CHAPTER II

REVIEW OF RELATED
LITERATURE AND
STUDIES
ESTEFANIE ROSE F. LUMBRE, RPM
CHAPTER II SHOULD INCLUDE THE FOLLOWING:

• Review of related literature and studies (Local

and Foreign)
• Theoretical framework (optional)
• Conceptual framework
• Research paradigm
RELATED LITERATURE

• Is composed of discussions of facts and principles to which the present

study is related. For instance, if the present study deals with drug
addiction, literature to be reviewed or surveyed should be composed of
materials that deal with drug addiction.
• These materials are usually printed and found in books, encyclopedias,
professional journals, magazines, newspapers, and other publications.

These materials are classified as:

1.Local, if printed in the Philippines; and
2.Foreign, if printed in other lands
RELATED STUDIES

• Studies, inquiries, or investigations already conducted to which the

present proposed study is related or has some bearing or similarity.
They are usually unpublished materials such as manuscripts, theses,
and dissertations.

They may be classified as:

1. Local, if printed in the Philippines; and
2. Foreign, if printed in other lands
 IMPORTANCE, PURPOSES AND FUNCTIONS
OF RELATED LITERATURE AND STUDIES
• A survey or review of related literature and studies is very important because such reviewed literature
and studies serve as a foundation of the proposed study. This is because related literature and studies
guide the researcher in pursuing his research venture.

REVIEW OF RELATED LITERATURE AND STUDIES HELP OR GUIDE THE RESEARCHER IN FOLOWING WAYS:
1. They help or guide the researcher in searching for or selecting a better research problem or topic.
2. They help the investigator understand his topic for research better.
3. They help and guide the researcher in locating more sources of related information.
4. They help and guide the researcher in making research design.
5. They help and guide the researcher in making comparison between his findings of other researchers on
similar studies with the end in view of formulating generalizations or principles which are contributions
of the study to fund of knowledge.
CHARACTERISTICS OF MATERIALS
CITED:
• The review material must be as current as possible.
• Materials must be as objective and unbiased as possible.
• Materials must be relevant to the study.
• Coherence principle must be observed in writing
literature review.
• Reviewed materials must not be few or too many.
SOURCES OF RELATED LITERATURES AND
STUDIES
TYPES OF LITERATURE REVIEW
• ARGUMENTATIVE REVIEW- examines literature selectively in order to
support or refute an argument, deeply imbedded assumption, or
philosophical problem already established in the literature; the
purpose is to develop a body of literature that establishes opposite
perspective.

• INTEGRATIVE REVIEW- most common form of review; it reviews,

critiques, and synthesizes representative literature on a topic in an
integrated way such that new frameworks and perspectives on the
topic are generated.
 TYPES OF LITERATURE REVIEW

• HISTORICAL REVIEW- a flowing, dynamic account of past events which

involves an interpretation of these events in attempt to recapture the
nuances, personalities, and ideas that influenced these events.

• METHODOLOGICAL REVIEW- focuses on HOW authors/researchers came

about their study; it reviews methods conducted in the study which may
include research approaches, data collection, and analysis techniques.;
this kind of review helps highlight ethical issues that one should be
aware of and consider.
TYPES OF LITERATURE REVIEW

• SYSTEMATIC REVIEW- the purpose of this form is to attain conclusion

regarding the chosen topic; it consists of an overview of existing
evidence pertinent to a clearly formulated research question.

• THEORETICAL REVIEW- examines the body of theory that ha

accumulated in regard to an issue, concept, or phenomena; helps
establish what theories already exist, the relationship between them,
to what degree the existing theories have been investigated, and to
develop new hypotheses to be tested.
HOW TO WRITE A REVIEW?

1. Identify the general topic of the sources under review.

2. Discuss what was already presented about the topic (describe,
summarize, identify key concepts)
3. Explain why the literature used is worth reviewing (compare and
contrast)
4. Input of your conclusions or inferences
CITATIONS/REFERENCE

• Acknowledgement of the authors and/or sources of the article, journal,

or any literature that was reviewed
• A way of strengthening or concretizing one’s idea
• Referencing is a method used to demonstrate to the readers that you
have conducted a thorough and appropriate literature search and
reading.

• CITATION STYLE- predefined styles stating how to properly cite or give

credit to the sources of your literature.
WAYS TO PROPERLY CITE A SOURCE:
• IMPLICIT
Statement_(Authors, year).
EX: An e-learning system with higher educational compatibility is believed to effectively facilitate the
learning processes of students (Xu & Wang, 2006).
• EXPLICIT
Author_(Year)_Verb_Statement
EX: Taylor and Todd (1995) suggested that social influence affects other people’s opinion, superior
influence, and peer influence.
• INTRODUCTORY
Verb_Author_(Year)_Statement

EX: As suggested by Taylor and Todd (1995), social influence affects other people’s opinion, superior
influence, and peer influence.
CITATION GUIDELINES

• Works by single author:

• If the citation is NOT at the end of the text, include the surname of the author
followed by the year, in parenthesis, when the work was published.
EX: According to Flippo (1984), proper job performance is achieved only if
employees are trained because they will improve their skills.
• If the citation is at the end of the text, include the author’s surname and the year
the work was published in one parenthesis.
EX: Job performance is achieved only if employees are trained because they will
improve their skills (Flippo, 1984)
CITATION GUIDELINES

• Works by multiple authors:

• When a work has two authors, always cite both names every time the
reference occurs in the text.
EX: As Leiter and Maslach (1998) demonstrated, scholastic standing
impacts the confidence level of the student.
• In parenthetical material, join the names with an ampersand (&).
EX:It was believed that scholastic standing impacts the confidence level of
the student (Leiter & Maslach, 1988)
CITATION GUIDELINES

• Works by multiple authors:

• When a work has more than two authors, cite all the authors the first time the
reference occurs.

EX: Kahneman, Knetsch, and Thaler (1991) found that there is a strong relationship
between parenting style of parents and the personality dynamics of their child.
It was found that there is a strong relationship between parenting style of parents and
the personality dynamics of their child (Kahneman, Knetsch, & Thaler, 1991)
• Works by multiple authors:
• When the citation is made the second or third time, you can include the
surname of the first author followed by “et.al”

EX: Kahneman, et. al, (1991) found that there is a strong relationship between
parenting style of parents and the personality dynamics of their child.
It was found that there is a strong relationship between parenting style of
parents and the personality dynamics of their child (Kahneman, et. al 1991)
CITATION GUIDELINES

• IN-TEXT CITATION- used when directly quoting or paraphrasing a source.

• DIRECT QUOTATION – use quotation marks around the quote and include page
numbers .

EX: Samovar and Porter (1997) point out that “language involves attaching meaning to
symbols” (p.188).

Alternatively, “Language involves meaning to symbols” (Samovar & Porter, 1997,

p.188)
CITATION GUIDELINES

• INDIRECT QUOTATION – no quotation marks.

EX: Attaching meaning to symbols is considered to be the origin of written language

(Samovar & Porter, 1997).

• CITATIONS FROM A SECONDARY SOURCE

EX: As Hail (1999) asserts, “culture also defines boundaries of different groups” (as cited in
Samovar & Porter, 1997, p.14)
FRAMEWORK

• A diagram that visually represents and interprets the underlying theory, principles and concepts of a
research.
• A visual presentation of variables that interrelate with one another as perceived by the researcher
before an actual empirical investigation is done to prove its relationship.
• To clarify concepts and proposed relationships among concepts in a study.
• To provide a context for interpreting the findings of the study.
• To explain observations.
THEORETICAL FRAMEWORK

• Foundation of the research study; highly related theories and principles that were established and
proven by experts/authorities.
• Refers to set of interrelated construct, definitions, and prepositions that presents a systematic view of
phenomena.
• The function of theory is to identify the starting point of the research problem and to establish the
vision to which the problem is directed.
THEORETICAL FRAMEWORK
CONCEPTUAL FRAMEWORK

• A tentative explanation of the phenomenon or problem and serves as the basis for the formulation
research hypotheses
• Use plain lines and shapes
• Causality
• Correlation
• Variables
CONCEPTUAL FRAMEWORK

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

RESPONDENTS
RESEARCH PARADIGM

• A diagrammatic representation of a conceptual framework.

• It shows the flow of the research and how the study will be conducted.
• It should follow the IPO Model (INPUT-PROCESS OUTPUT)
RESEARCH PARADIGM