Learning from Other and Reviewing the Literatures

CONTENT STANDARDS

The learner demonstrates understanding of:

1. the criteria in selecting, citing, and synthesizing related literature

2. the ethical standards in writing related literature

3. the formulation of conceptual framework

4. the research hypotheses (if appropriate)

5. the definition of terms as used in the 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 study

3. present objectively written review of related literature and conceptual framework

LITERATURE REVIEW

1. Depending on the institution, literatures may be categorized as conceptual literatures or related/research literatures, which may be classified to local and foreign sources.

2. Literature review start from identifying the topics based on the research topic and research questions (check the example above). It will be then followed by identifying the sources, where you will be gathering the literatures. Next, literatures will be searched from online sources, libraries, and archives. The literature matrix may be used in conducting the literature review before you finally proceed to literature writing.

3. Consider the recency of the literatures (include only those literatures that were published for the last 10 years). Check the credentials of the authors and the website where the article is published to established its authority. Scan the material for possible bias and opinionated remarks of the author to determine its objectivity.

4. Review the literatures gathered by analyzing its content:

a. Title that appears on the manuscript published.

b. Problem Statement which may be obtained directly from the research questions, statement of the problem, or general problem statement. It may also be presented by the author on the last part of the introduction.

c. Methods are seen on the research methodology section of the article. Obtain only the research design adopted, population/sample, description of the participants, instrumentation used, and tools used for statistical analysis and interpretation.

d. Salient Findings are important findings that directly answer the research problem. Can be the most and least striking in results (highest-lowest mean values), highest or lowest frequency and/or percentage, etc.

e. Research Gaps are aspects of research that can be further explored or investigated. It can usually be identified from the recommendations of the authors. Examples of the research gaps are the following:

CONCEPTUAL FRAMEWORK

Source: https://www.scribbr.com/methodology/conceptual-framework/

A conceptual framework illustrates the expected relationship between your variables. It defines the relevant objectives for your research process and maps out how they come together to draw coherent conclusions

Tip: You should construct your conceptual framework before you begin collecting your data. Conceptual frameworks are often represented in a visual format and illustrate cause-and-effect relationships.

Steps in Developing a Conceptual Framework

1. Choose your research question.

Your research question guides your work by determining exactly what you want to find out, giving your research process a clear focus.

2. Identify your independent (IV) and dependent variables (DV).

In order to move forward with your research question and test a cause-and-effect relationship, you must first identify at least two key variables: your independent and dependent variables.

Note that causal relationships often involve several independent variables that affect the dependent variable. For the purpose of this example, we’ll work with just one independent variable (“hours of study”).

3. Visualize cause-and-effect relationship

Now that you’ve figured out your research question and variables, the first step in designing your conceptual framework is visualizing your expected cause-and-effect relationship. We demonstrate this using basic design components of boxes and arrows. Here, each variable appears in a box. To indicate a causal relationship, each arrow should start from the independent variable (the cause) and point to the dependent variable (the effect).

4. Identify other influencing variables.

It’s crucial to identify other variables that can influence the relationship between your independent and dependent variables early in your research process. Some common variables to include are moderating, mediating, and control variables.

Moderating variables

Moderating variable (or moderators) alter the effect that an independent variable has on a dependent variable. In other words, moderators change the “effect” component of the cause-and-effect relationship.

Mediating variables

Now we’ll expand the framework by adding a mediating variable. Mediating variables link the independent and dependent variables, allowing the relationship between them to be better explained.

Control variables

Lastly, control variables must also be taken into account. These are variables that are held constant so that they don’t interfere with the results. Even though you aren’t interested in measuring them for your study, it’s crucial to be aware of as many of them as you can be.

DEFINING TERMS

In research, the "Definition of Terms" section provides clear and precise explanations of key concepts and terminology used in the study. This section helps ensure that readers understand the specific meaning of terms as they are used in the context of the research.

Conceptual Definition. Explains the theoretical meaning of a term or concept as understood within the field of study.

Example: If your study involves "social capital," the conceptual definition might describe it as "the networks of relationships among people who live and work in a particular society, enabling that society to function effectively."

Operational Definition. Describes how the term or concept will be measured or identified in the context of your study.

Example: For "social capital," the operational definition might specify the use of surveys measuring community engagement and trust levels among participants.

Guidelines in Defining Terms

Definitions should be straightforward and easy to understand. Avoid complex jargon or technical language unless absolutely necessary, and if so, define those terms clearly.
Write your definitions to the specific context of your research. Terms might have different meanings in different fields or studies.Include Both Conceptual and Operational Definitions:

Conceptual Definition: Provides the theoretical meaning of the term as it is understood in the context of your study.
Operational Definition: Describes how the term is measured or observed in the study. This is especially important for variables that are being quantified.

Make sure your definitions are specific enough to avoid ambiguity. Define terms in a way that clearly relates to the scope and objectives of your research.
Ensure that definitions do not use the term being defined. For example, instead of defining "motivation" as "the level of motivation," provide a distinct explanation.
When a term is complex or abstract, providing an example can help clarify its meaning.
Use the same definition throughout your research. Consistency ensures that readers understand terms in the same way throughout your study.
If you are using definitions from established sources, make sure to cite them appropriately. This adds credibility to your definitions.
If your research area is evolving, ensure that your definitions reflect the latest understanding and developments.
After writing definitions, review them to ensure they are understandable to someone unfamiliar with your research. Getting feedback from peers or colleagues can be helpful.

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