Practical Research 1 Module 4 PDF

SHS Practical Research 1 Quarter 3: Week 7-8-Module 4 Writing Related Literature Practical Research 1 Grade 11 Quarter 3: Week 7-8-Module 4: Writing Related Literature First Edition, 2021 Copyright © 2021 La Union Schools Division Region I All rights reserved. No part of this module may be...

SHS Practical Research 1 Quarter 3: Week 7-8-Module 4 Writing Related Literature Practical Research 1 Grade 11 Quarter 3: Week 7-8-Module 4: Writing Related Literature First Edition, 2021 Copyright © 2021 La Union Schools Division Region I All rights reserved. No part of this module may be reproduced in any form without written permission from the copyright owners. Development Team of the Module Author: Marlon U. Ligas Ph.D Editor: SDO La Union, Learning Resource Quality Assurance Team Illustrator: Ernesto F. Ramos Jr., P II Management Team: Atty. Donato D. Balderas, Jr. Schools Division Superintendent Vivian Luz S. Pagatpatan, Ph.D AssistantSchools Division Superintendent German E. Flora, Ph.D, CID Chief Virgilio C. Boado, Ph.D,EPS in Charge of LRMS Rominel Sobremonte, Ed.D, EPS in Charge of Science Michael Jason D. Morales, PDO II Claire P. Toluyen, Librarian II  Target This module was designed and written with you in mind. It is here to help you master the review of related literature and follow ethical standards that can be used as a guide in developing a research. This module allows the learners to use the knowledge in many different learning situations. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is divided into three lessons, namely: Lesson 1 – Following Ethical Standard in Writing Literature Lesson 2 – Presenting Written Review of Literature After this discussion, you are expected to have the ability to… Follow ethical standards in writing related literature (CS_RS11-IIIfj-5) READ ME AND UNDERSTAND ME Directions: Read the following paragraphs to help you understand more about ethical standards in conducting research. Ethics are broadly the set of rules, written and unwritten, that governs our expectations of our own and others’ behavior. Effectively, they set out how we expect others to behave, and why. While there is broad agreement on some ethical values (for example, that murder is bad), there is also wide variation on how exactly these values should be interpreted in practice. Research ethics are the set of ethics that govern how scientific and other research is performed at research institutions such as universities, and how it is disseminated. Research ethics are important for a number of reasons. They promote the aims of research, such as expanding knowledge. They support the values required for collaborative work, such as mutual respect and fairness. This is essential because scientific research depends on collaboration between researchers and groups. They mean that researchers can be held accountable for their actions. Many researchers are supported by public money, and regulations on conflicts of interest, misconduct, and research involving humans or animals are necessary to ensure that money is spent appropriately. They ensure that the public can trust research. For people to support and fund research, they have to be confident in it. They support important social and moral values, such as the principle of doing no harm to others. Pre-test Let us check if you have knowledge on the topic. Goodluck!!! A. Multiple Choice Directions: Read the following questions carefully. Choose the letter of the best answer. 1. Why are ethical standards significant in researchers? A. It allows researchers ought to do and avoid charges. B. It makes researchers competent enough to replicate research. C. It gives researchers power to submit and comply their requirements. D. None of these 2. Which of the following situations shows UNETHICAL way of doing a literature review? A. Gian claimed to develop a theory in his literature review, but he just got the idea in his readings. B. Rich Carlo cited authors in her book review. C. George paraphrased ideas from an article he needs in his studies. D. None of these 3. Which of the following techniques must be AVOIDED in making literature review? A. Paraphrasing, Direct Quotations, and Summarizing B. Copying, Pasting, and Claiming C. Mimicking, Impersonating, and Caricaturing. D. All of these 4. An act of editing research equipment, materials, or changing ideas or removing a result with inaccuracy is called ______________. A. falsification B. fabrication C. production D. plagiarism 5. An act of making up data or results and recording written in your literature is called __________. A. falsification B. fabrication C. production D. plagiarism B. Modified True or False Directions: Write “TRUE” if the statement is correct; otherwise, underline the word/s that make/s the statement incorrect then write the correct answer on the space provided. ___________1. Direct quotations is stating someone else’s ideas, theories, or processes in your own words. ___________2. Summarizing is providing the gist of the literature. ___________3. Paraphrasing is used in adopting necessary text. ___________4. Fabrication is making up data or results and recording written in your literature. ___________5. Plagiarism is editing research equipment, materials, or changing ideas or removing a result with inaccuracy  LESSON Following Ethical Standard in Writing Literature 1 Jumpstart Let us talk about concepts, principles and processes. There is a question after the discussion. In writing the literature review, researchers must follow a set of ethical standards or guidelines. Following the guidelines ensures credibility, academic honesty, and integrity among researchers. As you write your literature, be aware of the following guidelines; 1. Always acknowledge the source of information whether it is a primary source or secondary source. Make certain that you cite your sources by creating a reference list and in-text citation. Avoid plagiarism. Do not just copy tables, figures, data, ideas, images, and words of other authors, making it appear that such works are yours. Always give credit to the authors of studies you have cited in your review. 2. Recognize the ideas, theories, and original conceptualizations of others. People who have contributed to your topic or helped you shape your topic should be properly acknowledge. 3. Be critical in the studies you will include in the literature review. Make sure that major and milestone studies are well reviewed. Also include minor studies that have significant contributions to your topic. Do not underscore a study that runs contrary to your problem statement This is a set of standardized rules and regulation that serves as a guide in conducting a research and writing of literature review. What is right and wrong is defined as ethics. Think of the following conduct, reflect if you are doing it or not. 1. You are fabricating data or results and recording written in your literature. Then, you are doing “Fabrication”. 2. You are editing research equipment, materials, or changing ideas or removing a result with inaccuracy. Then, you are “Falsifying Documents”. 3. You are claiming someone else idea, concepts, processes, results, phrases or words. Then, you are doing “Plagiarism”.  If you are doing the above-mentioned conduct, then I am strongly saying that you should stop now. Those are research misconduct and it is unethical. Here is the ethical way of doing a literature review: 1. Discuss intellectual property frankly. 2. Be conscious of multiple roles. 3. Follow informed consent rules. 4. Respect privacy and confidentiality. 5. Tap into ethics resources. How can we avoid plagiarism? ✓ Paraphrasing - stating someone else’s ideas, theories, or processes in your own words. - Ensure to capture the main idea behind the literature. Don’t forget to cite sources. ✓ Summarizing - providing the gist of the literature. - Consider the WH’s questions in capturing the key concepts. Don’t forget to cite sources. ✓Direct Quotations - adopting necessary text. - Use ellipsis points (…) to shorten a quote. Use it for impact in your literature. Don’t forget to cite sources. Discover There is an important idea that you need to know. Please take time to read it! Integrating sources into a paper can be challenging. How much of a source do you use? When should you use quotation marks? It is important to remember that you are the author of a paper, so sources are properly used to back up your own arguments, not state an argument in themselves, so how you use them depends on the structure of your paper and your argument. Here is a paragraph from a scholarly article: These results suggest that morning people, or early chronotypes—as measured on the morningness–eveningness continuum are more proactive than are evening types. Additionally, the misalignment of social and biological time, as assessed by the difference between rise times on weekdays and on free days, correlated with proactivity, suggesting that people with a high misalignment of social and biological time may be less able to act in a proactive manner, probably because of sleep delay. Their biological schedules seem not to fit neatly into social demands (e.g., school, university, work schedules) as do those of less misaligned people. Randler, C. (2009). Proactive people are morning people. Journal of Applied Social Psychology, 39(12), 2787-2797. See examples of how to quote, paraphrase and summarize this paragraph below: Quoting Use Quotation when you are repeating something from a source exactly word for word. You should use quotation marks even if you are only taking just a few words from a source. Quotes can help lend authority to an initial argument, but should not be relied upon too heavily in a paper. If you find yourself quoting an entire paragraph, a paraphrase or summary of that content may often be more appropriate. Quotes can and should be used when the original author’s wording is unusual, unique, or memorably states a point. Examples using the paragraph above: Randler (2009) states that late risers have “a high misalignment of social and biological time” which results in a mismatch between their natural schedules and the normal workday (p. 2793). or “People with a high misalignment of social and biological time may be less able to act in a proactive manner, probably because of sleep delay” (Randler, 2009, p. 2793). Notice that there are two ways to incorporate a source: Singal phrase – using the author’s name in your own narrative, and then incorporating their idea or words into a sentence, like the first example above. Direct quotation – Using the words or ideas of the source independently and adding the author’s name in the in-text citation, like in the second example. Paraphrasing Paraphrasing is taking the idea of a sentence or passage, and putting it into your own words. Paraphrasing is NOT copying the sentence and replacing or changing a few words to be different from the original. (This is called “patch writing” and may trigger plagiarism-detecting programs.) You should paraphrase when the idea or point is more important than the actual words used. You should paraphrase when the words are complex but the point is simple. Paraphrasing should remain faithful to the original meaning of the material. Examples using the paragraph above:  Randler (2009) states that people who are naturally morning people often also display traits that are considered proactive. He also suggests that late risers may not show as many proactive traits because they naturally operate on a different sleep schedule (p. 2793). People who are naturally morning people have been shown to also display traits that are considered proactive, and late risers display fewer of these traits because they don’t get enough sleep on days when they have to go to work or school. (Randler, 2009, p. 2793). Summarizing As with paraphrasing, summarize when the idea or point is more important than the actual words used. However, summary can also condense much more material – even an entire book or article. Summary can often lead into your own points on the material. Examples using the paragraph above: Recent research shows that people who are not naturally early risers often have persistent issues adjusting themselves to the morning-oriented schedule of most schools and workplaces, and because of this may be less proactive in their behaviors (Randler, 2009). The natural alignment of sleep schedules to work and school schedules allows early risers to have more energy and display proactive traits, while people who are natural late risers, and thus often combating sleep delay in adhering to regular schedules, display fewer of these traits (Randler, 2009). Notice that with a Summary we do not always have to include the page number as we are summarizing the findings from the whole study, rather than just a small part of it  Explore Let us check how well you have understood the lessons by working on some of the enrichment activity/ies below. Good luck! Activity 1. Try it! Do it in an Ethical Way! Directions: In the materials that you have already reviewed for your literature, try to practice paraphrasing, summarizing, and direct quoting. Follow the template below. “Applying the Ethical Standards!” Action to use Source Outcome Quoting Paraphrasing Summarizing  Deepen Congratulations! You have acquired knowledge on drawing conclusions. Now its time for you to apply this knowledge. Activity 2. Dirt free Box Directions: Fill in the box below, with your insights or views of today’s lesson. You may write words or statements in the box. The title is dirt free box because it is related to your actions as a researcher that you followed ethical standards in developing your research.  LESSON 2 Presenting Written Review of Literature READ ME AND UNDERSTAND ME Directions: Read the following paragraphs to help you understand literature review. Finally, you are now at the last lesson of this module. This time you will learn how to present the written review of literature. It is significant to know what considerations you must take in order to present your literature review credible and reliable. In the end, readers must look for focused, concise, logical, developed, integrative, and current literature review. A literature review is a summary of studies related to a particular area of research. It identifies and summarizes all the relevant research conducted on a particular topic. It is important that your literature review is focused. Therefore, you should choose a limited number of studies that are central to your topic rather than trying to collect a wide range of studies that might not be closely connected. Presenting Literature Review in the Introduction and Discussion Sections There are many benefits to presenting literature reviews in the introduction and discussion sections of your manuscripts. However, there are differences in how you can present literature reviews in each section. The Introduction Section The literature reviewed in the introduction should: Introduce the topic Establish the significance of the study Provide an overview of the relevant literature Establish a context for the study using the literature Identify knowledge gaps Illustrate how the study will advance knowledge on the topic As you can see, literature review plays a significant role in the introduction section. However, there are some things that you should avoid doing in this section. These include: Elaborating on the studies mentioned in the literature review Using studies from the literature review to aggressively support your research Directly quoting studies from the literature review  It is important to know how to integrate the literature review into the introduction in an effective way. Although you can mention other studies, they should not be the focus. Instead, focus on using the literature review to aid in setting a foundation for the manuscript. The Discussion Section Literature reviews play an important role in the discussion section of a manuscript. In this section, your findings should be the focus, rather than those of other researchers. Therefore, you should only use the studies mentioned in the literature review as support and evidence for your study. There are three ways in which you can use literature reviews in the discussion section: To Provide Context for Your Study Using studies from the literature review helps to set the foundation for how you will reveal your findings and develop your ideas. Compare your Findings to Other Studies You can use previous literature as a backdrop to compare your new findings. This helps describe and also advance your ideas. State the Contribution of Your Study In addition to developing your ideas, you can use literature reviews to explain how your study contributes to the field of study. However, there are three common mistakes that researchers make when including literature reviews in the discussion section. First, they mention all sorts of studies, some of which are not even relevant to the topic under investigation. Second, instead of citing the original article, they cite a related article that mentions the original article. Lastly, some authors cite previous work solely based on the abstract, without even going through the entire paper.  Jumpstart Let us talk about concepts, principles and processes. There is a question after the discussion. As you’ve learned previously, there are sections of literature review namely introduction, body and conclusion. But, how can we develop an organized and a well presented literature review? There are ways to present and organize a literature review: Chronology of Events You can present your materials according to when they are published. When a research follows clear path of research building then this is a possible presentation. By Publication You can present your materials by publication to demonstrate a vital trend. This is a great presentation when showing a progress of a significant concept, event, idea, or phenomena. Thematic You can present your materials around the topic or issue rather than progression of time. A review presented in this manner would shift between time periods within each section according to point made. Methodological You can present based on methodological approach used by the researcher. This may influence either the type of materials in the review or the way documents are presented.  Discover There is an important idea that you need to know. Please take time to read it! COMMON MISTAKES TO AVOID 1. Hurrying, you might miss something that is vital in improving your study. 2. Focusing on secondary materials rather than primary ones. 3. Converging on findings rather than methodologies. 4. Resources are not relevant to the research problem. 5. Uncritically accepts another researcher’s findings. Source: McCombes, Shona 2019, How to write a literature review retrieved at scribbr.com Presenting and the Writing Process 1. Rough Draft-this involves a strategy on how you are going to present and write your literature review. By this time, you have already a synthesis or an outline. This will help you organize your literature review. Finally, you should write your 2. Final Draft-this refers to a piece of writing that is handed as a final form of literature review. Consisting a final work for the introduction, body and conclusion. 3. Edit-this involves the process of proofreading. You may also ask for feedback on your draft allowing you to create a better paper and become a stronger researcher and writer. 4. Edit Again-this involves editing and revising of paper free from grammatical errors, relevancy, language, and other technical aspects. Source: McCombes, Shona 2019, How to write a literature review retrieved at scribbr.com  Explore Let us check how well you have understood the lessons by working on some of the enrichment activity/ies below. Good luck! Activity 1: Describe Me Directions: Based on our previous lessons, describe the sections of literature review. Complete the diagram below by writing your answer inside the box. Introduction Body Conclusion _________________ _________________ _________________ _____________ _____________ _____________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ ____________ ____________ ____________ Activity 2: Choose Me Directions: Picture out your final literature review. What characteristics does it possess? Here are some adjectives that might help you in describing your literature review. Choose at least five. Explain why you decided to describe your literature using those adjectives. Write your answer on the space provided. Focused Clear Organized Integrative Limited Broad Current Logical Irrelevant Thematic Concise Relevant  Deepen Congratulations! You have acquired knowledge on conceptual concepts. Now its time for you to apply this knowledge. Activity 3: This is the Moment! Directions: Last time, you were asked to make a sample of an introduction, body and conclusion. Now, this is the time for you to make your rough draft. Make sure to consider the tips and strategies you’ve learned throughout this module. Do this in your activity notebook. Have fun and take your time. Don’t rush. Literature Review Rough Draft Rubric Exemplary (10) Competent (8) Developing (6) Introduction Background Background Background information is information is at information is not engaging and leads times unclear or clearly articulated to a clear purpose uninteresting. Relevance to statement. Relevance to research problem Relevance to research problem is unclear. research problem could be more Research is articulated well. clearly articulated. question or Research Research purpose statement question or question or is unidentifiable. purpose statement purpose statement Main discussion is clear and could be stated points are not concise. more identified in the Two or three clearly and purpose statement. main concisely. discussion points of the literature review are clearly identified in the purpose statement. Body Thorough Comparison and Comparison and comparison contrast of findings contrast of findings and contrast of are provided but are lacking. findings are lack thoroughness. Discussion of provided and relate Discussion of findings does not to the main findings could relate well to the discussion relate main discussion points in the order better to the main points in the of their appearance discussion points purpose statement. in the purpose in the purpose Study limitations statement. statement. are not mentioned. Focus is on Study limitations Gaps (what is research are discussed, but unknown and  findings rather possible needs than connections to to be researched) research methods. differences in and controversies Study limitations findings are not that exist in the that might have led clearly identified. literature are not to different Gaps and discussed. findings are controversies in discussed. the literature are Gaps and discussed, but controversies that clarity could be exist in the enhanced. literature are clearly discussed. Conclusion A summary of the A summary of the A summary of the main points is main points is main points is not clearly articulated. presented, but clearly presented. Implications for clarity could be Implications for research problem enhanced research problem arelogical, Implications for are absent, relevant, and clear. research problem illogical, irrelevant, are included but or unclear. lack logic, relevance, Citations Citations are One to three Multiple citation formatted citation errors are noted. correctly. errors are noted. One or more Each citation has Each citation has citation a matching a matching does not have a reference. reference. matching reference. Paragraphs Each paragraph Most paragraphs Many paragraphs begins with a begin with a clearly lack clearly clearly identifiable identifiable topic identifiable topic topic sentence. sentence. sentences. The content of Some paragraphs Many paragraphs each paragraph is include more than contain multiple closely associated one topic topics and are with its topic Transitions difficult to follow sentence between Transitions Transitions paragraphs are between between sometimes rough. paragraphs are paragraphs are rough. smooth. Logical flow The reader is The overall The arrangement of ideas guided arrangement is of content is smoothly through logical but is haphazard the logically occasionally and difficult to arranged paper. difficult to follow. follow.  Gauge Now let us test your overall knowledge to determine how well you have achieved the objectives set in the unit. Multiple Choice Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. Which of the following can help you present your literature review? A. Based on theme, methods and facts. B. Based on theme, methods, order of events and publications. C. Based on facts, date of review, themes and methods. D. None of these 2. Which of the following is INCORRECT in presenting and organizing a literature review? A. A research follows unclear path of research building then this is a possible presentation. B. A review presented by publication in this manner would allow you to shift from one time and to another considering the date of publication. C. You can present based on thematic approach used by the researcher. D. None of these. 3. The following can help you improve your literature review, EXCEPT ________. A. Doing it alone so that you will not be confused B. Finding the main idea in the materials that you have found. C. Using outline in organizing and synthesizing your literature review. D. Proofreading your work and asking feedback from experts. 4. What do you call the process that involves writing of literature review’s introduction, body and conclusion? A. Rough Draft B. Final Draft C. Final Output D. None of these 5. Which of the following is the process that involves proofreading and asking for feedback on your draft? A. Rough Draft B. Final Draft C. Final Output D. Editing 6. What is the process that involves editing and revising of paper free from grammatical errors, relevancy, language, and other technical aspects? A. Rough Draft B. Final Draft C. Editing Again D. Editing 7. Which is the type of presenting the materials around the topic or issue rather than progression of time? A. Chronology of Events B. Thematic C. By Publication D. Methodological 8. What do you call the type of presenting the materials according to when they are published? A. Chronology of Events B. Thematic C. By Publication D. Methodological 9. Which is type of presenting the materials demonstrating a vital trend? A. Chronology of Events B. Thematic C. By Publication D. Methodological 10. Which of following actions are prohibited in making literature review? A. Focusing on secondary materials rather than primary ones. B. Presenting by publication in this manner would allow you to shift from one time and to another considering the date of publication. C. Presenting based on thematic approach used by the researcher. D. None of these. 11. Which of the following are the sections of literature review? A. Introduction, Body and Conclusion B. Problem, Methods and Rationale C. Recommendations, Data, Body D. Body, Abstract, Discussion For items 12-15, arrange the presenting and writing process below by simply putting numbers 1 to 4. 12. Rough Draft _________________ 13. Edit _________________ 14. Final Draft _________________ 15. Edit Again __________________  Answer Key Pre-Test Gauge REFERENCES Adam, L. (2011). Higher education students’ perceptions of plagiarism. Unpublisheddissertation, University of Otago Bond, Acheson (2017) for the Student Learning Development at the University of Otago Dadoress, N. (2020). The Ethical Standards and Presentation of Literature Review Gooding, B. 2018, What is rough draft retrieved at Rasmussen.libanswers.com McCombes, Shona 2019, How to write a literature review retrieved at scribbr.com Nowaczek, A., & Smale, B. (2010). Exploring the predisposition of travelers to qualify as ecotourists: The Ecotourist Predisposition Scale. Journal of Ecotourism, 9:1, 45-61. Padlla, F. n.d, 8 Process of How to Write a Coherent Review of Related Literature retrieved from: scribd.com https://www.skillsyouneed.com/learn/research- ethics.html#:~:text=Research%20ethics%20are%20important%20for,as%20mutual %20respect%20and%20fairness.&text=They%20support%20important%20social%2 0and,doing%20no%20harm%20to%20others. https://www.coursehero.com/file/33475422/Citing- referencespptx/#:~:text= In%20writing%20the%20literature,aware%20of%20the% 20following%20guidelines. https://fitchburgstate.libguides.com/c.php?g=545285&p=3740472