TECHNOLOGY RESEARCH 1 – MODULE 2: REVIEW OF LITERATURE & RESEARCH DESIGN (18 hrs)
Lesson 1: Review of Related Literature and Studies (Local & Foreign) – 4 hrs
Discussion (Expanded):
1. Definition
o Review of Related Literature (RRL): Systematic examination of existing published studies, articles,
theses, and books relevant to the research topic.
o Purpose:
Provides context for your study.
Shows what has already been done.
Identifies gaps or unexplored areas.
Avoids duplication of research efforts.
2. Sources of Literature
o Local: Journals, theses, dissertations, government publications. Example: Philippine bamboo craft
studies.
o Foreign: International journals, books, online databases (e.g., JSTOR, Scopus). Example: Studies on skill
retention in vocational programs abroad.
o Grey Literature: Non-commercial publications such as NGO reports, conference proceedings, white
papers. Example: Community livelihood program reports.
3. Types of Literature
o Theoretical: Models, frameworks, and theories guiding the study (e.g., Constructivist Learning Theory in
skill acquisition).
o Empirical: Studies with collected data and findings (e.g., surveys on student culinary skill improvement).
o Conceptual: Key definitions, constructs, and variables (e.g., defining “skill retention” in TLE).
Activity:
You have to find at least 2 local and 2 foreign studies related to your TLE topic and summarize objectives,
methodology, and key findings.
Teaching Tip:
Emphasize critical reading: you should not just list studies but also compare methods, findings, and relevance to
their research.
Lesson 2: Literature Synthesis and Research Gap Identification – 3 hrs
Literature Synthesis: Integrates findings from multiple studies to identify trends, patterns, similarities, and
differences.
Research Gap: A part of knowledge or practice that is underexplored or unanswered.
Steps for Synthesis:
1. Organize literature by theme, variable, or methodology.
2. Compare findings and note contradictions, trends, or consistencies.
3. Highlight areas where evidence is insufficient (research gaps).
Example:
Many studies show hands-on practice improves woodworking skills, but few examine long-term retention
without supervision.
Activity:
Ccreate a literature synthesis table:
o Columns: Author, Year, Objective, Method, Key Findings, Gap.
Teaching Tip:
Encourage students to think: “What is missing? What still needs to be studied?”
Lesson 3: Theoretical and Conceptual Framework – 3 hrs
1. Theoretical Framework:
o A set of theories that underpins the study.
o Explains why variables are related and guides research design and interpretation.
o Example: Constructivist Learning Theory guiding a bamboo weaving study – emphasizes learning by
doing.
2. Conceptual Framework:
o A visual or diagrammatic representation of variables and relationships.
o Components:
Independent Variables: Factors affecting outcomes (e.g., teaching method).
Dependent Variables: Outcomes being measured (e.g., skill retention).
Moderating/Intervening Variables: Conditions affecting relationships (e.g., supervised practice).
Example Diagram:
Training Methods (Independent) → Skill Retention (Dependent)
Supervised Practice (Moderating)
Activity:
Students draft a conceptual framework for their own research topics.
Teaching Tip:
Emphasize clarity: diagrams should visually convey the logical relationships between variables.
Lesson 4: Research Design in TLE Studies – 3 hrs
Definition: Overall plan or strategy for conducting research to ensure systematic, valid, and reliable results.
Purpose: Guides methodology, data collection, and analysis.
Types of Research Design:
Design Description Example in TLE
Descriptive Describe characteristics or phenomena Survey of culinary proficiency
Relationship between training hours and woodworking
Correlational Examine relationships between variables
skills
Experimental Test causal effect in controlled environment Effect of guided practice on sewing performance
Quasi-
Causal study without full randomization Comparing two woodworking classes
Experimental
Case Study In-depth exploration of single program or Bamboo craft training program study
Design Description Example in TLE
case
Mixed Methods Combines quantitative and qualitative Survey + interviews on electronics tool use
Activity:
Choose an appropriate design for your research problem and justify your selection.
Teaching Tip:
Stress that the design must align with objectives, research questions, and practical feasibility.
Lesson 5: Population, Sampling, and Locale – 2 hrs
Population: All individuals relevant to the study (e.g., all 11th-grade woodworking students).
Sample: A subset of the population used to collect data.
Sampling Techniques:
o Probability Sampling: Random, each member has equal chance (e.g., simple random).
o Non-Probability Sampling: Purposive or convenient selection (e.g., students enrolled in a woodworking
course).
Locale: Physical or organizational setting (school, classroom, community).
Activity:
Identify population, sample, sampling method, and locale for their topic.
Teaching Tip:
Emphasize representativeness and feasibility when choosing a sample.
Lesson 6: Scope and Delimitations of the Study – 3 hrs
Scope: Extent and boundaries of study – participants, variables, duration.
Delimitations: Researcher-imposed boundaries to focus the study.
Example:
Scope: 50 students in 11th-grade woodworking class over 3 months.
Delimitation: Excludes other grades, measures only skill retention, not attitude.
Activity:
Draft scope and delimitation paragraph for your proposal.
Teaching Tip:
Clarify that clear boundaries prevent unrealistic expectations and focus analysis.
Assessment Tasks – Module 2
RRL Matrix (Written)
Draft Conceptual/Theoretical Framework (Performance Task)
Draft Chapter 3: Research Design, Population, Sampling, Scope (Written Work)