Review of Related Literature For Practical Research

 

CHAPTER 2 OF THE RESEARCH P PAPER APER

W R I T I N G R E V I E W O F R E L AT E D L I T E R AT AT U R E , T H E O R I T I C A L FRAMEWORK AND HYPOTHESIS

 

WHAT IS A LITERATURE?

 

A literature may be defined as “written works collectively, especially, those enduring importance, exhibiting

creative imagination and artistic artistic skill which are written in a particular period, language, and subject (F (Funk unk Wagnalls Wag nalls Dictio Dictionary nary,, 19 197 76 as cited in Calmorin  .”

 

In other words, any written materials published in book, journal, magazine, novel, poetry poetr y, yearbook

and encyclopedia are considered literature.

 

The relevance of each literature presented pre sented to to the present study is also explained thoroughly.. It is unscientific thoroughly uns cientific if related re lated literature is presented but has no explanation of it’s the relevance tto o the pr present esent study. The review of related studies is equally important to the review of related literature. Published and unpublished research studies such us thesis, dissertation, and research proceedings are sources of materials.

 

Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesizing information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills.

 

PURPOSES OF THE REVIEW RE VIEW OF RELA RELATED TED LITERATURE LITERA TURE AND STUDIES

1. Why do you need to review the literature for your thesis or project?

(a) to justify your choice of research question, theoretical or conceptual framework, fram ework, and method; (b) to establish the importance of the topic; (c) to provide background information needed to understand the study; (d) to show readers you are familiar with significant and/or up-to-date research relevant to the topic; and

 

(e)research to establish study as link in a in chain thatyour is developing develop ingone knowledge yourof ffield. ield. (f) to establish relationship with wit h your hypothesis which you posed in your stated st ated problem or research. research. (g) to critique and evaluat evaluate e what other researchers have done in relation to the problem to be studied whether these studies affirmed aff irmed or negate the subject under study. (h) to analyze critically a segment of a published body of knowledge through summary, classification, and comparison of prior research studies, reviews of literature, and theoretical articles.

 

TEN (10) SIMPLE RULES FOR WRITING A LITERATURE REVIEW ENUMERATED BY BUDGEN BRERETON, 2006. 1. DEFINE THE TOPIC AND AUDIENCE Topic must be interesting, important and current. 2. SEARCH AND RE-SEARCH THE LITERATURE LITERATURE After having chosen the topic and the audience, start downloading published articles related to the topic. Some useful sites are: Google scholar, scholar, proquest, etc. Be sure to properly acknowledge sources. 3. TAKE NOTES WHILE READING If you read the papers first, and only afterward af terwards s start writing the review, review, you will need a very good memory to remember who wrote what and what your impressions and associations were while reading each single si ngle paper. paper.

 

4. CHOOSE WHAT TYPE OF REVIEW YOU WISH TO WRITE Some journals are now favoring the publication of rather short reviews focusing on the last few years, with a limit in the th e number of words and citations. The choice between b etween review types will hav have e to be made on a case-to-case basis, depending not just on the nature of the material ma terial found and the preferences of the target journal(s), but also a lso on the time available to write wr ite the review and the number of co-authors (Dijkers, 2009). 5. KEEP THE REVIEW FOCUSED, BUT MAKE IT OF BROAD INTEREST. INTEREST. Arranged readings according to themes. The need to keep a review focused can be problematic for interdisciplinary reviews, where the aim is to bridge b ridge the gap be between tween fields (Wagner et al, 2011) 6. BE CRITICAL AND CONSISTENT Reviewing the literature is not like arranging hollow blocks. It is very important to have consistency in your review.

 

7. FIND F IND A LOGICAL STRUCTURE Pautasso (20 (2013) 13) em emphasized phasized that like a well-bak well-baked ed cake, a good review has a number of telling features: it is worth the reader’s time timely systematic well written, focused, focused, and critical. It also needs a good structure. It must be arranged logically so as not to destroy its implications 8. MAKE USE US E OF FEEDBACK As a rule, incorporating feedback from reviewe reviewers rs greatly helps improve improve a rrevie eview w draf draft. t. Having read the review with fresh mind, mi nd, reviewers reviewers may spot inacc inaccuracies, uracies, inconsistencies, and ambiguities that has not been noticed by the writers due to rereading the typescript too many times.

 

9. INCLUDE YOUR OWN RELEVANT RESEARCH In many cases, the review reviewers ers of the literature will have published studies relevant to the revie review w they are writing. A literature review review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. 10. BE-UP-TO-DATE BE-UP-TO-DATE IN YOUR R REVIEW EVIEW OF LITERATURE LITERATURE AND STUDIES Given the progressive acceleration in the publication o off scientific papers today’s reviews of lit literature erature need awareness not just of the overall direction and achievements achievem ents of a field of inquiry, but also of the latest studies, so as not to become beco me out-of-date before they have been published.

 

TYPES OF LITERATURE REVIEWS 1.ARGUMENT 1.ARGU MENTA ATIVE REVI REVIEW EW 2.INTEGRATIVE REVIEW 3.HISTORICAL 3.HIST ORICAL REVIEW R EVIEW 4.METHODOLOGICAL REVIEW 5.SYSTEMATIC REVIEW 6.THEORICAL REVIEW

 

FUNCTIONS OF REVIEW OF LITERATURE AND STUDIES To provide just justification ification o off the study. To identify gaps, problems and needs of related studies. To provide rationale of the study as well as the reasons of conducting cond ucting the study. To have basis that will be used to support findings of the study

 

CHARACTERISTICS OF THE MATERIALS MATERIALS CITED CIT ED Samo (201 (2010) e enumerat numerated ed the different characteristics of the literature and studies to be cited in the present study: 1. The The mat materials erials must must be be as recent recent as possib possible, le, may be 10 years back. 2. Mate Materia rials ls must must be as as objec objecti tive ve an and d unb unbias iased ed as possible. 3. Mate Materia rials ls must must be rele releva vant nt to the study study.. 4. Coher Coherenc ence e pri princi nciple ple must must be be obse observe rved d in in writing literature l iterature review. review.

 

SAMPLE REVIEW OF RELATED LITERATURE LITERATURE AND STUDIES Reaching the Unreached: A Challenge for Filipino Educators Helen Bihag-Boholano & Mary Lou C. Go Puco Education is one of the necessary elements for progress, a means of rising above poverty, bringing the social gaps, improving living conditions and health, and promoting wellness and a better life. It is required so that positive p ositive contributions to the global community may be addressed. Globalization is seen by teachers in the th e effects that it produces by following an economic, business oriented model of the world that changes the classroom environment (Barron, Odell & Mercier, 2006); however,, the various iinitiatives however nitiatives have failed to address poverty issu issues es which result resu lt in increased dropouts and educational edu cational differences. The oversight is a source of concern since the Philippine Philipp ine Constitution of 1987 expressly provides for free and compulsory elementary and secondary education. Education for All (EFA) recommends working with international agencies like the World Bank and International Monetary Fund to devise programs to reduce poverty-related poverty -related barriers to learning (Goldstein, 2004). These agencies and opportunities must be utilized to address the issues iss ues of education deficiencies related to poverty. In other words, the benefits of globalization should be employed to overcome some of its challenges, especially in poverty-stricken areas.

 

From Fr om another perspe perspective, ctive, globalization impacts both the numeracy and literacy aspects of education since reading and math competencies closely determine determine job opportunities. opportunities. Sparkes Sparkes (1999) (1999) posited that the ability to participate par ticipate effectively in the labor market, and its inverse – unemployment, are strongly affected by the realization of basic b asic literacy and numeracy skills, adding that this is especially so in developing countries where the level of education is closely related to unemployment and earnings. Moreover Mor eover,, as globalization globa lization increases the intensity of competition in these areas, fewer fewer jobs are available to those without these competencies competencies (Bynner & Pearsons, 199 1997; 7; Moser Moser,, 1999). In terms of labor market access, only one in every 50 jobs is open to those without basic entry-skills entry -skills and only 50 of jobs are open to those with skills only at entry e ntry level (Mosser (Mo sser,, 1999). Given the increased availability of human capital provided by mobility aspect of globalization, gl obalization, the job market is increasingly increa singly competitive and limited.