Notes
Review of Related Literature ● What variables they examined
● Survey of scholarly materials relevant ● What limitations they admitted
to the area of research being proposed Then you ask: What is missing?
● Provides a concise description and That missing piece = your justification for
critical evaluation of information doing the study.
related to the research No gap = no research purpose.
2. RRL and the Conceptual Framework
Literature Review “You don’t invent relationships just because
● A written document that presents a they sound logical. They must be
logically-argued case founded on a supported.”
comprehensive understanding of the • Identifying Variables
current state of knowledge about a Your independent and dependent variables
topic of study. should come from:
● This case establishes a convincing ● Repeated themes in literature
thesis to answer the study’s question. ● Theories that explain behavior
○ A thesis is a declarative ● Empirical findings
statement that expresses a If the literature consistently shows Variable
conclusion based on a case A relates to Variable B, that supports
developed using existing including them in your framework.
knowledge, sound evidence & • Theoretical Foundation
reasoned argument Every conceptual framework must stand on
theory.
Purpose of the Review of Related The RRL:
Literature (RRL) ● Explains the theory
Prof said: The RRL is not just a ● Shows how it has been applied
requirement. It’s the intellectual ● Demonstrates why it fits your study
backbone of your research. If your study Theory explains why the variables are
is a house, the RRL is the foundation. connected — not just that they are
Without it, everything collapses. connected.
1. RRL and the Background of the Study • Supporting the Proposed
- emphasized that the background is not Relationships
storytelling and not your opinion. It must If your framework says:
be evidence-based. Social support influences
What the RRL does here: academic stress
• Establishes Context You must show:
The RRL answers: ● Prior studies that found similar
● What do we already know about this patterns
topic? ● Theoretical explanations for the
● How serious or widespread is the mechanism
issue? Otherwise, your framework looks
● Why should anyone care? speculative.
You don’t just claim something is important 3. RRL and Research Design
— you prove it using previous studies. This part surprised me — Prof said RRL also
If you skip literature, your background guides methodology.
becomes emotional or persuasive. • Choice of Research Design
With literature, it becomes academic and If most past studies were quantitative and
grounded. lacked depth, that may justify a qualitative
• Identifies the Research Gap study.
- this is the most critical function. Or if findings were inconsistent, maybe a
The RRL helps you see: correlational or experimental design is
● What previous researchers already needed.
studied Your method should respond to the
● What populations they focused on limitations found in literature.
Cabagte, JZ Mari C. | 3rd Year Psychology Student | CIT-U
Notes
• Selection of Instruments ●Supports the framework
RRL helps you: ●Guides the methodology
● Identify validated scales ●Strengthens interpretation
● Show reliability and validity evidence ●Positions your findings within
● Justify why your instrument is credible scholarly dialogue
“If you create your own questionnaire If done well, it makes your research look
without reviewing literature, you weaken mature and credible.
your study.” If done poorly, the study feels disconnected
• Sampling and Procedures and unsupported.
Previous studies help guide:
● Target population Questions answered by the RRL
● Sample size decisions ● What is already known about the
● Data gathering techniques research area being proposed?
This shows your study follows scientific ● What are the existing theories related
standards rather than guesswork. to this research area?
4. RRL in Results and Discussion ● What are the known characteristics of,
Prof said this is where weak researchers get and relationships among, the main
exposed. factors or variables related to the
You cannot just present results and say: proposed research area?
“This is what we found.” ● What research designs or methods
You must compare. were used and which of these seem
• Comparing Findings unsatisfactory?
Ask:
● Do my results support previous
studies?
● Do they contradict them?
If consistent → strengthens theory.
If inconsistent → contributes new insight.
Either way, you must connect back to
literature.
• Explaining Why
Theories discussed in the RRL help explain:
● Why the results turned out that way
● What mechanisms are operating
Without literature, interpretation becomes
speculation.
• Strengthening Implications
When giving recommendations or
implications, you refer back to:
● Previously identified gaps
● Theoretical contributions
● Practical applications mentioned in
past studies
Prof said:
“Your discussion is a conversation with other
researchers.”
Overall Takeaway Reading critically & analytically - adopting a
The RRL is not a separate chapter. “questioning attitude.”
It is woven throughout the entire study.
It: Step 1. Select a topic
● Justifies why the study exists a. Identify a subject/topic for study;
Cabagte, JZ Mari C. | 3rd Year Psychology Student | CIT-U
Notes
b. Translate the personal ● Age groups
interest/concern into a research ● Language
interest; limit the interest; select a ● Gender
perspective; reflect & develop the ● Subjects
query statement) c. Accessing Full Text & Copyright
c. Link the research query to the Material
appropriate discipline (become
familiar with academic terminology Step 2. Develop the tools of
concerning the research topic; gain argumentation
entry to the literature cocerning the ● Building the case for a literature
topic; consult with the librarian) review
d. Write the preliminary research topic ● Developing the arguments
statement ● Understanding the claim/s,
● Building the evidence,
Online Databases ● ‘Warranting’ – logically connecting the
● ProQuest evidence to the claim
● Philippine E-Journals
● Ebscohost Step 3. Search the Literature
● Scopus a. Select the literature to review
● Herdin b. Conduct a literature search - manage
● PubMed your data; scan the literature; skim the
● Medscape literature; map your reference
● Google Scholar contents; create subject memoranda
● DOAJ (directory of open access c. Refine your topic
journals)
● ERIC Keep a record of keyword searches
● Asean Citation Index ● Basic information to log:
1. Key words, phrases, and Boolean
Conducting an Online Search search terms that you used;
a. Identifying Appropriate Search Teams 2. Date when the search was done;
(e.g. MeSH) 3. Search engines, databases, and
b. Search Tools for Electronic Databases catalogues in which you did each
B.1 Truncation & wildcards search;
● Truncation (often an 4. Results obtained from the search.
asterisk,*) expands a
search term to include all Step 4. Survey the Literature
forms of a root word. a. Assemble the collected data (catalog
● Wildcards (often a the data)
question mark or asterisk) b. Organize the information (i.e., arrange
inserted into the middle the information to build evidence;
of a search term permits a organize the information & build
search for alternative claims)
spellings (e.g. wom?n). c. Analyze the patterns in the data (i.e.,
B.2 Boolean Operators map the discovery arguments; analyze
● AND - retrieves results that the arguments)
include all the search terms.
● OR - retrieves results that Reference Management Software
include at least one of the ● RefWorks
search terms. ● EndNote
● NOT - excludes the retrieval of ● Mendeley
terms from your search. ● Zotero
B.3 Search Filters ● MSWord
● Date of publication ● Colwiz
Cabagte, JZ Mari C. | 3rd Year Psychology Student | CIT-U
Notes
● Body - Presentation, Discussion,
Importance of note-taking Evaluation, and Summary of literature
1. To identify & understand the main related to the research
points of a text; ○ Make a critical analysis of the
2. To aid recall; studies done (are they similar,
3. To use in later research & writing; do they contrast) it further
4. To aid focus & concentration; dissects what is unknown/gap
5. To make connections between diff. ● Conclusion - Summary and highlights
Sources; of the most important points from
6. To rearrange information for writing; various sub-sections
7. To avoid plagiarism. ○ Relate/connect findings to
current research being proposed
Step 5. Critique the Literature (specify what is and is not
a. Determine the logic pattern inferred generated)
by the research topic
b. Reframe claims to meet conditions Key Points in Making the RRL
required by the logic type ● RRL must not only be related to the
c. Build the advocacy argument; address topic but also the specific objectives
fallacies, if any. of the study
● RRL is not dependent on the number,
How to connect the literature to your recency, locale of studies
study ● Accuracy of the RRL must be ensured
1. Outline through proper citations to avoid
2. Review the elements of the research plagiarism
question and the research plan that is
taking shape Session Highlights
● The RRL provides a concise
Step 6. Write the review description and critical evaluation of
● Write to understand. information related to the research
○ Journals, memoranda, notes, ● The RRL provides evidence before,
outlines, & other forms of during, and after making the research
writing that allow the researcher ● Developing the RRL should be
to internalize the data, evidence, systematic, and logical
& arguments to be used in the
ROL Conceptual Framework
● Write to be understood.
○ The preliminary, first, & What is a concept?
subsequent drafts of the - Something thought or imagined
researcher’s thesis
(conclusions). Research Conceptual Framework
Outline of the Write-up of the RRL ● The system of concepts, assumptions,
● Introduction - describes the content expectations, beliefs, and theories
(what is the chapter about?), structure that supports and informs your
(how is the chater organized?) and research – is a key part of the research
scope (what are the boundaries?) of design
the RRL ● A visual or written product that
● The Introduction Section “explains, either graphically or in
○ A brief historical and/or narrative form, the main things to be
contemporary context for the studied- the key factors, concepts, or
research; variables– and the presumed
○ A concise reference to research relationships among them”
already carried out in the field;
Conceptual Framework
Cabagte, JZ Mari C. | 3rd Year Psychology Student | CIT-U
Notes
● Written or visual presentation variable; may need to recode a
● Explains graphically, in narrative form, variable) which will be used in the
or both, analysis
● Main variables being studied in the
proposed research Development of the Conceptual
● It serves as: Framework
○ An organizing framework for ● In the research process, the
descriptive studies development of the conceptual
○ A representation of how the framework is done
different variables are ○ After the review of related
inter-related to each other in literature
analytic studies ○ Before the formulation of the
research objectives
Types of Variables
- Based on how variables are measured Requirements: Developing the Conceptual
a. Qualitative Framework
i. Its categories are simply ● Experiential knowledge of the
descriptions or labels to researcher
distinguish one group from ○ Technical knowledge
another ○ Research background
Examples: Gender, region in the country, ○ Personal experience
height categorized as short, medium, tall ● Literature review
○ Prior ‘related’ theory - concepts
b. Quantitative and relationships that are used
i. Categories can be measured and to represent the world, what is
ordered according to quantity or happening and why
amount and can be expressed ○ Prior ‘related’ research - how
numerically people have tackled ‘similar’
Examples: age, systolic and diastolic blood problems and what they have
pressure (mm/Hg), height measured in learned
terms of centimeters or feet ○ Other theory and research -
● Can be either discrete (whole approaches, lines of
numbers) or continuous (can be investigation and theory that are
expressed in decimals or not obviously
fractions) relevant/previously used.
In building the conceptual framework
- Based on how variables are related to each other ● Start with the dependent
a. Dependent variable variable/outcome variable or endpoint
b. Independent variable for intervention
c. Control (or confounding) variable ● Identify the potential independent
variables deemed to affect the
Defining the Variables dependent variable based on the
1. Conceptual definition empirical or theoretical evidence
2. Operational definition - redefining a ● Identify the intervening, confounding,
variable in terms of concrete or antecedent, or mediating variable who
physical steps that a researcher will effects may alter the relationship IV &
take in order to identify/measure the DV
variable; it is important to ● Variables are presented in boxes while
operationalize a variable to permit relationships are represented by
replication of the measurement; arrows
3. Analytic variable definition - a ● Logical presentation of concepts is
variable which is generated from the from left-to-right or top-to-bottom
data (may need to generate a new
Cabagte, JZ Mari C. | 3rd Year Psychology Student | CIT-U
Notes
● Concepts are labelled briefly and 1. State the identified research problem
concisely in a way that will lend itself to
investigation
Research Problem and its Research ● Narrow down the problem
Objectives ● Need for investigation
● Researchable = variable +
study unit
Research objective ● Focused on a certain
● Summarize what the study aims to characteristic (variable) that will
achieve be measured from the study
● Reflect the questions the study wants unit
to answer Types of Research Question
● Stated either in the form of a ● A quantity to estimate
statement or question ● A characteristic to describe or
compare
Reasons for Specifying Research Objectives ● An association to establish
1. Help define the focus of the study (what is
the direction?) Characteristics of a Research Problem
2. Identify the specific variables to be 1. Addresses a gap in knowledge
measured 2. Renders itself to investigation
3. Organize the study to clearly define parts
4. Guide researchers in the development of through collection of data
research methodology, collection and 3. Problem solving process is ethical
analysis
Describing the research problem
Research Objective Setting - Concise explanation of what is to be
Research Problem —--> Research Objectives researched about and its context
RP - a statement about: mental health - Purpose is to
concern/issue , gap in knowledge
● Requires research for its solution
based on knowledge generated
Selecting a research topic: Commonly
used criteria
a. Interest, background and
qualifications of the researcher
b. Relevance
c. Originality of the research
d. Feasibility of the study
e. Applicability of possible results and
recommendations
f. Urgency of the data needed
g. Ethical Acceptability
Identifying the Research Problem
● A research problem is an area of
concern within the selected topic
where there is a gap in knowledge
● It is the basis and guide in
formulating the research objectives
● It strengthens the significance of the
study to be undertaken
Research Problem Clarification
Cabagte, JZ Mari C. | 3rd Year Psychology Student | CIT-U
Notes
Characteristics of Research Objectives
● They are clearly phrased in
measurable, operational and
observable terms, specifying exactly
what are the researcher wishing to do.
● They are realistic, considering the
constraints within local conditions and
should be feasible
● They use action verbs which are
specific enough to be measured.
Specific Action verbs: Determine, Compare,
Compute, Describe
Non- Specific: Appreciate, Understand,
Explore, Dramatize
General vs. Specific Objectives
General Objective
● Reflects the overall purpose of the
project
● Provides a general description of what
is expected to be achieved by the
study
Specific Objectives
● Statements regarding the specific
questions expected to be answered in
the study
● Break up the general objective into
smaller, logically connected parts
● Systematically address the various
aspects of the problem as defined in
the problem statement
Setting the research objective
● Transform research question from
interrogative to declarative sentence
starting with the phrase
○ To determine
○ To examine
○ To describe
○ To compare
Qualities of research objective - SMART
Specific
Measurable
Attainable
Realistic
Time-bound
Cabagte, JZ Mari C. | 3rd Year Psychology Student | CIT-U