Senior High School

Practical Research 2

Quantitative Research
You have learned from Practical Research 1 that research method is classified into two main types: quantitative and
qualitative. While both methods utilize a specific data gathering procedure, the former is generally concerned with
understanding phenomenon relating to or involving quality or kind. The latter, on the other hand, is based on the
measurement or quantity. In this module, we will focus on quantitative methods of research and its different kinds.

Quantitative research uses scientifically collected and statistically analyzed data to investigate observable phenomena. A
phenomenon is any existing or observable fact or situation that we want to unearth further or understand. It is scientific
for the fact that it uses a scientific method in designing and collecting numerical data. Once data is collected, it will
undergo statistical analysis like Pearson’s r, t-test and Analysis of Variance (ANOVA) for analysis. Since data is analyzed
statistically, it is imperative that the data obtained must be numerical and quantifiable, hence its name quantitative
research.

Numerical data are generally easier to collect than descriptions or phrases used in qualitative research. Information like
student’s grades in different subjects, number of hours of engagement in social media platforms of teens, percentage of
consumers who prefer the color blue for soap packaging, and average of daily Covid-19 patient recovery per region are
just few examples of research data expressed in numbers. Some data, on the other hand, are not directly countable and
thus require conversion from non-numerical information into numerical information. For instance, determining which
brand of canned sardines is the best choice for consumers in terms of taste cannot be expressed in numbers unless we
do a survey using a rating scale. Several forms of rating scales are available, e.g., the Likert scale that we can use to
quantify data. Usually, they come in a selection of numbers with a corresponding meaning for each choice, for example:
1= tastes very good, 2 = satisfactory, or 3 = undesirable. Numerical choices convert texts into numbers so the researcher
can perform mathematical operations for faster, more accurate, and more objective analysis.

Characteristics of Quantitative Research

Quantitative research is commonly used in natural sciences research problems because of the following characteristics:
1. Large Sample Size. To obtain more meaningful statistical result, the data must come from a large sample size.
2. Objectivity. Data gathering and analysis of results are done accurately, objectively, and are unaffected by the
researcher’s intuition and personal guesses.
3. Concise Visual Presentation. Data is numerical which makes presentation through graphs, charts, and tables possible
and with better conveyance and interpretation.
4. Faster Data Analysis. The use of a statistical tools gives way for a less time consuming data analysis.
5. Generalized Data. Data taken from a sample can be applied to the population if sampling is done accordingly, i.e.,
sufficient size and random samples were taken.
6. Fast and Easy Data Collection. Depending on the type of data needed, collection can be quick and easy. Quantitative
research uses standardized research instruments that allow the researcher to collect data from a large sample size
efficiently. For instance, a single survey form can be administered simultaneously to collect various measurable
characteristics like age, gender, socio-economic status, etc.
7. Reliable Data. Data is taken and analyzed objectively from a sample as a representative of the population, making it
more credible and reliable for policymaking and decision making.
8. High Replicability. The Quantitative method can be repeated to verify findings enhancing its validity, free from false
or immature conclusions.

Kinds of Quantitative Research

Quantitative research is a broad spectrum that it can be classified into smaller and more specific kinds: descriptive,
correlational, ex post facto, quasi-experimental, and experimental.

Descriptive design is used to describe a particular phenomenon by observing it as it occurs in nature. There is no
experimental manipulation, and the researcher does not start with a hypothesis. The goal of descriptive research is only
to describe the person or object of the study. An example of descriptive research design is “the determination of the
different kinds of physical activities and how often high school students do it during the quarantine period.”

The correlational design identifies the relationship between variables. Data is collected by observation since it does not
consider the cause and effect, for example, the relationship between the amount of physical activity done and student
academic achievement.

Ex post facto design is used to investigate a possible relationship between previous events and present conditions. The
term “Ex post facto” which means after the fact, looks at the possible causes of an already occurring phenomenon. Just
like the first two, there is no experimental manipulation in this design. An example of this is “How does the parent’s
academic achievement affect the children obesity?”

A quasi-experimental design is used to establish the cause-and-effect relationship of variables. Although it resembles
the experimental design, the quasi-experimental has lesser validity due to the absence of random selection and
assignment of subjects. Here, the independent variable is identified but not manipulated. The researcher does not
modify pre-existing groups of subjects. The group exposed to treatment (experimental)is compared to the group
unexposed to treatment (control): example, the effects of unemployment on attitude towards following safety protocol
in ECQ declared areas.

Experimental design like quasi- experimental is used to establish the cause-and-effect relationship of two or more
variables. This design provides a more conclusive result because it uses random assignment of subjects and
experimental manipulations. For example, a comparison of the effects of various blended learning to the reading
comprehension of elementary pupils.

Kinds of Research Variables

A Variable is anything that has a quantity or quality that varies. For instance, during the quarantine period, your mother
planted tomato seedlings in pots. Now common understanding from science tells you that several factors are affecting
the growth of tomatoes: sunlight, water, kind of soil, and nutrients in soil. How fast the tomato seedlings will grow and
bear fruits will depend on these factors. The growth of tomatoes and the number of fruits produced are examples of the
Dependent Variables. The amount of sunlight, water, and nutrients in the soil are the Independent Variables. If there is
an existing relationship between the independent and dependent variables, then the value of the dependent variable
varies in response to the manipulation done on the independent variable. The independent variable is also identified as
the presumed cause while the dependent variable is the presumed effect. In an experimental quantitative design, the
independent variable is pre-defined and manipulated by the researcher while the dependent variable is observed and
measured. For descriptive, correlational, and ex post facto quantitative research designs, independent and dependent
variables simply do not apply.

It is important to note other factors that may influence the outcome (dependent variable) not manipulated or pre-
defined by the researcher. These factors are called Extraneous Variables. In our example above, the presence of pests
and environmental stressors (e.g. pets, extreme weather) are the extraneous variables. Since extraneous variables may
affect the result of the experiment, it is crucial for the researcher to identify them prior to conducting the experiment
and control them in such a way that they do not threaten the internal validity (i.e. accurate conclusion) of the result.
Controlling the extraneous variable can be done by holding it constant or distribute its effect across the treatment.
When the researcher fails to control the extraneous variable that it caused considerable effect to the outcome, the
extraneous variable becomes a Confounding Variable. For example, if the tomato had been infested by pests
(confounding variable) then you cannot conclude that manipulations in sunlight, water, and soil nutrients (independent
variable) are the only contributing factors for the stunted growth and poor yield (dependent variable) of the plant or is it
the result of both the independent variables and the confounding variable.

Quantitative Variables, also called numerical variables, are the type of variables used in quantitative research because
they are numeric and can be measured. Under this category are discrete and continuous variables.

A. Discrete variables are countable whole numbers. It does not take negative values or values between fixed points.
For example: number of students in a class, group size and frequency.

B. Continuous variables take fractional (non-whole number) values that can either be a positive or a negative.
Example: height, temperature.

Numerical data have two levels of measurement, namely:

1. Intervals are quantitative variables where the interval or differences between consecutive values are equal and
meaningful, but the numbers are arbitrary. For example, the difference between 36 degrees and 37 degrees is
the same as between 100 degrees and 101 degrees. The zero point does not suggest the absence of a property
being measured. Temperature at 0 degree Celsius is assigned as the melting point of ice. Other examples of
interval data would be year and IQ score.
2. Ratio type of data is similar to interval. The only difference is the presence of a true zero value. The zero point in
this scale indicates the absence of the quantity being measured. Examples are age, height, weight, and distance.

Qualitative Variables also referred to as Categorical Variables are not expressed in numbers but are descriptions or
categories. It can be further divided into dichotomous, nominal or ordinal.

A. Dichotomous variable consists of only two distinct categories or values, for example, a response to a question
either be a yes or no.
B. Nominal variable simply defines groups of subjects. In here, you may have more than 2 categories of equivalent
magnitude. For example, a basketball player’s number is used to distinguish him from other players. It certainly
does not follow that player 10 is better than player 8. Other examples are blood type, hair color and mode of
transportation.
C. Ordinal variable, from the name itself, denotes that a variable is ranked in a certain order. This variable can
have a qualitative or quantitative attribute. For example, a survey questionnaire may have a numerical rating as
choices like 1, 2, 3, 4, 5ranked accordingly (5=highest, 1=lowest) or categorical rating like strongly agree, agree,
neutral, disagree and strongly disagree. Other examples or ordinal variable: cancer stage (Stage I, Stage II, Stage
III), Spotify Top 20 hits, academic honors (with highest, with high, with honors).
DESIGNING RESEARCH TOPIC

A well-defined research topic is essential for a successful research. When the topic is not well-defined, it becomes
unmanageable and may result in some drawbacks during data collection and analysis that could compromise the
strength of your study. Hence, choosing a topic must undergo proper and thorough planning and designing.

The four basic steps in designing a research topic are the following: (1) choose a broad topic, (2) do preliminary
research, (3) define the problem, and (4) refine the question. Guided with these steps, a student researcher can
certainly jumpstart a quantitative research project.

Basic Guidelines in Making a Research Title

A research study title is the very first thing a reader comes across when searching for scientific literature. It is a concise
description of the content of the research study containing the fewest possible words, yet adequate to describe the
contents of the paper for a simple reason that we do not want to mislead the readers.

1. Use an accurate description of the subject and scope of the study instead of using general terms.
2. Do not use abbreviations except for commonly known ones like DNA and ICT.
3. Do not include words like “The study of,” “Analysis of,” “An investigation of” or similar construction as these would
only lengthen the title.
4. Include the main dependent and independent variables.
5. Be mindful of the proper use of grammar and punctuation.
6. Capitalize all nouns, pronouns, verbs, adjectives, adverbs as well as the first letter of the first and last words.
7. State in a declarative form, although you may also see titles in question form from time to time.
8. The year the study has been conducted should not be indicated unless it is a historical study.
9. Use current terminology.
10. Depending on the institutional requirements, 5 to15 words are sufficient to describe the research study.
11. Use the common name instead of chemical formula (e.g., Ammonium instead of NH4)
12. Write and italicize full scientific names.
13. Make sure to reflect the tone of the paper. An academic research paper has title which is not casual, or informal, or
does not contain humor.

Background of the Study

The background of the study is the part of your paper where you inform the reader of the context of the study. When
we say context, it means the situation or circumstances within which your research topic was conceptualized. Ideally,
this part is written when you have already conducted a literature review and has a good perception of the topic so you
can articulate the importance and validity of the research problem. It is also in this part of the paper where you justify
the need to conduct a research study about the topic selected by establishing the research gap.

A research gap is an under or unexplored area of a topic that requires further exploration. The gap can be in a form of
other variables, conditions, population, methodology, or test subject. To identify research gaps, an exhaustive literature
review regarding the topic is required. You may have to look for similar or related studies employing quantitative,
qualitative, or mixed methods from legitimate sources and examine the gray areas. Reading through the Discussion,
Conclusion, or the Recommendations sections of the articles will help you know potential areas of study that need
further attention. Identifying research gaps sometimes would even make researchers modify their research problem as
they get noteworthy ideas from fellow researchers.

While both the Background of the Study and the Review of Related Literature involve reading past related studies, they
differ in some aspects. The former is at the introductory part of the paper with the purpose of relaying the importance
of your research study; the latter is more comprehensive and thoroughly discusses the studies mentioned in the
background of research. Moreover, the background of the study answers the following questions:
1. What is already known about the topic?
2. What is not known about the topic?
3. Why do you need to address those gaps?
4. What is the rationale of your study?

Nature of Quantitative Research Problem

Once we encounter uncertainty, being inquisitive, we always find ways for answers or solution. Ignited by interest,
curiosity, or need, we always find ourselves pondering about the current problem we are facing. When we are thinking
and behaving this way, we are then confronted by a problem that can be a source of a research problem.

A research problem is simple as a problem you would like to research. Quantitative Research Problem deals more with
the precision and specificity of the problem. Furthermore, the quantitative research problem describes trends and
patterns of a phenomenon.

When you have identified your quantitative research problem, you can now state it and make sure to establish its place
in your study. In your written paper, this can be found as Statement of the Problem, where it formally introduces the
problem that you want to investigate or address. By this time, you can start specifying what you want to answer in your
study.
Research Problem and Research Questions

The research questions help clarify and specify the research problem. They are also considered as sub-problems of your
research problem and are informative in nature. They specify the method of collecting and analyzing data, and the type
of data to be collected when exploring a quantitative research problem

Research Problem and Research Questions

The research questions help clarify and specify the research problem. They are also considered as sub-problems of your
research problem and are informative in nature. They specify the method of collecting and analyzing data, and the type
of data to be collected when exploring a quantitative research problem.

Characteristics of Good Research Questions

Once you have already enumerated your research questions for your study, it is important that you consider its quality
to answer and explain your research problem. The following are good characteristics of research questions, as described
by Fraenkel and Wallen (2020).

Feasible. Consider the amount of time, energy, money, respondents, and even your current situation as a student-
researcher. Is the research problem possible? Will it not spend unreasonable amount? Consider these examples: “How
do parents feel about the blended learning modality for elementary learners?” and “How would giving each learner their
own laptop to be used in this blended learning modality affect their performance tasks?” The first example is definitely a
more feasible research question. Considering the resources, it is more possible to gather the data needed to answer the
question.

Clear. The clarity of how the questions are stated lead to agreement of meaning of the readers of your study. Since your
research questions are also considered as the main focus in the gathering and analyzing the data, it is therefore very
important that these are stated clearly.

Significant. Ask if your research questions are relevant or important to ask. Will answering these questions provide an
additional contribution to address the given research problem? In other words, are the research questions really worth
investigating? At this point, you do not just consider the time and money that you will spend, but more importantly, the
value of what you are trying to investigate. So aside from the reason that your chosen research problem is within your
interest, you should also provide a sound justification of your choice as a researcher.

Ethical. Always consider the welfare of people, animals or whosoever are involved in your study. Look into ways of
answering the research questions without inflicting physical and psychological harm to persons involved.

Formulating Research Questions

Research questions can be generally classified into two: general and specific. The general question of the study is
derived from the research problem while the specific questions are anchored on the general research problem.

For example: This study aims to determine the relationship between the types of learning delivery mode and students’
learning styles. Furthermore, it seeks to answer the following research questions: (1) What are the different learning
delivery modes of the school? (2) What are the various learning styles of the students? (3) Is there a significant
relationship between the different learning delivery modes of the school and the learning styles of its students?

Notice that a general problem was presented first. Then it was followed by the specific questions considered as research
questions of the study.

In stating quantitative research questions, you should also consider the design of your quantitative research.
Quantitative research designs will be elaborated in Module 4. For the purpose of writing your research question, here’s
a quick guide of research questions for descriptive research, correlational research, Ex Post Facto research,
Experimental, and Quasi-experimental research.

Research Questions for Descriptive Research focus on observing, describing, and reporting factors or aspects of the
research problem. Phrases such as how often/frequently, how many/much, what is/are, to what extent/degree, and the
likes are used in these questions. For example, you study the use of social media among Senior High School Students,
you can ask the following questions:
What are the various social media platforms used by Senior High Students?
How many hours students spend on social media per day?

Research Questions for Correlational Research aim to determine the relationships among two or more variables in your
research problem. Correlational research questions usually begin with the phrases “Is there a significant relationship...”
or “What is the relationship between/among...”. In the study of use of social media and level of digital literacy of
students following questions can be asked:
What is the relationship between the length of hours spent on social media and level of digital literacy of students?
Is there a significant relationship between the type of social media used and the level digital literacy of students?
Research Questions for Ex Post Facto Research attempt to identify the causes of the phenomenon in the context of
your research problem. It is also assumed that no control or manipulation of variable has been done in order to cause
the effect. It is also understood that the cause of the problem already exists before you conducted your study. For
example, ex post facto study on family background and digital literacy of students, the following questions can be asked:
Is there a difference in the literacy level of students between their cultural and educational family background?

Research Questions for Experimental and Quasi-experimental Research suggest that answers to these questions are
brought about by manipulation or control of a certain variable during the conduct of the study. These questions provide
explanation to the causal relationship of variables. The following research questions can be asked on studies on
elementary student’s remedial sessions and academic performance of students:
Is there a significant difference in the posttest scores of the control group and experimental group?

Scope and Delimitation

The scope specifies the coverage of your study such as variables, population or participant, and timeline. Delimitation
cites factors of your study that are not included or excluded or those you will not deal in your study.

Components of Scope and Delimitation

In writing the scope and delimitation of your study, you are also asking the basic profile questions of your research. The
following are the components of the scope and delimitation of the study but not limited to:
Topic of the Study. What are the variables to be included and excluded?
Objectives or Problems to be Addressed. Why are you doing this study?
Time Frame. When are you going to conduct this study?
Locale of the Study. Where are you going to gather your data?
Characteristics of the Respondents. Who will be your respondents?
Method and Research Instruments. How are going to collect the data?

Difference between Delimitation and Limitation of the Study

The delimitation of the study describes the various limitations that arose during the design and conduct of the study.
Along the way of conducting your study, you will encounter limitations which you have not drawn before you start –
these are the delimitations of study. Most of the delimitations arose from the applicability or usefulness of the findings
of the study to the current problem.

Variables not included in your study are also determined by delimitation of your study. While on the other hand,
limitation of the study are those variables included in your study. Hence, limitation of the study is actually the
identified scope of the study.

RESEARCH FRAMEWORK

A research framework illustrates the structure or blueprint of the research plan and helps the researcher formulate
relevant research questions.

The framework consists of the key concepts and assumes relationships of the research project. It is normally used as a
guide for researchers so that they are more focused on the scope of their studies. It can be presented using visual
(diagrams, chart, etc.) and narrative (paragraph stating the concepts and relationships of the study) forms.

Theoretical and Conceptual Framework

A theoretical framework is commonly used for studies that anchor on time-tested theories that relate the findings of
the investigation to the underpinning relevant theory of knowledge. At the same time, a conceptual framework refers
to the actual ideas, beliefs, and tentative theories that specifically support the study. It is primarily a conception or
model of what is out there that the researcher plans to study.

Concept Map
A concept map is a visual representation of information that helps show the relationship between ideas. Concept maps
begin with the main topic and then branch out into sub-topics, reflecting the connection of all the elements in the study.
It can also provide and organize new ideas.

The independent variable is the “presumed cause” of the research problem. It is the reason for any “change” or
difference in a dependent variable. It can be purposely manipulated by the researcher, depending on the focus of the
study.

The dependent variable is the “presumed effect” of the research problem. It is usually the problem itself or the element
that is being questioned. This variable is altered as a result of experimental manipulation of the independent variable or
variables.

The moderating variable is an independent variable which influences the direction and the strength of the connection
between independent and dependent variables.
Mediating variable or Intervening variable is an element that exists between the independent to the dependent
variable. A mediator (or mediating) variable is an integral part of the cause-effect relationship and helps us to
understand the effects of the independent variable on the dependent variable.
The control variable is a special type of independent variable that can influence the dependent variable.

The Input-Process-Output Model

The Input-Process-Output Model (IPO) is a conceptual paradigm which indicates the inputs, required process, and the
output. This approach is seated on the premise of acquiring essential information by converting inputs into outputs
through the required processing steps in obtaining the result. The IPO Model is also referred to as a functional model
that is usually used in action research where an intervention or solution is necessary to solve the identified
problem.

The Input is usually the independent variable of the study. Meanwhile, the Process is the intervention or solution consist
of the instruments and analyses used to acquire the result. Lastly, the Output is the findings or outcome of the
interventions being made to solve the identified problem.

DEFINITION OF TERMS
Definition of Terms is also called as Operational Definition of Variables (ODV). The word operational refers to “how the
word/term was used in the study. At the same time, the variables are the elements essential to the study.

There are two ways in defining the terms, the conceptual and operational definition. The conceptual definition is the
meaning of the term that is based on how it is defined in the dictionary or encyclopedia. Operational definition, on the
other hand, is the meaning of the term based on how it was used in the study.

RESEARCH HYPOTHESIS

A Hypothesis is a tentative statement about the relationship between two or more variables. It is a specific and
testable prediction on what you expect to happen with the variables in your study. Usually, it proposes a possible
relationship between the independent variable (what the researcher changes) and the dependent variable (what the
research measures). It is also described as an “educated guess” of what possibly the result would be of your research,
which should be supported on existing theories and knowledge.

Types of Research Hypothesis

1. Simple Hypothesis
A simple hypothesis is a prediction of the relationship between two variables, the independent variable and the
dependent variable. It shows a connection between one independent variable and a single dependent variable
Ex: The higher the poverty rate in society (one independent variable), the higher the number would be the out of school
youth (one dependent variable).

2. Complex hypothesis
The complex hypothesis reflects the relationship between the independent variable and the dependent variable. It
expresses a connection between two or more independent variables and two or more dependent variables
Ex: Eating more vegetables and fresh fruits (independent variables) leads to boost immune system and enhance blood
circulation and digestion (dependent variables).

3. Empirical Hypothesis
An empirical hypothesis is also called as the “working hypothesis.” It is presumed to explain certain facts and
relationships of phenomena. It comes to life when a theory is being put to the test, using observation and experiment.
From the name itself “working,” it would mean that it can be changed or replace anytime as soon as it is no longer
supported or accepted base on the observation and experimentation being done. It is going through some trial and error
and perhaps changing around those independent variables.
Ex: Plants watered everyday grow faster than plants watered once a week. (Here, trial and error are leading to a series
of findings).

4. Logical hypothesis
Logical hypothesis expresses explanation with limited evidence that can be verified logically. It reflects a relationship of
the variables which are anchored based on logical phenomena. Sometimes, a logical hypothesis can be turned into an
empirical hypothesis in which you have to test your theories and postulates.
Ex: Tomato plants bear fruit faster in Earth than in Moon. (Until we are can test the soil and plant growth in Moon's
ground, the evidence for this claim will be limited, and the hypothesis will only remain logical).

5. Statistical hypothesis
A statistical hypothesis is an analysis of a portion of a population. It can be verified statistically. The variables in a
statistical hypothesis can be transformed into quantifiable sub-variable to assess it statistically.
Ex: If your research is about the psychosocial development of K-3 pupils of the private and public schools in the city, you
would want to examine every single K-3 pupil in the city. It is not practical. Therefore, you would conduct your research
using a statistical hypothesis or a sample of the K-3 pupil population.
6. Null hypothesis
The null hypothesis is denoted with the symbol Ho It exists when you consider that there is no relationship between the
independent and dependent variables or that there is an insufficient amount of information to claim a scientific
hypothesis (McLeod,2020).
Ex: There is no significant change in my health, whether I exercise every day or not.

7. Alternative hypothesis
An alternative hypothesis is denoted with the symbol (Ha). It is an alternate statement expressed to be tested in order
to generate the desired output when the empirical or working hypothesis is not accepted. In an attempt to disprove a
null hypothesis, you tend to seek an alternative hypothesis (McLeod, 2020).
Ex: My health improves during the times when I sleep 8 hours a day than sleeping for 4 hours only.

A Hypothesis can be classified as Directional and Non-directional Hypothesis

Directional Hypothesis
The directional hypothesis relates the relationship between the variables and can also predict its nature. It illustrates the
direct association of the impact of the independent variable with the dependent variable, whether it is positively or
negatively affected. The direction of the statement should be clear and justified according to the findings of the study.
Since the hypothesis is gearing to one specific direction it is investigated through a one-tailed test (McLeod, 2020).
Ex: Students who are eating nutritious food have higher grades than students not having a proper meal. (This shows that
there is an effect between the grades and nutritious food and the direction of effect is clear that the students got a
higher grade).

Non-directional Hypothesis
A non-directional hypothesis is used when there is no principle involved. It is a premise that a relationship exists
between two variables. However, the direction of the effect is not specifically determined. It is a statement that reflects
the association of the independent variable to the dependent variable without predicting the exact nature of the
direction of the relationship. This relationship is not specified as negative or positive. The hypothesis, in this case, is
investigated through a two-tailed test (McLeod, 2020).
Ex: There is a significant difference in the average grades between those students that have proper nutritious meal and
those that do not have proper meals. (This depicts that there is an effect between the average grades and nutritious
food, but it does not reflect the direction of the effect whether it is positively or negatively affected).

REVIEW OF RELATED LITERATURE

Review of related literature is a compilation of studies related to a specific area of research (Fraenkel & Wallen, 2020). It
evaluates, classifies and summarizes all the relevant previous studies conducted on a specified topic. It is also designed
to justify your research by exposing the gaps of the previous studies. The literature review should be used only in the
discussion as support, evidence, and further explanation for your study. These are the three (3) ways of using literature
review in the discussion of your study: a) providing context as a foundation to develop your ideas, b) comparing your
findings from other previous related studies, and c) stating what contribution your study has made in the field.

Types of Literature Review

• Context review is primarily focused on the content or contextual aspect of research. Usually it is a type of review in
which the researcher relates his or her study to a larger body of knowledge.
• Historical reviews a specialized type of literature review in which the researcher organizes the related research
according to the period of time it was conducted. It focuses on probing research in a specified field throughout a
chronological order, which usually starts from the farthest period of time going to the most recent studies.
• Integrative review is a common type of literature review in which the researcher introduces and summarizes the
recent knowledge of the study. It emphasizes the agreements and disagreements of knowledge among various previous
research.
• Methodological review is a specialized type of literature review in which the researcher gathers and compares and
contrast other studies to the current research. It basically summarizes and evaluates the strengths and gaps in
methodological aspects of various studies.
• Self-study review is a literature review in which the researcher demonstrates his or her understanding of a specific
body of knowledge. It contains existing proof associated to a clearly stated research questions and uses standardized
methods to determine and evaluate relevant research.
• Theoretical review is a literature review in which the researcher introduces several theories or concepts that are
focused on a specific topic. It is particular on the theories and concepts being highlighted on other research and
compare them to the current study.
Structure of Literature Review
1. Introduction
The introduction somehow presents the fundamental idea of the particular study of the literature review.
2. Main Body
The main body consists of the organized discussion of sources. This is where you summarize and synthesize your
literature review and reflect how they related to your study.

3. Conclusions/Recommendations
Conclusion and recommendation emphasize what you have learned fromreviewing the literature and where your study
leads to.

Type of Sources for a Literature Review

• General references are sources in which a researcher refers to tract down other sources.
• Primary sources are publications in which a researcher accounts the findings of his or her investigations. Most primary
sources are found in journal articles.
• Secondary sources are publications in which a researcher considers the work of others.

Where can you find the review of related literature?

• Books convey many forms of information containing a collection of research materials and articles. Citation
information can be found in them such as the title, author, date, and publisher in the catalog system.
• Scholarly journals are also referred to as academic journals or peer-reviewed journals. Articles are written by a scholar
in the field and the researcher is always identified.
• Dissertation is a final requirement for the degree of Doctor of Philosophy (Ph.D.) in which the student or researcher
has to complete a work of original research.
• Government documents are usually kept at the government and some school libraries. These documents are rarely
found in the catalog system.
• Policy reports are also a source of information in literature review. Policy papers are not like the typical research
papers. Usually, they are discussed to non-academic readers.
• Periodicals are findings of the study which can be seen in newspapers, in popular magazines, on television or radio
broadcasts, and in Internet news summaries. They are the chosen edited summaries done by journalists for the general
readers.

In-text Citation and Referencing Styles

Citation is a reference to a literature being used in your study. It is a way of giving acknowledgement to the authors
whom you have referred their intellectual works and creativity as a support or foundation of your research.
• In-text citation is a reference made within the body of text in the paper. It leads the reader to a source where
particular information has been taken of.
• References typically include only the sources that you have mentioned or cited in-text in your paper.
• Bibliography is generally a list of all the sources you used to generate your ideas about your research even if you have
not mentioned or cited them in your paper.