Practicalresearch 1 q3 mod13 lite RWS_NOBLEZA Arararara bshais jsjsjs paos0jfpaosraturereview final PDF

Preview

Summary

Practical Research 1Quarter 3 – Module 13:Literature ReviewPractical Research 1 Alternative Delivery Mode Quarter 3 – Module 13: Literature Review First Edition, 2020Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prio...

Description

Practical Research 1 Quarter 3 – Module 13: Literature Review

Practical Research 1 Alternative Delivery Mode Quarter 3 – Module 13: Literature Review First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

SENIOR HS MODULE DEVELOPMENT TEAM Author Co-Author – Language Editor Co-Author – Content Evaluator Co-Author – Illustrator Co-Author – Layout Artist Team Leaders: School Head LRMDS Coordinator

: Amelyn R. Zulueta : Niljoy G. Senina : Joel A. Cayabyab, EdD : Dexter V. Fernandez : Dexter V. Fernandez

: Marijoy B. Mendoza, EdD : Karl Angelo R. Tabernero

SDO-BATAAN MANAGEMENT TEAM: Schools Division Superintendent OIC- Asst. Schools Division Superintendent Chief Education Supervisor, CID Education Program Supervisor, LRMDS Education Program Supervisor, AP/ADM Education Program Supervisor, Senior HS Project Development Officer II, LRMDS Division Librarian II, LRMDS

: Romeo M. Alip, PhD, CESO V : William Roderick R. Fallorin, CESE : Milagros M. Peñaflor, PhD : Edgar E. Garcia, MITE : Romeo M. Layug : Danilo S. Caysido : Joan T. Briz : Rosita P. Serrano

REGIONAL OFFICE 3 MANAGEMENT TEAM: Regional Director Chief Education Supervisor, C LMD Education Program Supervisor, LRMS Education Program Supervisor, ADM

: May B. Eclar, PhD, CESO III : Librada M. Rubio, PhD : Ma. Editha R. Caparas, EdD : Nestor P. Nuesca, EdD

Printed in the Philippines by the Department of Education – Schools Division of Bataan Office Address: Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 E-mail Address: [email protected]

Practical Research 1 Quarter 3 – Module 13 Literature Review

Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-bystep as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you.

What I Need to Know

This module was designed and written with you in mind. It is here to help you master literature review. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. 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 two lessons, namely: • •

Lesson 1 – Presenting Literature Review Lesson 2 – Ways of Organizing Literature Review

After going through this module, you are expected to: 1. synthesize information from relevant literature; 2. write coherent review of literature

1

What I Know Provide information on the table. Use the research abstracts below as your source. Write your answers on your notebook. Title

Author

Year

Type

Publication

Findings

Conclusion

Gauging the ICT-Based Teaching Readiness of Pre-Service Teachers in the Light of 21st Century Education Dexter M. Balajadia, Ph.D. 2015 International Journal of Social Sciences Abstract This triangulation study assessed pre-service teachers of their readiness to functionally utilize Information and Communication Technology (ICT) – based teaching strategies and techniques as corroborated with new graduates’ related experiences. This study ultimately revealed that the educational technology course experiences were not responsive enough to capacitate pre-service teachers to enact ICT-based strategies toward functional learning of their future students. They generally believe that their knowledge, potentials, and skills were not adequate to maximize ICT in designing and implementing curricular programs when they become full-fledged teachers despite their positive views on the benefits of ICT in teaching.

2

Lesson

1

Research Experiences and Knowledge

After knowing in-text and reference citation, you are now ready to write your related literature. But writing literature review is not an easy task. Because on this part of research, you are going to search for studies similar or related to your work. It requires your time and your commitment (Bolderton, 2008). From those literatures, you will draw connection in order to provide background on the issue you are going to investigate and set gap that will be the relevance of your study (Denney & Tewksbury, 2013). However, you need to familiarize yourself first to the guidelines in doing literature review. This lesson will acquaint you with the process in coming up a worthwhile literature review.

What’s In Identify the words hidden on the codes. Use the guide below. Write your answers on your notebook.

1.

--. ..- .. -.. . .-.. .. -. . …

___________________________

2.

…- .- .-. .. .- -… .-.. .

___________________________

3.

… ..- .-. -.-. . ….

___________________________

4.

.-.. .. - . .-. .- - ..- .-. .

___________________________

5.

… ..- -- -- .- .-. .. --.. .

___________________________

3

Notes to the Teacher This module prepares the students to present their literature review.

What’s New The misAdventures of Bok and Nonoy

Literature review provides background of the research. Bok on the other hand, instead of reading studies related to their research opted to have concrete experience of their research topic. Having a direct experience is good but of course you need to read other researches in order to understand their claims and findings.

4

What is It Now we are going to deal with the guidelines on how to make literature review. According to Morgan-Rallis (2018), there are guidelines that researchers need to ponder in crafting their literature review. 1. Identify your variables. This is to determine what are your variables in your research. In short, you should know your topic (Minch, 2018). For example, your research title is like this: Example Lived experiences of PWD Students Engaged Community Services in a Rural Area What are your variables here? Or simply, what is your topic all about? If you will be labeling it, you will come up with this result. a) PWD students b) PWD students and community services c) PWD students in a rural area d) PWD engaged in community services So, you can search for literatures: journal articles, published articles from credible websites, magazines, newspapers related to the following. The question is how many literatures are you going to search and what is the time frame? Some schools require ten (10) to twenty (20) literatures conducted within five (5) years. Some just acknowledge ten (10) from credible and scientific sources. Nonetheless, because the research you are conducting is a novice research with the aim just for research appreciation, ten (10) literatures from scientific sources are enough. 2. Use online or library sources. Literature review requires reading. If there is a nearby school or public libraries, you can go there to read their books related to your study. However, if there is none, internet is the best way to do it. It is just one click away.

5

Here are some websites that can help you search for any related literature.

www.googlescholar.com

www.researchgate.com

proquest.com

eric.ed.gov.

elsevier.com

springer.com

3. Analyzing the literature. On this part of literature review, you need to analyze what you have read. It requires you to evaluate the findings of the research. You just need to identify what the literature has to say on the variable that you have considered. Community Involvement of PWD

The study of Fernandez about community involvement of PWD, found that there are PWD in NCR who are involved in community services. Most of them are involved in outreach activity such as education and psychological help. Despite their physical situation, they positively perform their duties as volunteers.

PWD Students’ Involvement in School Services

The study of Fernandez about PWD students’ involvement to school services found that students with physical difficulties do not usually participate in school related services. It is because they are afraid to be rejected by students without physical challenges.

6

4. Summarizing what you read by highlighting important things. On this part, you need to summarize the literature you read. There are many ways of summarizing it. However, you can consider my way of summarizing literature through tables. Tabular Method Title

Author

Year

Type

Publication

Findings

Conclusion

Indicate the Indicate

List the Indicate

author

Put the year

the title

or

it was

of the

authors

published or

research

of the

finished if it

you have

study

is

read

or

unpublished

article

whether it is a book, journal article, online sources, thesis or dissertation

name publisher if

Write the

it is a book,

findings if

website if it

it is a

is an online

study or

source,

important

name of the

claim if it

journal, or

is an

the

article

Write the conclusion if it is a study or implication if it is an article

institution it was made

What’s More Provide information on the table. Use the research abstract below as your source. Write your answers on your notebook. Title

Author

Year

Type

7

Publication

Findings

Conclusion

NEMO DAT QUOD NON HABET! The Lived Experience of Senior High School Teachers Teaching Practical Research Subjects Leonilo B. Capulso, MAED, MRS Arnel T. Sicat, Ph.D. 2017 e-Proceeding of the Social Sciences Research Abstract The fourth industrial revolution in education and the K to 12 curriculum require teachers to be facilitators of learning in developing and enhancing students competencies centered on collaboration, communication, creativity and critical thinking skills. However, teacher’s lack of expertise in teaching research subjects led the researcher to conduct this phenomenological study which explored on the lived experiences of SHS teachers teaching practical research subjects. Using face-to-face interview, four themes were identified as challenges encountered by the teachers, namely: students’ low aptitude on the subject, low morale or lack of motivation, scarcity of teaching resources and teachers’ lack of expertise in the subject matter. As a coping mechanism, the following themes were identified: mentoring from peers/colleagues, time management, resourcefulness and professional development. Using Collaizzi’s data analysis, the researcher recommended the need of course rationalization or alignment, need for more mentoring, modeling and research enhancement.

What I Have Learned Read each statement carefully. Write T if the statement is true, F if otherwise. Write your answers on your notebook. 1. Identifying your variables of concerns will help you to find related studies. 2. Websites containing fake information are acceptable literature review. 3. Articles related to your research need to be recent and from reputable sources. 4. Online libraries are good source of literature review. 5. Elsevier, Proquest, Springers and Eric are examples of reputable online sources that you can consider.

8

What I Can Do Provide information on the table. Use the research abstract below as your source. Write your answers on your notebook. Title

Author

Year

Type

Publication

Findings

Conclusion

Crossing the Bridge While it is Being Built: UA’s Experience on the K-12 Transition from the Perspective of the Administrators Emmanuel M. Bagtas Arnel T. Sicat Joel Q. Calaguas Oliver G. Yalung Ralph Jayson D. Calbang 2016 Ad Meliora Journal Abstract This interpretive qualitative study aims to explore pertinent data in the University of the Assumption regarding the experiences of the administrators on the K-12 basic education program. Specifically, the research aimed to: 1) Identify the coping strategies utilized by the administrators during implementation of the K to 12 basic education program; 2) Enumerate the barrier or difficulties they have faced on the implementation of the abovementioned program. 3) Determine future possible obstacles or problems regarding the execution of the K to 12 program. 4) Describe the institution’s best practices. There were 12 administrators who participated in the research. The study was conducted on the respective offices of the administrators in a Catholic university. The researchers utilized an interview guide that includes four open-ended questions which are specific to the topic of K to 12 experiences of the administrators. Based on the findings, the strategies utilized by the university to

9

cope with the K to 12 transition were the formation of a K to 12 committee and early preparation. The problems encountered by the institution were the renovation of buildings and facilities, selection and training of faculty and changes in the curricula. The foreseeable obstacles perceived by the administrators are the maintenance of current buildings and facilities and hiring and retention of faculty members. The University of the Assumption’s best practices include the top management’s initiative and effective information dissention. It may be education program through the administrators’ utilization of coping strategies, best practices and experiences when faced with problems and difficulties. Findings of the study suggest that the administrators must remain vigilant on the implementation of the K to 12 basic education program.

Assessment Provide information on the table. Use the research abstract below as your source. Write your answers on your notebook. Title

Author

Year

Type

Publication

Findings

Conclusion

Evaluation of the Community Outreach Activities of a Selected High Education Institution in Cavite: Basis for a Community Extension Service Plan Leonilo B. Capulso 2017 e-Proceeding of the Social Sciences Research Abstract The purpose of the study was to evaluate the community outreach activities of a selected

Higher

Education

Institution

(HEI)

in

the

level

of

awareness,

implementation, and engagement of the three group of respondents, the selected

10

College students of the College of Arts and Sciences and the College of Education, the Faculty, staff and Administrator and the selected residents of the adopted community of the university. It used an quantitative-descriptive design. A three-part self-made questionnaires were given to the respondents. Both descriptive and inferential measures were utilized in the treatment of data such as frequency count, percentage,

mean, ranking,

analysis

of variance,

and applicable

multiple

comparisons or post-hoc tests. The analysis of variance manifested a significant difference among the three respondents in the three areas of concerns, namely, the level of awareness, implementation, and engagement. The post hoc analysis further showed the group of faculty, staff and administrator caused the significant difference to the two other groups of respondents. A Community Extension Services Plan was developed to address this issue that will cater to more collaborative extensions services of the university.

Additional Activities Provide information on the table. Use the research abstract below as your source. Write your answers on your notebook. Title

Author

Year

Type

Publication

Findings

Conclusion

Lay Leaders Speak: Understanding the Facilitating Factors Behind Catholic Lay Leadership Arnel T. Sicat Owen G. Dizon Romario P. Polintan Ad Meliora Journal 2017

11

Abstract This commissioned study examined the facilitating factors behind Catholic lay leadership in the Archdiocese of San Fernando. Within an interpretivist framework, via focus group discussions (FGDs), an estimate of 108 select participants from 18 groups (six youth groups, six women groups and six men groups), among six parish classifications were probed by a research team from three Catholic universities. Transcribed field texts were structurally analyzed and coded to generate significant themes. Common insights across groups (youth, women and men) emerged thematically. On the factors in joining church organizations, three general themes were identified: personal response to God’s will to serve, influence and invitation of the family and church leaders, and experience of joy in serving in the church. On the salient points in sustaining lay leadership, three common themes emerged: experience of solidarity, experience of faith, and parish priest’s support.

Role

modeling, seminars and trainings on formation, tapping of potential leaders in the community, were distinctly identified as common components that enhance leade...