Lesson

Writing the Review of Related Literature

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Enabling Objectives
At the end of this lesson, the students are able to:
1. Define literature review;
2. Determine the different sources of literature;
3. Identify the various techniques in literature review writing;
4. Compare and contrast the different techniques in literature
writing;
5. Apply the techniques in literature writing.

Let’s Try This

Instructions: Determine the definitions of the following sources of literature.
Write your answer on the space provided.

a printed publication usually issued daily or

___________ 1. weekly containing news, feature articles, A. Journal
advertisements, and correspondence
a formal address or discourse delivered to an
___________ 2. B. Book
audience.
a regularly updated web page, typically run by an
___________ 3. individual or small group, that is written in an C. Biographies
informal style
D. Concept papers
___________ 4. a letter
an authoritative report giving information on an
___________ 5. E. White papers
issue
a brief paper written by a student around a
___________ 6. research question before undertaking the F. Correspondence
research
a written or printed work consisting of pages
___________ 7. glued or sewn together along one side and bound G. Blogs
in covers.
an account of someone's life written by someone
___________ 8. H. Essays
else
___________ 9. a short piece of writing on a particular subject I. Speeches
a periodical that contains articles written by
___________ 10. experts in a particular field of study who report J. Newspapers
the results of research in that field

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 Let’s Read This

Purpose of Literature Review

The purpose of a literature review is to learn about current studies and debates on a specific
subject or field of study, and to present that information in the form of a written article. Conducting
a literature review assists in the growth of your field expertise. Important principles, testing
methods, and experimental techniques used in your field will be included. You'll also explore how
researchers use the ideas you've learned in class to solve real-world problems. Another advantage of
literature reviews is that you can gain a greater understanding of how research results are
interpreted and addressed in your field as you read.

A literature review is a "comprehensive study and interpretation of literature that addresses a

specific topic" (Aveyard, 2010). Literature reviews are generally conducted in one of two ways:
o As a preliminary review before a larger study in order to critically evaluate the current
literature and justify why further study and research is required. In this case, the researcher
must "systematically search, critique and combine the literature to demonstrate a gap in the
existing research base" while demonstrating "their understanding of both the research and
the methods previously used to investigate the area" (Aveyard, 2010).
o As a project in itself that provides a comprehensive survey of the works published in a
particular discipline or area of research over a specified period of time. Sometimes referred to
as a systematic literature review or meta-analysis, this type is a critical survey that attempts to
"evaluate and interpret all available research evidence relevant to a particular
question" (Glasziou, 2001).

The current status of the knowledge or research about a topic, question or experience, a
literature review is an opportunity to tell your story by carving a space for your topic and research
question in relation to previous studies. In reporting your critical perspective on the relevant
literature and identifying a gap that your research will attempt to address, it situates and establishes
the importance of your topic or question within the broader academic community in your discipline
or field of study:
o The theoretical approach(es) used in studying this particular topic or question
o The data collection tools and procedures used and their implications on the body of
knowledge
o The future direction(s) on a topic in terms of theory, methodology, questions for further
study, and so on.

Types of Literature Reviews

1. Systematic Literature Reviews
2. Meta-Synthesis Literature Reviews
3. Narrative or Traditional Literature Reviews

According to Walsh and Downe (2005), the systematic review "is a robust way of comparing
quantitative research and proceeds according to well-determined steps, which include statistical
analysis of the pooled results of studies. This statistical analysis is more accurately called meta-
analysis, although this phrase has become interchangeable with systematic review" (pp. 204-205):

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A systematic review:
o identifies, appraises and synthesizes evidence in order to answer a specified research
question
o applies a rigorous approach that details time frame of selected literature and method of
critique and analysis, with explicit and well-defined methods to minimize bias and increase
reliability
o includes as comprehensive an amount of studies as possible from both published and
unpublished findings, such as "grey literature"

A meta-analysis:
o systematically locates, appraises and synthesizes data from a large body of findings using
statistical analysis and techniques
o attempts to correct flaws of traditional or narrative reviews by synthesizing a greater
amount of studies
o integrates and draws conclusions on research findings and seeks to detect broad patterns
and relationships between studies

A traditional or narrative review:

o summarizes different primary studies from which conclusions may be drawn into a
holistic interpretation supplemented by the author's own experience, theories, and/or
models:
o provides background for understanding current knowledge
o critiques, summarizes and draws conclusions from a body of knowledge
o identifies gaps or inconsistencies to be filled or corrected through further research and study
o helps to refine the topic and research question
o carries the flaw of becoming less useful as more information becomes available

What is Review of Related Literature?

A review of related literature is critical in research paper. Below are views of authors about
review of related literature:
o “A review of related literature is the process of collecting, selecting, and reading reference
materials including electronic resources to get relevant information about the problem
under investigation (David, 2002:30).”
o A literature review is a synthesis – the combining of often varied and
diverse ideas, factors or forces into coherent or consistent complex – of the literature on a
topic (Pan, 2004).

Take a look at figures 1 and 2 below.

Figure 1. A sample introduction of a student’s thesis.

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 Figure 2. An example of student’s thesis Literature Review section.

We can conclude that most theses writers followed the old and bad habits of:
• enumerated literature
• “copy-paste syndrome”
• poor recording and organizing
• mediocrity of compliance
• shelf life tragedy

Differentiate figures 1 and 2 with figure 3 and 4. What have you noticed?

Introduction

It is always the aim of each teacher in every classroom to make their students learned. However,
this is not always the case. Sometimes their efforts failed and resulted to frustrations. Hence, as
mentioned by San Jose and Galang (2015) teachers are placed into a dungeon of confusion on how
they could become effected teachers. Thus, we believed that to become an effective teacher, one
needs to determine his learners’ preferred approach(es) by inquiry. The teacher’s findings may guide
him to adopt, to formulate, and to act according to the students’ needs.

Several literatures have presented that effective teaching involves ‚flexibility and creativity,
constant monitor and adjustments‛ (Mulligan, 2011); depends on the frequency of the approached
used (Bay, 2012); applies theory into practice (Loughran, 2012); applies approaches pertinent to
students’ learning (Knutson, 2014); involves utilization of tools to know how students learn and
determines the things which hinder learning (Center to teaching learning, 2014) and puts the
students’ needs in the cornerstone before doing any instructional decisions (Rasmussen, 2015).
These imply that inside the classroom, the learners are to be considered delicately; that they should
be involved in the learning process and even in choosing the appropriate approach(es) for them.

In San Jose et al., (2017). Teach us the way we want: Teaching approach for special needs students

Figure 3. A sample introduction from a research study.

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Program Evaluation

No one can claim success of any project unless a systematic and well-thought evaluation is
conducted. No one can either suggest improvements unless the downside of the project is
determined. Various literatures have presented different factors of a project’s success. Dvir et al.,
(1998) mentioned that one of the common barriers of project success is the lack of specificity of
constructs applied; Chan et al., (2001) found that commitment, client’s and service providers’
competencies were essential for project success; Alias et al., (2014); Belout and Gauvreau (2004);
Mir and Pinnington (2014) also found that it was management support and trouble-shooting
variables directly linked with success; likewise Takim and Akintoye (2002), showed that it was the
performances of the respondents involved in the project concretely determined success; Ogunlana
(2010) argued that the measure of project success can no longer be restricted to the traditional
indicators which include time, cost, and quality rather on efficient use of resources and on the
effectiveness and satisfaction of the respondents.

In San Jose (2019) We Need Your Help: An Evaluation of Students’ Tutorial Experiences in Mathematics and Science

Figure 4. A sample Review of related literature taken from a research study.

Sources of Literatures according to credibility

• Journals
• Books/e-Books
• Biographies
• Official Documents
• Institutional Reports
• Concept Papers
• Strategy Papers
• White Papers
• Speeches
• Letters/Correspondence
• News reports
• Presentation materials
• Internet Sources: (blogs, essays, e-mails)

Techniques in Writing the Review of Related Literature

1. Inventory / Cataloguing
2. Resonation / Echoing
3. Compare and Contrast
4. Reinforce and Debunk
5. Converge & Diverse
6. Departure
7. Attribution

Inventory and Cataloguing

There have been several views that explain the causes of poverty in the Philippines. There are those
who argue against the government’s neoliberal economic policies which impede, rather than
promote, economic growth. Others are very specific on the factors that reinforce the country’s
poverty – foreign intervention and foreign debt (Constantino, 1979 & Simbulan, 1982), religion
(Garcia, 1993), population (Concepcion 2004), elitism (Bello et al., 2004), the lack of education
(David 2005) and corruption. While these views have valid grounds on their own, this study would

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like to highlight the extent... of corruption to the country’s well-being.

Amorado, R. (2005). Fixing society: An ethnographic study of fixers in the Philippines. Doctoral Dissertation. Ateneo de
Davao University , Davao City

Resonation and Echoing

Citing a Promotio Justitiae exhortation, Alejo (2010:1) echoed: “Many conflicts and much violence
today originate in corruption and bad governance, amidst lawlessness or the abuse of law.
Corruption in post-conflict situations may undermine previous peace efforts... This focus requires
expertise and a deep spirituality of integrity that involves the capacity to listen to the voices and the
cries of those who suffer abuses, and a careful work of advocacy at an institutional level.”

Alejo, A. (2010). Ehemplo: Spirituality of shared integrity in Philippine church and society. Philippines: Institute of Spirituality
in Asia.

Compare and Contrast in Amorado (2007)

Some forms of social capita networks emerge as comparable features: bridge, aison, star and isolate
(Allen 1976); coalition, clique and factions (Boissevain 1978); hub, gatekeeper and pulse taker
(Stephenson 1998); knot and knotwork, subnet and core group (Nardi et al 2000); dyad, triad, sub-
group and group (Prell 2002); and spoke (Krebs 2004). [But] these forms and structures move in
contrasting fashion when it comes to their sources of power, specifically in terms of morphological
power and interactional power (Mitchell 1969); strong ties and weak ties (Granovetter 1973, 1978);
strength, reciprocity, symmetricality, multiplexity, and appropriateness of behavior (Waldstrom
2001); and betweeness and closeness (Krebs 2004).

Reinforce (support) and Debunk (discredit) in Amorado (2007) stronger than resonation and
contrast
There are two emerging views on social capital as it relates to the issue of corruption. On one hand,
social capital is an effective tool to combat corruption. But on the other hand, social capital is in fact
a promotion of corruption.

Reinforce and Debunk in San Jose (2012)

The consensus among many researchers and by the British Dyslexia Association is at a conservative
estimate of 4% of the British population is severely and another 6% have mild to moderate dyslexia.
Until recently, most researchers reported a ratio of about three boys to every one girl with dyslexia
(Riddick, 1996). Similarly, Marshall (2004) averred that one out of five learners in the classroom
setting may be affected by dyslexia. However, these two previous findings were contradicted by
Spafford and Grosser (2005) who claimed that current researchers about ratio of dyslexia learners
inside the classroom are inconclusive.

Converge (join) and Diverge (depart) in Amorado 2007

Networks and associations are the foundations of social capital, widely accepted and upheld of its
value that yields to beneficial effects -known as the social good -to society (Granovetter 1973, 1983;
Boissevain 1974; Bourdieu 1985; Coleman 1990; Putnam, 1993, 2000; Zimicki 2000; Lin 2001;
Uslaner 2001; Milani 2003; Warren 2004; Bjornskov and Svendsen 2003; Bjornskove 2004).
However, many advanced the idea of a different kind of social capital, one that is detrimental to

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society – known as the social bad – that goes against the very intent of its beneficial value to society
(Henderson 1999; Bertrand 2000; Zimicki 2000; McGuire, 2000; Carroll 2001; Rey et al 2001; Milani
2003; Hive Network, 2003). This is Putzel's (1997) concept of the dark side of social capital.

Departure in Kpundeh 1998) opposed to resonation; similar to contrast

Citing a Promotio Justitiae exhortation, Alejo (2010:1) echoed: “Many conflicts and much violence
today originate in corruption and bad governance...This focus requires expertise and a deep
spirituality of integrity...” This however, departs from Kpundeh’s (1998) view that disregarded
corruption being caused by leadership failure as a result of “moral failing of politicians, bureaucrats
and businessmen... [and thus] it is more useful to consider [corruption] as a political and economic
phenomenon” (Kpundeh 1998:4).”

Kpundeh, S.J. (1998). Political will in fighting corruption. Corruption and Integrity Improvement in Developing Countries.
New York: UNDP.

Attribution (acknowledge) in Pedahzur 2006:14) for rephrased or restated ideas

Terrorism – a pejorative word most organizations refuse to be labelled by – remains a concept that
lacks a universally accepted definition, as terrorism scholars have noted (Hoffman 1998; Ganor
2005). The same must therefore also be true for suicide terrorism, a subcategory of terrorism.

Pedahzur, A. (2006). Root causes of suicide terrorism: The globalization of martyrdom.

London and New YorK: Routledge Taylor and Francis Groups

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 Task 1.0 To be submitted
Writing a literature review applying the various techniques.

Instructions:
1. Choose a topic below.
2. Write a literature review of the topic chosen and identify what technique(s) were used.
3. Read the rubrics before writing the task.
4. Write your output in an A4 bond paper.
5. You can handwrite or computerize your output.
6. Plagiarize will be given zero points.
7. Submit your output in the Edmodo or during the collection period.

Literature Review Writing Rubrics

Area 1 point 2 points 3 points 4 points

Organization - Details are not in - Some details are - Details are logical - Details are logical
logical or not in logical order order
expected order order - Order makes - Order keeps the
- Reader is writing less reader interested
distracted interesting
Mechanics & - Six or more errors - Four or five errors - One or two errors - No errors in
Grammar punctuation, in punctuation, in punctuation, punctuation,
capitalization, capitalization, capitalization, capitalization,
spelling, citations, spelling, citations, spelling, citations, spelling, citations,
etc. etc. etc. etc.
Techniques applied

References
1. Amorado, R. V. (2007). Fixing society: the inside world of fixers in the Philippines. Research
and Publication Office of the Ateneo de Davao University.
2. Aveyard, H. (2010). Doing a literature review in health and social care: A practical guide (2nd
ed.). Berkshire, Great Britain: Open University Press.
3. Glasziou, P. (2001). Systematic reviews in health care: A practical guide. New York, NY:
Cambridge University Press.
4. San Jose, A. E. (2012). Linguistic experiences of adult dyslexic learners. UIC Research
Journal, 18(1), 1-1.
5. Walsh, D., & Downe, S. (2005). Meta-synthesis method for qualitative research: A literature
review. Journal of Advanced Nursing, 50(2), 204-211. doi:10.1111/j.1365-2648.2005.03380.x