Lesson 3: Learning from Others and Reviewing the Literature Flashcards
1
Q
you must research in order to
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do research
2
Q
A compilation, classification, and evaluation of what other researchers have written on a particular topic.
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literature review
3
Q
primary purpose of a literature review
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establish state of current knowledge, make an in-depth examination of texts; identify, criticize, and synthesize the most recent, relevant, and authoritative texts
4
Q
Being able to review and to report on relevant literature is a
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key academic skill
5
Q
why is doing a literature review a key academic skill
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it situates your research focus; it reports your critical review; it identifies a gap
6
Q
This refers to wasting time or effort in creating something that already exists.
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reinventing the wheel
7
Q
goals of literature review
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demonstrate familiarity; show path of prior research and how current project is linked to it; integrate and summarize what is known; learn from others and stimulate new ideas;
8
Q
steps to evaluate an article
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examine the title; read the abstract; read the article
9
Q
A good title is
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specific
10
Q
indicates the nature of the research without describing the results and avoids asking yes or no questions.
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a good title
11
Q
It describes the topic and may mention one or two major variables and talks about the setting or participants.
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a good title
12
Q
a short summary of your completed research, usually no longer than 250 words.
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abstract
13
Q
summarizes critical information about a study
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good abstract
14
Q
It gives the purpose of the study, identifies methods used, and highlights major findings. It prepares you for examining the report in detail.
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good abstract
15
Q
You may begin by skimming the material and quickly reading the conclusion.
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read the article
16
Q
skimming will give you
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a picture of what the article is about
17
Q
Spend time and effort in reading an article to get
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maximum results
18
Q
conditions that can affect or influence your reading
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article is high-quality with well-defined prupose; sharply focused on a particular issue; solid theoretical background
19
Q
characteristics of a good literature review
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selective, comprehensive, critical, current
20
Q
Do not list everything, but only the most relevant studies.
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selective
21
Q
You include the parts of the studies that are highly relevant and do not omit important ones.
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comprehensive
22
Q
You must effectively analyze information and form judgments based on them.
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critical
23
Q
You must include recent studies in your literature review
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current
24
Q
This refers to print, electronic, or visual materials necessary for your research. They will help you read and give you the materials relevant to your topic.
A
source
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These are immediate, first-hand accounts of a topic.
primary
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They relate or discuss information originally presented elsewhere.
secondary
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These are compilations of primary and secondary sources.
tertiary
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Secondary sources can be considered primary depending on the
context
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iterature reviews use a combination of
primary and secondary sources
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process of writing literature review
select a topic; select and choose literature; analyze and interpret literature; write the review
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Use past tense when
discussing key findings
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Use present tense when
discussing significance
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two reasons why you need to cite literature
avoid plagiarism; assign proper authority to a statement
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This is against the student code of conduct or ethical/moral standards of research.
plagiarism
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This adds “weight” to your paper.
assign proper authority to a statement
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Giving credit to the source of any information or ideas needs to be done in the text. This is known as
citing literature
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where do sources come from
books, scholarly journal articles, dissertations/theses, government documents
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They communicate many types of information, provide thought, and also entertain.
books
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Articles written by experts in academic or professional fields.
scholarly journal articles
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the full text can be found on the Internet.
e-journals
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A long-form piece of academic writing typically performed by students getting a Doctorate or Masters. They may be published as books or articles.
dissertations or theses
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Includes sponsored studies or published reports of research from different government agencies. They are also seen as policy reports and presented papers on the Internet, research institutes, and policy centers.
government documents
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formats for citing literaeture
in-text and full citation
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The internal citation format using the author’s last name and the date of publication.
in-text citation
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This appears in the bibliography or reference section. The format depends on the citation style required by your teacher or instructor.
full citation
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Means systematically showing what information or ideas you are quoting or paraphrasing from another author’s works and where they come from.
referencing sources
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importance of referencing sources
adds authority; demonstrates reading and understanding; enables the reader to track down the original sources; ensures you write in an ethical manner
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a section located before the appendices.
reference/bibliography section
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It is an alphabetical list of all the references you cited in the text of your report.
reference/bibliography section
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ways to lay out the reference section
direct quote; paraphrase; summarize; use facts or statistics
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taking the exact words someone said in parentheses (")
use direct quote
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using different words to express the same meaning or message.
paraphrase
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condensing all the information concisely.
summarize
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It refers to bringing together materials from different sources and the creation of an integrated “whole” or a structured review of relevant works as a coherent argument for the research you are doing.
synthesis
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types of synthesis
explanatory and argument SYNTHESIS
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It helps the reader to understand a topic.
explanatory synthesis
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Its primary aim is to present the facts in a reasonably objective manner.
explanatory synthesis
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Explanations given may entail descriptions, sequence of events, or state of affairs
explanatory synthesis
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Its purpose is for you to present your own point of view with the support of relevant facts drawn from services and presented in a logical manner.
argument synthesis
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What is presented may be debatable.
argument synthesis
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categories of sources according to fraenkel (2015)
documents, numerical records, oral statements, relics
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includes written or printed materials that have been produced in some form or another such as annual reports, books, artwork, cartoons, circulars, records, diaries, notebooks, etc.
documents
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They may be published or unpublished, intended for private or public consumption, or original work or copies.
documents
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considered a separate type of source in and of themselves or as a subcategory of documents. This includes any type of numerical data in printed form such as test scores, attendance figures, census reports, school budgets, etc.
numerical records
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includes stories, myths, tales, legends, chants, songs, and other forms of oral expressions. These materials leave a record for future generations.
oral statements
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any object where physical or visual characteristics can provide some information about the past.
relic
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It is a formal type of historical sources. For example, furniture artwork, clothing, buildings, or equipment
relic
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The Review of Related Literature and Studies must contain
substantial information
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The Review of Related Literature and Studies must contain SUBSTANTIAL INFORMATION to help understand the subject or topic being written about since it serves as the foundation of the study. This INFORMATION is then presented, organized, and summarized further in the SYNTHESIS in a section called the
synthesis of the art
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Through the review of related literature, the researcher is able to connect
past studies and theories to present studies and theories
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steps to write a synthesis
consider your purpose in writing; select and read carefully your sources; formulate a thesis or main idea; decide how you will use your source material; develop organizational plan; write your draft according to org plan; revise
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Identify the specific goal or objective you want to achieve with your synthesis.
consider your purpose in writing
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Choose and thoroughly analyze sources that are most relevant to your writing goal.
select and read carefully your sources according to your purpose
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Develop a clear, central argument or theme that will guide your synthesis.
formulate a thesis or the main idea
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Determine how each source will support your thesis and make detailed notes on key points.
decide how you will use your source material
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Create a structured outline that organizes your ideas and sources in a logical flow.
develop an organizational plan
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Compose your synthesis by integrating your sources and ideas according to the outline.
write the first draft of your synthesis
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Review and refine your draft to improve clarity, coherence, and effectiveness.
revise your synthesis
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techniques for writing a synthesis
summary, example/illustration, two (or more) reasons, comparison/contrast
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It is the simplest way of organizing a synthesis.
summary
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It is a reference to a particularly illuminating example or illustration that you have included in your review.
example or illustration
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an effective method done by simply stating your thesis and giving reasons why it is true, which are supported by your data and sources.
two (or more) reasons
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examining two subjects or data in terms of one another.
comparison and contrast
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comparison considers
similarities
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contrast highlights
differences
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After gathering all the materials needed for the literature review, you have to organize them according to each subtopic discussed about the larger topic. One way of doing so is creating a
synthesis matrix
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It is a chart that allows you to sort and categorize the different opinions and arguments given on an issue in relation to your study.
synthesis matrix
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It refers to how well a manuscript holds together as a unified documents or how well all the elements in the review connect with one another.
coherence
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how to achieve coherence
use subheadings to separate ideas; use transitional expressions
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This helps in organizing content, enhancing readability, and helping readers quickly find key information.
use subheadings to separate ideas
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This helps the reader identify the connections among different sentences or paragraphs.
using transitional expressions
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sections of the literature review
introduction, body, conclusion
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Introduces the general topic and provides an appropriate scholarly or societal context for the review
introduction
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Identifies the overall state of knowledge about the topic such as conflicts in theory, methodology, evidence, and conclusions or gaps in research
introduction
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Addresses previous research on the topic grouped according to theme, theoretical perspective, methodological approach or chronological development.
body
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Draws together the significance of previous, individual studies by highlighting the main themes, issues, and knowledge gaps.
body
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Uses strong “umbrella” sentences or broad statements that introduce and summarize the main ideas at the beginning and end of each paragraph.
body
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Includes brief “so what” sentences at intermediate points in the review to connect the literature to the proposed research objectives.
body
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Describes previous work you have accomplished related to the proposed research.
body
100
Provides a summary of the overall state of knowledge about the topic to reconnect it to the introduction
conclusion
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Reinforces the research purpose or objectives and establishes the potential significance or importance of your proposed research, relative to the current state of knowledge.
conclusion
102
refers to questions of
right and wrong.
ethics
103
refers to being in accordance with the rules or standards for right conduct and practice.
ethical behavior
104
violation of such conduct or practice.
unethical behavior
105
fabrication, falsification, plagiarism, or misinterpretation of credentials in proposing, performing, or reviewing research or in reporting the results.
research misconduct
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committed when authors present the words, datas, or ideas of others with the implication that they are their own, without attribution.
plagiarism
107
plagiarism is against the
intellectual property rights law
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plagiarism is a form of
research misconduct
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five principles of research ethics
discuss intellectual property frankly, be conscious of multiple roles, follow informed consent rules, respect confidentiality and privacy; tap into ethics resources
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It is unethical to take ideas from sources without giving credit to the original.
discuss intellectual rpoperty frankly
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One of the most common multiple roles for researchers is being both a mentor and laboratory supervisor for students they teach or advise.
be conscious of multiple roles
112
Abide by the rule on informed consent where participants should signify their willingness to be part of the research and have the right to know about the results of the study.
follow informed consent rules
113
Letters sent to the potential respondents or participants must include a statement on the observance of confidentiality in terms of the data provided by them.
respect confidentiality and privacy
114
Unethical standards in procedures such as data collection and data analysis will have to be addressed
tap into ethics resources
115
provides an outline of the plan on how to conduct the research, typically presented in a flow chart, map, or diagram or also in a narrative/text format.
conceptual framework
116
It identifies the variables of the study and allows the researcher to refine your central argument or hypothesis.
conceptual framework
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described as the abstract, logical structure of meaning that guides the development of the study based on the identification of key concepts and the relationships among these concepts or other existing theories.
framework
118
abstractly describes or names an object or phenomenon.
concept
119
It is an intellectual representation of some aspects of reality that is derived from observations taken from phenomena.
concepts
120
any characteristic, number, or quantity that can be measured or counted
variable
121
a diagram that visually presents and interprets the underlying theory, principles, and concepts of a research.
conceptual paradigm
122
A visual presentation of variables that interrelate with one another as perceived by the researcher before an actual investigation is done to prove its relationships
conceptual paradigm
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Consists of concepts that are placed within a logical and sequential design.
conceptual framework
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Represents less formal structure and used for studies in which existing theories are insufficient
conceptual framework
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Based on specific concepts and propositions and taken from practical observation and intuition
conceptual framework
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To provide a context for interpreting the study findings.
conceptual framework
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To clarify concepts and propose relationships among the concepts in a study.
conceptual framework
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To explain observations.
conceptual framework
128
To encourage theory development that is useful and practical.
conceptual framework
128
To outline possible courses of action.
conceptual framework
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To present a preferred approach to an idea or thought.
conceptual framework
130
steps to write a conceptual framework
choose a topic; do a literature review; isolate the important variables; generate the conceptual framewokr
131
Decide on what will be your research topic based on the field of your specialization.
choose a topic
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Go over relevant and updated studies related to your own research. Use reliable sources of information and use appropriate documentation.
do a literature review
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Identify the specific variables mentioned in the literature and show their interrelationships.
isolate the important variables
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By using the variables you identified previously and your problem statement, construct your conceptual framework.
generate the conceptual framework
135
effective arguments can be made by establishing
clear, precise, and effective definitions
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Therefore, an important part in writing a research is to give
definition of key terms
137
refers to a specific definition of a concept in a research study.
operational definition
138
It defines a concept solely in terms of the operations (or methods) used to produce and measure it.
operational definition
139
In simple terms, it means it defines the word based on the context it was used in.
operational definition
140
types of operational definitions
experimental, measured, manipulating, measurement
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describes how a term’s reference is manipulated.
experimental definition
142
Chocolate cake is a dessert made by mixing eggs, flour, sugar, milk, butter, baking powder, and cocoa powder and baking it in the oven.
experimental definition
143
describes how referents of a term are measured.
measured definiton
144
Chocolate cake is a sweet, moist, light-textured dessert with a brown exterior.
measured definition
145
This type of definition involves categorizing or defining terms based on a specific criteria or threshold.
manipulating definition
146
Short Class - one lasting less than 50 minutes
Long Class - one lasting more than 50 minutes
manipulating definition
147
This type of definition focuses on assessing variables based on observable or measurable indicators.
measurement definition
148
Short Class - one ending before squirming begins
Long Class - one still in session when ½ of the class is squirming or looking out the window.
measurement definition
149
A specific proposition which is presented for testing through research.
hypothesis
150
It can be derived from another theory or from a researcher’s “hunch”.
hypothesis
151
It is a declarative sentence stating the expected relationships between the phenomena to which concepts refer.
hypothesis
152
Statements that express the relation between two or more measurable variables.
hypothesis
153
It provides a tentative explanation of phenomena and facilitates the extension of knowledge in the area.
hypothesis
154
It provides the investigator with a relational statement that is directly testable in a research study.
hypothesis
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Simply a testable statement that reflects the aims of your study.
hypothesis
156
hypothesis are derived from either
inductive or deductive reasoning
157
it uses general statements and make specific conclusions
deductive reasoning
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It uses specific observations and make general conclusions.
inductive reasoning
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hypothesis is composed of
independent and dependent variables
160
indicates that the researcher has sufficient knowledge in the area to undertake the investigation.
well-grounded hypothesis
161
the process that enables us to use theories to explain real-world events. It provides a link between theory and our observations.
deduction
162
types of hypothesis
simple; complex/multivariate; directional; non-directional; null; alternative
163
expresses an expected relationship between one independent variable and one dependent variable
simple hypothesis
164
Increased study time (independent variable) will lead to higher test scores (dependent variable).
simple hypothesis
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a prediction of a relationship between two or more independent variables and two or more dependent variables.
complex/multivariate hypothesis
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Increased study time (independent variable 1) and the use of study aids (independent variable 2) will lead to higher test scores (dependent variable 1) and improved overall academic performance (dependent variable 2).
complex/multivariate hypothesis
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specifies not only the existence but the expected direction of the relationship between variables
directional hypothesis
168
Students who study for more than two hours a day (independent variable) will score higher on their exams (dependent variable) compared to students who study for less than two hours a day.
directional hypothesis
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does not stipulate or specify the direction of the relationship.
non-directional hypothesis
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There is a relationship between study time (independent variable) and exam scores (dependent variable).
non-directional hypothesis
171
states that there is NO actual relationship between the variables
null hypothesis
172
There is no significant difference in the anxiety level of children of high IQ and those of low IQ.
null hypothesis
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states that there is a potential outcome or relationship between the variables
alternative hypothesis
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There is a difference in the anxiety level of children of high IQ and those of low IQ.
alternative hypothesis
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a hypothesis may be used to
compare, relate, and describe the variables
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Hypothesis CANNOT be
proved or disproved
177
hypothesis can be
supported or not supported
