Session 1C Learning from Others and Reviewing the Literature

Session 1C: Learning From Others and Reviewing the Literature SHS Mass Training of Teachers, Practical Research2 Learning from Others and Reviewing the Literature Standards and Competencies Content Standards: The learner demonstrates understanding of: (1) the criteria in selecting, citing, and synthesizing related literature; (2) the ethical standards in writing related; (3) the formulation of conceptual framework; (4) the research hypotheses (if appropriate); and (5) the definition of terms as used in study. study. Performance Standards: The learner is able to: (1) select, cite, and synthesize judiciously related literature and use sources according to ethical standards; (2) formulate clearly conceptual framework, research hypotheses (if appropriate), and define terms used in the study; and (3) present objectively written review of related literature and conceptual framework. Word hard. Study Harder. Learning from Others and Reviewing the Literature Standards and Competencies Learning Competencies 5. follows ethical standards in The learner… writing related literature 1. selects relevant literature 6. illustrates and explains conceptual framework 2. cites related literature using standard style 7. defines terms used in the study 3. synthesizes information from 8. lists research hypotheses (if relevant literature appropriate) 4. writes coherent review of 9. presents written review of related literature literature and conceptual frameworkWord hard. Study Harder. Chapter Content Chapter II REVIEW OF RELATED LIT ERATURE AND CONCEPTUAL FRAMEWORK Related Literature Conceptual Framework Research Hypotheses Definition of Terms • Why do you need to review Your viewpoint. Knowing your perception of the Review of Related Literature the literature for your research? • Where and how is the information found? • What should be done with information after it has been found? Review of Related 1 Literature and the purpose it serves in research This is a written summary of journal articles, books, and other documents that describes the past and current state of information on the topic of your research to justify your choice of research question, theoretical or conceptual framework, and method; 2 to establish the importance of the topic; 3 4 5 to provide background information needed to understand the study; to show readers you are familiar with significant and/or up-to-date research relevant to the topic; and to establish your study as one link in a chain of research that is developing knowledge in your field. In writing this section… 1 Use the statement of problem as guide to structure and sequence of topics 2 Avoid ‘copy/cut and paste; all literature cited must form a coherent whole 3 Last part highlights gaps in literature Review of Related Literatur e specifically addressed by your study 4 Use appropriate format for citations and references 5 Cited references should be congruent to bibliography entries The basics of the American Psychological Association (APA) Citation Style Whether you summarize, paraphrase, or quote a source, you always have to cite the source/author. Remember: Review of Related Literatur e “Plagiarism is presenting someone else’s work or ideas as your own, with or without their consent, by incorporating it into your work without full acknowledgement” (University of Oxford, 2017). The basics of the American Psychological Association (APA) Citation Style The author-date system of the APA uses the last name of the author and the year of publication. Review of Related Literatur e The APA style allows you to use the name of the author(s) in the body of your paper. In doing this, write the name of the author followed by the year of publication enclosed in parentheses. Example: Cruz (2015) revealed that … The basics of the American Psychological Association (APA) Citation Style Review of Related Literatur e ▷You may also refer to a work in your text. For this, cite the author’s last name and the year of publication enclosed in parentheses at the end of the sentence. ▷Example: The study revealed that there is no correlation between the variables (Cruz, 2015). ACTIVITY FOUR In the next fifteen minutes, critically examine the seven excerpts taken from various research literature and decide on how to frame a cohesive Literature Review Essay relative to the study: Stringing Stories CLASSICAL MUSIC AND GRADE 11 STUDENTS’ MATH TEST ANXIETY Then, write a short but sufficient Review of Related Literature using the list of excerpts provided for you. You have 15 minutes to finish this activity. Rolling out your RRL. How to write the Review of Related Literature Identify key terms Locate literatur e Critically evaluate and select the literature Write a literature review Organize the literatur e Teachknowlog y How do we incorporate or build in our research references following the correct in-text citation and referencing format through Microsoft Word? This is a diagram that connects variables of the study with lines (correlations) or arrows (cause-effect relationships) In writing this section,  start with text and clearly cite the diagram  Include in the diagram the variables which may have values or sub-variables Conceptu al Framewor k  use the diagram to explain research framework. Justify each variable (and sub-variable) and each line or arrow using logic and synthesized studies.  ensure congruence with research questions (most important). Classical Music Math Test Anxiety Figure 1. Diagram showing the conceptual flow of the study ACTIVITY FIVE This research aims to determine the effect of classical music on the math test anxiety of Grade 11 students of Anonymous National High School (ANHS). Specifically, it will seek to answer the following questions: 1. What is the level of math test anxiety of: a. Grade 11 students who listened to classical music prior to and during taking the test? b. Grade 11 students who did not listen to any form of music? 2. Is there a significant difference between the levels of math test anxiety of Grade 11 who listened classical music and Based on the givenstudents Statement of the to Problem, construct those who did not? Connecting Concepts a Conceptual Framework appropriate for the research it is part of. (10 minutes) A hypothesis is a prediction of the possible outcomes of a study (Fraenkel & Wallen, 2009). Hypotheses are statements in quantitative research in which the investigator makes a prediction or a conjecture about the outcome of a relationship among attributes Question: Will students who were2012) bullied get lower or characteristics (Creswell, grades than those who were not? Research Hypothes es Hypothesis: Students who were bullied get significantly lower grades than those who were not. Format: The research hypotheses of the study are: (stated with expected direction) Example (Compare with expected answer to research question): The mean attitude of female millennials is significantly lower than that of the males. Research Hypothes es Significant or significantly – implies that results are not due to chance alone. Based on the sample statement of the problem, write a hypothesis. (7 minutes) Variables and sub-variables or values in conceptual framework are defined, except very common variables like grade level, gender, school type where the values are indicated in the framework itself. Format: The following terms are defined as used in the study: (followed by list of terms with conceptual and operational definitions, if appropriate) Conceptual definition – original author’s qualitative definition. Definition of Terms Terms defined operationally are variables measured using instruments, e.g., test or rating scale. Example: Millennials’ attitude – total rating in a rating scale. on the conceptual Based framework, write the definition of WORKSHOP, CHAPTER TWO Review of Literature and Conceptual Framework Related Literature (relevant headings) Conceptual Framework (diagram and 1-2 explanatory text) Research Hypotheses (only if applicable) Definition of Terms (based on the Conceptual Framework) Write Chapter II of your mock research. (20 minutes) End of session 1C. THANK YOU! Revisit the Park n’ Go Area