Inquiries, Investigations

and Immersion
Quarter 3 – Module 3:
Selecting Relevant Literature
Inquiries, Investigations and Immersion
Alternative Delivery Mode
Quarter 3 – Module 3: Selecting Relevant Literature
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

SENIOR HS MODULE DEVELOPMENT TEAM

Author : Marilou A. Bugtong

Co-Author – Language Editor : Samantha F. Batalla

Co-Author – Content Evaluator : May S. Flores
Co-Author – Illustrator : Marilou A. Bugtong
Co-Author – Layout Artist : Marilou A. Bugtong

Team Leaders:
School Head : Marlene G. Lulu
LRMDS Coordinator : Jaycee B. Barcelona

SDO-BATAAN MANAGEMENT TEAM:

Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE Chief
Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE Education
Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Senior HS : Danilo S. Caysido Project
Development Officer II, LRMDS : Joan T. Briz
Division Librarian II, LRMDS : Rosita P. Serrano
REGIONAL OFFICE 3 MANAGEMENT TEAM:
Regional Director : May B. Eclar, PhD, CESO III
Chief Education Supervisor, CLMD : Librada M. Rubio, PhD
Education Program Supervisor, LRMS : Ma. Editha R. Caparas, EdD
Education Program Supervisor, ADM : Nestor P. Nuesca, EdD

Printed in the Philippines by the Department of Education –

Schools Division of Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: [email protected]
Inquiries, Investigations
and Immersion
Quarter 3 – Module 3:
Selecting Relevant Literature
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and discussions
are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-bystep as you
discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will
tell you if you need to proceed on completing this module or if you need to ask your facilitator or
your teacher’s assistance for better understanding of the lesson. At the end of each module, you
need to answer the post-test to self-check your learning. Answer keys are provided for each activity
and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your home-
based learning.

Please use this module with care. Do not put unnecessary marks on any part of this SLM.
Use a separate sheet of paper in answering the exercises and tests. And read the instructions
carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.

Thank you.

1
 What I Need to Know

Now that you are done identifying your angle of inquiry through
your statement of the problem, the next step is to write your literature
review. It is an integral part in the research process because it establishes
the existing body of knowledge on your topic.

As a researcher, it is your task to carefully evaluate your relevant literature

since this will verify the gap on the current status of your research topic.
Proving that there is more to tackle in your research topic shows the need
to conduct your research.

After this module, you are expected to:

1. determine the goals of a literature review; and

2. distinguish the five basic criteria for evaluating literature.

2
 What I Know

Using the clues given below, arrange the scrambled letters to

form a word associated with literature review. Write your answers on your
notebook.

AUCACYRC 1. The reliability and correctness of information

CYCUNRER 2. The state of being commonly known or accepted
AIRUHTOY 3. The qualifications of the author to write on the
topic
REEELNVCA 4. The degree to which the information is useful or
related to another

STHEYNISS 5. Putting together materials from different sources

into an integrated whole
C L I I Y T I D E R B 6. The extent to which a research
account is believable and appropriate
LKINEGA 7. Forming of connections between the
prior and the existing body of knowledge
GPA 8. A topic or area for which missing or
insufficient information limits the ability
to reach a conclusion for a question
O C J I V I Y T E B T 9. The fact of being based on facts and
not influenced by personal beliefs or feelings
CAVOREEG 10. The extent to which literature meets
the needs and depth of the research topic

3
 Lesson

1 Selecting Relevant Literature

Selecting relevant literature will help you to segregate the known and the
unknown information in a topic. Some research undertakings are conducted
to disprove, redefine or even replicate what is already established. Others
seek to explore an unfamiliar concept or idea. Thus, doing a literature
review clarifies your research focus within the context of your field.
Some people mistook this part for a mere record of who wrote, what and
when of information connected to the study. However, the presence of
literature review demonstrates the soundness of the research while
highlights what this new research can address.
This module will make you understand the goals of writing a literature
review. In addition, your higher order thinking skills will be improved as you
become critical of what you include in your research paper.
What’s In
Draw a happy face ☺ if the statement describes the goal of
literature review and a sad face if otherwise. Write your
answers on your notebook.

1. Stimulates new ideas

2. Suggests hypotheses for replication
3. Establishes the credibility of research
4. Generalizes the context of the research
5. Delinks the current to the prior research
6. Integrates what is known in an area or field
7. Summarizes what is known in an area or field
8. Makes a connection between the research and the existing body of
knowledge
9. Decreases a reader’s confidence in the researcher’s professional
competence
10. Points out areas where prior studies agree, disagree and where major
questions remain

4
What’s New
Recall the moment when you were about to choose your strand for senior
high school. Share the things you considered in your decision-making
process. Make your story meaningful and interesting by taking us into the
exact moment you knew you have made up your mind. Write your answers
in three to ten sentences on your notebook. (10 points)

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

What is It

Just like the process you underwent when you were choosing your strand,
selecting the literature to be included in your research needs a lot of critical
thinking. You aspire to be successful someday through your chosen strand
that is why you made sure to come up with the right decision. You may have
considered your intellectual ability, talent, interest, opportunities in the field
and the like. The same is true in choosing literature for your study. Careful
evaluation must be done in order for you to identify what new information
you can give to the existing pool of knowledge. As discussed in your
previous research subjects, one of the purposes of conducting a research
is to generate new knowledge in an attempt to better our lives.
Literature, in the context of research, refers to a collection of published
information or materials on a particular area of research or topic, such as
books and journal articles of academic value.

5
On the other hand, a literature review is a process of studying what has
already been written on a particular topic. The process involves identifying,
locating, and analyzing documents that contain information related to a
researcher’s research topic (Avilla, 2016). Likewise, Aveyard (2010) defined
it as a "comprehensive study and interpretation of literature that addresses
a specific topic."
Prieto, et. al (2017) listed down the purposes for which literature review is
done:
GOALS OF LITERATURE REVIEW
1. To demonstrate a familiarity with a body of knowledge and establish
credibility. A good review increases a reader’s confidence in the
researcher’s professional competence, ability and background.
2. To show the path of prior research and how a current project is linked to
it. A good review places a research project in a context and demonstrates
its relevance by making connections to a body of knowledge.
3. To integrate and summarize what is known in an area. A good review
points out areas where prior studies agree, where they disagree and where
major questions remain. It also indicates the directions for future research.
4. To learn from others and stimulate new ideas. A good review identifies
blind alleys and suggests hypotheses for replication and gain new insights.

Source: Nelia G. Prieto, Victoria G. Naval and Teresita G. Carey, Practical Research 2 for Senior High
School Quezon City: Lorimar Publishing, Inc., 2017, 56.
As you look for literature to incorporate in your review, you have to eye the
most valuable and pertinent information to your study. Hence, you do not
list everything you find especially resources that are not collected by an
academic library.
The following are the five basic criteria for evaluating information from any
sources:
CRITERIA QUESTIONS TO ASK
• Is the information reliable?
• Is the information error-free?
• Is the information based on proven facts?
Accuracy
• Can the information be verified against other reliable
sources?

6
 • Who is the author?
• Does he or she have the qualifications to speak or write
on that topic?
Authority
• Is the author affiliated with a reputable university or
organization in this subject field?
• What is the intended purpose of the information?
• Is the information facts or opinions?
Objectivity
• Is the information biased?
• When was the information published?
• Is the information current or outdated?
Currency
• Does currency matter in this topic?
• Does the information covered meet your information
needs?
Coverage
• Does it provide basic or in-depth coverage?

Source: “Literature Review - Finding the Resources,” University of Hong Kong, last modified January
22, 2021, https://libguides.library.cityu.edu.hk/lit review/evaluating-sources.

If most of the questions above garnered a positive response then most

probably, your information source at hand is adequate to support your
research topic.

What’s More

A. Give the criteria in evaluating literature employed in the following

statements. Choose you answers from the box below. Write your
answers on your notebook.

accuracy authority objectivity currency coverage

1. “This paper is a little too outdated. This won’t do.”

2. “This does not go along with my research topic. I won’t need this.”
3. “This paper has just been conducted last year. This suits my study.”
4. “This paper went through a peer evaluation. This must be a thorough
research.”
7
5. “Upon reading the title, I thought it is relevant to my study, but as I read
on, it is not.”
6. “I have read the qualifications of this author and he is a doctor. I will
include this.”
7. “The results of this research were also proven in the previous research I
read. I will include this.”
8. “I wonder why the conclusion of this research was not congruent to his
results. I will discard this.”
9. “This study was conducted in the late 90s. This does no longer apply in
today’s world. I will look for another.”
10. “Oh, this education-related research was conducted by a professor
emeritus from Harvard University. This shall go on my list.”

B. Supply the missing information in the concept map below to

illustrate your understanding about the goals of literature review.
Write your answers on your notebook.

11 .______________________ Literature review

a collection of published 12 . ______________________
information or materials __________________________
on a particular area of __________________________
research or topi c

GOALS OF LITERATURE
REVIEW

To
13 .__________ 15 .________
demonstrate 14 ._________
_____________ ___________
a familiarity ____________
_____________ ___________
with a body ____________
_____________ ___________
of knowledge ____________
_____________ ___________
and ____________
_____________ ___________
establish ____________
_____________ ___________
credibility ____________
_

8
 What I Have Learned
Reflect on your learnings and answer each question in three or more
sentences. Write your answers on your notebook. (10 points each)

1. Do you think a research is complete without a review of relevant

literature? Why?

2. Why is there a need to evaluate a source of information before including

it in your literature review?

What I Can Do
Evaluate the research abstract below by filling out the needed information
in the table below. Write your answers on your notebook.

Research Title: Psychological impact of COVID-19 pandemic in the

Philippines

Abstract:
The 2019 coronavirus disease (COVID-19) pandemic poses a
threat to societies’ mental health. This study examined the
prevalence of psychiatric symptoms and identified the factors
contributing to psychological impact in the Philippines. A total of 1879
completed online surveys were gathered from March 28-April 12,
2020. Collected data included socio-demographics, health status,
contact history, COVID-19 knowledge and concerns, precautionary
measures, information needs, the Depression, Anxiety and Stress
Scales (DASS-21) and the Impact of Events Scale-Revised (IES-R) ratings.
The IES-R mean score was 19.57 (SD=13.12) while the
DASS-21 mean score was 25.94 (SD=20.59). In total, 16.3% of
respondents rated the psychological impact of the outbreak as
moderate-to-severe; 16.9% reported moderate-to-severe depressive
9
symptoms; 28.8% had moderate-to-severe anxiety levels; and 13.4%
had moderate-to-severe stress levels. Female gender; youth age;
single status; students; specific symptoms; recent imposed
quarantine; prolonged home-stay; and reports of poor health status,
unnecessary worry, concerns for family members, and discrimination
were significantly associated with greater psychological impact of the
pandemic and higher levels of stress, anxiety and depression
(p<0.05). Adequate health information, having grown-up children,
perception of good health status and confidence in doctors’ abilities
were significantly associated with lesser psychological impact of the
pandemic and lower levels of stress, anxiety and depression
(p<0.05). An English online survey was used. During the early phase
of the pandemic in the
Philippines, one-fourth of respondents reported moderate-to-severe
anxiety and one-sixth reported moderate-to-severe depression and
psychological impact. The factors identified can be used to devise
effective psychological support strategies.
Source: Michael L. Tee, et. al, “Psychological impact of COVID-19 pandemic
in the Philippines,” Journal of Affective Disorders 227 2020: 379-391, accessed February 2, 2021, doi:
https://doi.org/10.1016/j.jad.2020.08.043

ANSWERS JUSTIFICATIONS
QUESTIONS (YES or NO) (Explain your answer briefly.)
Is the information
accurate?
Do the authors have the
authority to write on this
topic?
Is the information
objective?
Is the information current or
outdated?
Does it provide basic or
indepth information?
Based on your evaluation,
can you recommend this
literature?

10
 Assessment

A. Read the questions on evaluating literature carefully and choose the

letter of the best answer. Write your answers on your notebook.
1. Which criterion is observed when your chosen information provides
your research needs?
A. coverage
B. authority
C. credibility
D. objectivity
2. Which criterion is observed when your chosen information was
interpreted without any bias?
A. accuracy
B. authority
C. credibility
D. objectivity
3. Which criterion is observed when your chosen information is still
commonly known, in use or accepted?
A. currency
B. coverage
C. accuracy
D. objectivity
4. Which criterion is observed when you chose information based on its
reliability and correctness?
A. coverage
B. accuracy
C. credibility
D. objectivity
5. Which criterion is observed when the author of your chosen
information has the qualifications to write on that specific topic?
A. accuracy
B. authority
C. credibility
D. objectivity

11
B. Explain the goals of writing the literature review using the five words that
you will choose from the word cloud below. Answer in three to five
sentences. Write your answers on your notebook.

Additional Activities

Consider the following guidelines in evaluating literature and look for at least
two literature relevant to your chosen research topic in the previous
modules. Write your answers on your notebook.
Research Title:
Influence of Internet Based Marketing Activities on
Digital Consumer’s Mind
Title of the Literature Gist
(Give the title of your selected (Give the most important information
book, journal, article, magazine, in your selected source that is relevant
newspaper or any published to your topic.)
source of information.)
For example: Social media platforms shape the
minds of their readers.

12
 “Relationship Marketing:
bringing quality customer
service and marketing together”
1.

2.

Rubric for What’s New

5 3 1
Criteria/ Excellent/ Satisfactory Needs
Indicators Outstanding Improvement

Quality of answer The answer The answer The answer

demonstrates shows adequate shows little
full understanding of understanding of
understanding of the task with few the task with no
the task details or detail or
elaboration elaboration
Sentence fluency Sentences are Sentences are Sentences are
complete and complete and incomplete or
they connect to able to be too long and not
one another understood easily
easily understood

Rubric for What I Have Learned and Assessment B

5 3 1
Criteria/ Excellent/ Satisfactory Needs
Indicators Outstanding Improvement

Quality of answer The answer The answer The answer

demonstrates shows adequate shows little
full knowledge of knowledge of the
understanding of concept with few concept with no
the concept details or detail or
elaboration elaboration

13
Sentence fluency Sentences are Sentences are Sentences are
complete and complete and incomplete or too
they connect to able to be long and not
one another understood easily
easily understood

Rubric for Additional Activity

5 3 1
Criteria/ Excellent/ Satisfactory Needs
Indicators Outstanding Improvement

Appropriateness The elements The elements are The elements are

of elements are exactly appropriate to inappropriate to
appropriate to what is being what is being
what is being asked with few asked with many
asked misplaced details misplaced details
Specificity of The elements The elements The elements
elements clarify the point slightly clarify the make the point of
of the inquiry of point of the inquiry the inquiry of the
the research of the research research vague
and broad

14
References

Avilla, Ruel A. Practical Research 1. Makati City: Diwa Learning Systems Inc, 2016,
40.

Baraceo, Ester L. Practical Research 1. Manila, Philippines: Rex Book Store, 2016.

“Literature Review - Finding the Resources,” University of Hong Kong, last modified January 22,
2021, https://libguides.library.cityu.edu.hk/litreview/evalua ting-sources.
15
Malvika, Tomar, “Influence of Internet Based Marketing Activities on Digital Consumer’s Mind,”
International Journal of Management 11 2020: 1, accessed January 24, 2020, doi:
10.34218/IJM.11.6.2020.111

Meaning of Currency, https://dictionary.cambridge.org/us/dictionary/english/cu- rrency

Meaning of Objectivity, https://dictionary.cambridge.org/us/dictionary/english/ objectivity

Prieto, Nelia G., Naval, Victoria C. and Carey, Teresita G. Practical Research 2 for Senior High
School. Metro Manila, Philippines: Lorimar Publishing, Inc, 2017,
56.

Tee, Michael L., et. al, “Psychological impact of COVID-19 pandemic in the Philippines,” Journal
of Affective Disorders 227 2020: 379-391, accessed February 2, 2021, doi:
https://doi.org/10.1016/j.jad.2020.08.043

Word Cloud created at WordItOut.com, https://worditout.com/word

cloud/4558144/private/8434f83cf977150b 7962bd4b4629efba

16
17
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]