locate literature

Critically evaluate and select the literature

Write a literature review

Organize the 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

Review of Related Literature

Use appropriate format for citations and references Cited references should be congruent to bibliography entries

What are the commonly used citation and reference styles?  

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APA, American Psychological Association – Social Sciences, www.apastyle.org MLA, Modern Language Association – Literature & Humanities, www.mla.org Chicago Manual of Style – Humanities & Social Sciences, www.chicagomanualofstyle.org

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 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 t he work in parentheses at the end of the sentence. Ex. The research conclusively conclusively proved a correlation between the results (Mullane, 2006).

APA Referencing Style Book i n the era of Andreasen, N. C. (2001). Brave new brain: Conquering mental illness in the genome. Oxford, England: England: Oxford University Press. 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, 9797- 101. 101. Website Satalkar, B. (2010, July 15). Water aerobics. Retrieved from http://www.buzzle.com

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

ACTIVITY FIVE

Write the given sources using APA Style of referencing

Writing Reference s Right

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 Advanceme Advancements nts in Research & Technology, Volume 6, Issue 2, pp. 35-40 •

Title of the Article:

K-12 Curriculum

Date:

August 27, 2016

URL:

http://jetz.setonhill.edu/resources/FAq/TW.htm

Retrieval Date: May 1, 2017 Author:

Filipinas B. Cruz

ACTIVITY FIVE

Connecting Concepts

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: 1.

What is the demo What demograph graphic ic profi profile le of of the the Grade Grade 11 stud studentent-respo responde ndents nts in terms of: 1.1. sex? 1.2. availabili availability ty of internet connection at home? 1.3. average sleeping sleeping time? time?

2.

Is there there a sign signifi ifican cantt relati relation onsh ship ip betwee between n the the Grade Grade 11 11 stude studentntrespondents’ sex and their average sleeping time?

3.

Is there there a sign signifi ifican cantt relati relation onshi ship p betwee between n the the Grade Grade 11 11 studen studenttrespondents’ availability of internet connection at home and their average sleeping time?

Based on the given Statement of the Problem, construct a Conceptual Framework appropriate for the research it is part of.

This is a diagram that connects variables of the study with lines (correlations) or arrows (cause-effect relationships) In writing this section,

Conceptua l Framewor k

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start with text and clearly cite the diagram

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Include in the diagram the variables which may have values or sub-variables sub-variables

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use the diagram to explain research framework. framework. Justify each variable (and sub-variable) and each line or arrow using logic and synthesized studies.

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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

A hypothesis is a prediction of the possible outcomes of a study (Fraenk (Fraenkel el & Wallen, 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, ( Creswell, 2012)

Research Hypothese s

Question: Is there a significant relationship between the Grade 11 student-responden student-respondents’ ts’ availability availability of internet connection at home and their average sleeping time? Hypothesis: There is no significant relationship between the Grade 11 student-responden student-respondents’ ts’ availability availability of internet connection at home and their average sleeping time?

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.

Research Hypothese s

Significant or significantly – implies that results are not due to chance alone.

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.

Definition of Terms

Terms defined operationally are variables measured using instruments, e.g., test or rating scale. Example: Millennials’ attitude – total rating in a rating scale.

Review of the WORKSHOP, CHAPTER TWO 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)