Module 1 - The Nature and Importance of Research in Daily Life

1.1DEFINITION OF RESEARCH

• Research is a systematic inquiry that is designed to collect, analyze, and interpret data to understand,
describe, or predict phenomenon (Mertens 2015).

• Research is a process of executing various mental acts for discovering and examining facts and
information to prove the accuracy or truthfulness of your claims or conclusions about the topic of your
research (Litchman2013).

With the above definition, research is NOTmerely accumulation of facts such as going to the library or
surfing the Internet to gatherinformation. Searching for information or data from various reading
materials may be information discovery, but it is not research. Research is truth seeking.

Research is the FORCE behind everything that we do.

FOOD we eat

PENSIONS we buy
CARS we drive
POWER we consume

PHONES we use
MEDICINE we take

1.2 INQUIRY-BASED LEARNING

Senior high school students who engage in Inquiry-Based Learning are placed in an environment in
which learning is driven by a process of inquiry. They identify their own problems, and find answers to
these problems, thus acquiring requisite knowledge (Center for Excellence in Inquiry-Based Learning
2010).

1.3 IMPORTANCE OF RESEARCH

- Why is research important?

• Research creates new knowledge and understanding which aims to improve the quality of life.

• Research builds the foundation of sound policies, program development and innovation.
 Society has progressed through research. Research gathers information and investigates
phenomena; allowing people to test theories and make predictions.

Module 2 - The Characteristics and Process of Research

1. CHARACTERISTICS OF RESEARCH
1. Empirical. The researcher acquires empirical evidences (e.g. facts, data and information) generated
through observation and experimentation.

2. Logical. Research is based on valid procedures and principles. It is guided by the rules on logical
reasoning.

3. Cyclical. Research is cyclical because it originates with a question or a problem and ends with another
problem.

4. Analytical. Research utilizes proven analytical procedures in gathering the data, whether historical,
descriptive, and experimental and case study.

5. Critical. Research exhibits careful and precise judgment.

6. Methodical or Systematic. Research is conducted in a methodical manner without bias using
systematic method and procedures.

7. Replicability. The research design and procedures are replicated or repeated to enable the researcher
to arrive at valid and conclusive results.

8. Accuracy. The research must give correct or accurate data, which the footnotes, notes, and
bibliographical entries should honestly and appropriately documented or acknowledged.
9. Objectiveness. The research must deal with facts, not with mere opinions arising from assumptions,
generalizations, predictions, or conclusions.
10.Timeliness. The research must work on a topic that is fresh, new, and interesting to the present
society.
11.Relevance. Its topic must be instrumental in improving society or in solving problems affecting the
lives of people in a community.

12.Clarity. Research must succeed in expressing its central point or discoveries by using simple, direct,
concise, and correct language.
13.Original. The research output must be original and a product of novel ideas.

2. RESEARCH PROCESS
1. Select a general problem

2. Review the literature of the problem

3. Select a specific research problem, question, or hypothesis

4. Collect data
5. Analyze and present or display data
6. Interpret the findings and state conclusions or generalizations regarding the problem.

Module 3 - Ethics in Research

I. DEFINITION OF ETHICS

Ethics is a system of moral principles. It consists of norms for conduct that distinguish between
acceptable and unacceptable behavior.

II. ETHICS IN RESEARCH

1. Keep the integrity of the research.

2. Respect the dignity of the research participants.

a. Respect for Persons
b. Informed consent

c. Beneficence

d. Justice

3. Exercise responsibility and obligation to the research community.

III. UNETHICAL PRACTICES IN CONDUCTING RESEARCH

1. Deceiving a respondent about the true purpose of a study
2. Asking a respondent questions that cause him or her extreme embarrassment; guilt emotional
turmoil by remaining him or her of an unpleasant experience
3. Invading the privacy of a respondent
4. Studying the respondents or research subjects without their knowledge
5. When analyzing the data—revealing only part of the facts, presenting facts out of context, falsifying
findings or offering misleading presentation such as lying with statistics
Module 4 - Qualitative vs. Quantitative Research

1. Types of Research Based on Data: Qualitative and Quantitative

• Qualitative research is a type of educational research in which the researcher relies on the views of
participants; asks broad, general questions; collects data consisting largely words (text) from
participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective,
biased manner.

• Quantitative research is a type of educational research in which the researcher decides what to study;
asks specific, narrow questions; collects quantifiable data from participants; analyzes these numbers
using statistics; and conducts the inquiry in an unbiased, objective manner.

2. RESEARCH ACROSS THE FIELDS

- Research studies are conducted across fields such as Business and Management, Computer Science
and Information Technology, Education, Government and Law, Communication, Science and
Engineering, Social Sciences, Medical and Life Sciences etc.

In senior high school, students choose the focus of the research depending on their tracks and strands.
These are as follows:
• Students who pursue Science, Technology, Engineering and Mathematics (STEM) focus on
development and innovation in research.

• In Home Economics-Tourism, researches revolve around several areas such as tourism strategies,
consumer behavior, operations, marketing, policy making, planning, performance, development and
management.

• In Home Economics-Food, researchers may study food preservation, food management and food
innovation.

• Researches in Information Communications Technology (ICT) focus on software while Computer

Systems Servicing (CSS) centers on hardware.

• In the area on Humanities and Social Sciences (HUMSS), researchers may look into man’s behavior
and interactions in various areas such as political, cultural, social, environmental and economic settings.

• Arts and Design (AD) students may explore areas in dance, drama, film, visual arts, music and theater.

• In Sports may focus their studies on athleticperformance and physical activities of athletes.

• In Accountancy, Business and Management (ABM), researches may focus on business innovation,
resources management, sustainable development, and entrepreneurship.
Module 5 - The Characteristics, Strengths and Weaknesses of Qualitative Research

I. CHARACTERISTICS OF QUALITATIVE RESEARCH

• Qualitative research engages in naturalistic inquiry.

• Qualitative research uses inductive analysis.

• Qualitative research takes a holistic perspective.

• Qualitative research generates qualitative data.

• Qualitative research requires close contact and insight.

• Qualitative research uses dynamic systems.

• Qualitative research provides a unique case.

• Qualitative research is context sensitive.

• Qualitative research observes impartiality.

• Qualitative research reflects design flexibility.

II. STRENGTHS OF QUALITATIVE RESEARCH

1. In qualitative research, problems and issues are examined thoroughly,
specifically, and deeply.
2. It provides full and holistic understanding of human experience in specific contexts.
3. It allows understanding of people’s individuality. Each one has different experiences, struggles, voices,
meanings and events which are studied in a qualitative research.
4. It adapts a flexible structure as the design can be restructured in the process of the study.

5. Data in qualitative research is dynamic and powerful. Sometimes, it is more convincing than
quantitative data.
6. In qualitative research, the intricacies of a research subject or topic arediscovered.

7. Data usually are collected from a few cases or individuals so findings cannot be generalized to a larger
population.

III. WEAKNESSES OF QUALITATIVE RESEARCH

1. The quality of qualitative research is dependent on the researcher’s skills and is easily influenced by
his or her personal biases and idiosyncrasies.
2. In qualitative research, consistency and precision all throughout thestudy are difficult to maintain,
assess and demonstrate.

3. Since qualitative research produces thick description and huge data, analysis and interpretation take a
considerable amount of time.
4. Comparing it with quantitative research, qualitative is not well understood and accepted within the
scientific community.
5. The researcher's presence during the data gathering, which is often unavoidable in qualitative
research, can affect the subjects' responses.
6. Issues of anonymity and confidentiality can bring problems when presenting findings.
7. Formulating the findings can be more challenging and time consuming to characterize in a visual way.

8. Small sample size raises an issue on generalizability of the research results.

9. Data interpretation and analysis may be difficult and complex.
10.It is hard to know the validity or reliability of the data in a qualitative research.

Module 6 - The Kinds and Importance of Qualitative ResearchAcross Fields

I. KINDS OF QUALITATIVE RESEARCH

1. Case Study - This qualitative research is an in-depth and detailed investigation of an individual, group,
organization, institution, situation, event or entity within its real-life context.

2. Ethnography - According to Coleman and Simpson in Discover Anthropology, ethnography

is the recording and analysis of a culture or society, usually based on participant-observation and
resulting in a written account of people, place or institution.

3. Phenomenology - This qualitative research aims to understand the meaning of people’s lived
experiences.

4. Grounded Theory - This qualitative research aims to discover or develop a theory from systematically
collected data which are analyzed and interpreted inductively.

5. Narrative - This qualitative research explores and conceptualizes human experience as it is

represented in textual form.

6. Historical - This qualitative research aims to describe, explain and understand actions or past events in
order to understand present patterns and anticipate future choices.
II. Importance of Qualitative Research Across Fields
• In business, qualitative research explores industry problems in unstructured manner.

• In humanities and social sciences, qualitative research explores the complexities of social interactions,
systems and processes.

• In medical and allied health, qualitative research creates better understanding of patients’
experiences, challenges and struggles.

• In natural sciences, qualitative research provides non-numerical data which are first gathered in any
scientific investigation through observation.

• In arts and design, qualitative research may provide detailed description on the impact of arts in
culture and the society.

• In technology and livelihood field, qualitative research discovers best practices in the workplace, work
ethics and strategies which increase production.

Module 7 - Research Topic

- Guidelines in Choosing a Research Topic

1. Interest in the subject matter

2. The availability of information

3. Timeliness and relevance of the topic

4. Limitations on the subject

5. Personal resources

- Research topics to be avoided

1. Controversial topics

2. Highly Technical subjects

3. Hard-to-investigate subject

4. Too broad subjects

5. Too narrow subjects

6. Vague subjects

- Sources of Research Topics

1. Mass media communication and press (newspapers, ads, TV, radio, films, etc.)
2. Books, Internet, peer-reviewed journals and government publications networking
3. Lectures, talks, seminars and forums
4. General periodicals such as Readers’ Digest, Women’s Magazine, Panorama, Time Magazine and
World Mission Magazine
5. Previous reading assignment in your other subjects
6. Work experience-clues to researchable topics from full-time to a parttime job, OJT (on the job
training) experience, fieldwork.

From the sources above, as well as the guidelines in choosing the topic,you can have ideas and
decide the topic that you will have for your research paper.

- Narrowing a General Topic

• Philippine Literature -This is a broad topic. What kind of literature?

• Prose and Poetry- Is this narrowed? What kind of prose and poetry?
• Fiction- Is this narrowed? What fiction should you get?
• Legend- still this is not narrowed. There are many legends.
• The Legend of Mayon Volcano- This topic is narrowed or specific. You can now focus on what data to
gather.

Module 8 - Research Title

- 5 Steps in Writing a Good Research Title

1. Ask yourself these questions and write down all the answers.
a. What is my paper about?
- My paper studies the effects on the academic performance of the students if their parents are
separated.
b. What techniques/ designs to be used?
-It should be a purposive unstructured interview, and phenomenological design will be used.
c. Who/what is being studied? When /where it happens?

- I would like to study 40 students from Pinagbuhatan Pasig City.

2. Use your answers to list keywords.

Effects
Academic performance
Separated parents
Purposive
Unstructured interview
Children with separated parents

40 students

Pinagbuhatan

Pasig City

Phenomenological design
3. Create a sentence that includes the keywords you listed.
This study will use purposive unstructured interview andphenomenological design to find out the effects
of separated parents to the academic performance of their children who are studying in Pinagbuhatan
High School.
4. Delete all unnecessary/ repetitive words and link the remaining.
Example:
This study is a purposive unstructured interview that will use a phenomenological design to find out the
effects of separated parents to the academic performance of their children who are studying in
PinagbuhatanHgh School.
5. Delete non-essential information and reword the title.
Example:
This study is a purposive unstructured interview that shows the effects of separated parents to the
academic performance of their children who are studying in Pinagbuhatan High School.
Title: The Effects of Separated Parents to the Academic Performance of Children in Pinagbuhatan High
School

- Guidelines in the Formulation of a Research Title

The final title must have the following characteristics:
1. The title must contain the following elements:
a. the subject matter or research problem;
b. the setting or locale of study;
c. the respondents or involved in study; and
d. the time or period when the study was conducted.
2. Titles are usually in the form of a phrase but can also be in the form of a question.
3. Rarely use abbreviations or acronyms unless they are commonly known.
4. Identify key variables, both dependent and independent.
5. The title must be broad enough to include all aspects of the study but should be brief and concise as
possible.
6. The use of terms as “Analysis of “, “A study of”, “An Investigation of” and the like should be avoided.

7. If the title contains more than one line, it should be written in an inverted pyramid.

8. When typed or encoded in the title page, all words in the title should be in capital letters.
9. Use correct grammar and capitalization with all first words and last words capitalized, including the
first word of a subtitle. All nouns, pronouns, verbs, adjectives, and adverbs that appear between the
first and last words of the title are also capitalized
10. If possible, the title should not be longer than 15 substantive words.
11. Avoid a long, detailed title that gives too much information.
12. To shorten the title, delete the terms assessment or evaluation if these are already emphasized in
the text.

- The Subtitle
Subtitles are quite common in social science research papers (Balch2012). Here are the reasons why you
may include a subtitle:
1. Explains or provides additional context;
Example:
Linguistic Ethnography and the Study of Welfare Institutions as a Flow of Social Practices: The Case of
Residential Child Care Institutions as Paradoxical Institutions
2. Adds substance to a literary, provocative, or imaginative title;
Example:
Listen to What I Say, Not How I Vote: Congressional Support for the President in Washington and at
Home
3. Qualifies the geographic scope of the research;

Example:
The Geopolitics of the Eastern Border of the European Union: The Case of Romania-Moldova-Ukraine
4. Qualifies the temporal scope of the research;
Example:
A Comparison of the Progressive Era and the Depression Years: Societal Influences on Predictions of the
Future of the Library, 1895-1940
5. Focuses on investigating the ideas, theories, or work of a particular individual
Example:
A Deliberative Conception of Politics: How Francesco Saverio Merlino Related Anarchy and Democracy

Module 9 - Research Introduction

- The Parts of the Introduction to a Research Paper

• The introduction to a research paper simply introduces the topic being researched.

1. Topic sentence - The topic sentence in the introduction simply states the main idea of your paper.

2. Background of the study - This part discusses the historical background of the problem when it
started, how and where, if possible.

A. The Thesis Statement - A thesis statement identifies the topic being discussed, includes the points
discussed in the paper, and is written for a specific audience.

B. Supporting Sentences - Three to five reasonable arguments should be presented in the form of
reasons, details, and/or facts. These arguments must support your research.

C. Rationale - The rationale of your research is the reason for conducting the study. The rationale should
answer the need for conducting the said research.

3.The Conclusion Sentence - The concluding sentence of the introductory paragraph simply recalls the
main idea and adds a strong ending to a paragraph.

Module 10 - Research Questions

- Techniques for Narrowing Down the Topic into a Research Question

1. Examine the literature.

2. Talk over ideas with others.

3. Relate a topic to a specific context.

4. Define the aim or desired outcome of the study.

- Guidelines in Formulating Research Questions

1. Establish a clear relation between the research questions and the problem or topic.
2. Base your research questions on your Review of Related Literature.
3. Formulate research questions that can arouse your curiosity and surprise you with your findings.
4. State your research questions in a way that they include all dependent and independent variables
referred to by the theories, principles andconcepts, underlying your research work.
5. Let the set of research questions or sub-problems be preceded by one question expressing the main
problem of the research.
6. Avoid asking research questions that are answerable with yes or no.
7. Be guided by the acronym SMART (specific, measurable, attainable, realistic and time-bound) in
formulating the research questions.

To give you a clear direction, you have to break the general questions into a specific research
question. The specific questions, also called subproblems direct you to the exact aspect of the problem
that your study has to focus on.

Module 11 - Scope and Delimitation of Research

- Scope and Delimitation

• Scope and delimitation are two elements of a research paper. The scope of a study tells what is and
what is not in the domain of your research.

• Thus, delimitations are the characteristics that limit the scope and describe the boundaries of the
study, such as the sample size, geographical location, or setting in which the study takes place,
population traits, etc.

- Delimitation vs Limitation

• Limitations are influences that the researcher cannot control. Limitations are related to qualitative
research in terms of validity and reliability.

- Usual Limitations of the study

• The issues with sample and selection
• The insufficient sample size for statistical treatment
• Lack of previous research studies on the topic
• Methods, an instrument to collect the data

• Delimitations refer to the boundaries of the research study, arising from the researcher’s decisions of
what to exclude.

- Tips in Writing Scope and Delimitations

Indicate the principal variables, size, locale, time frame, and justification.

• To whom your research is directed to?

• What is the size of the population?
• What is the subject matter of the study?

• Where will the study take place?

- Steps to Follow in Writing Scope and Delimitation

Step 1: Refer to the research problem and objective.
Step 2: Provide details to the following information.
Step 3: Generate a paragraph using those details.

Module 12 - The Significance of the Study

- Significance of the study is divided into two parts

1. The introductory statement is a very short prelude or introduction to this part of your research.

2. The presentation of the beneficiaries contains the accounts or descriptions of how the beneficiaries
benefit from the study.

- Method of presenting the beneficiaries

1. Hierarchical Method considers the positions of the beneficiaries, from the highest position to the
lowest position.
Examples of hierarchical method
A. Administrators
B. Teachers
C. Parents
D. Students
E. Researchers
2. Presentation according to importance is a method that tells who would benefit most on your
research.
Example of presentation according to the importance
A. Students

B. Parents
C. Teachers
D. Administrators

- Tips on Writing the Significance of the study

1. Refer to the statement of the problem

a. What is your research paper all about? And why are you studying it?
b. What are the benefits or advantages of the study based on the statement of the problem?
2. Write from general to specific
a. Start looking into the general contribution of your research study, such as importance to society as a
whole.
b. Then, look at the contribution to individuals which may include yourself as a researcher.

Module 13 - Selecting Relevant Literature

In July 1518, at Strasbourg, France, one woman started to dance uncontrollably in the city streets.
Eventually, she was joined by other people, mostly women, who also started to dance continually and
uncontrollably without any clear reason. The dancing crowd continued to grow in number and it was
estimated that at least 50 to 400 were dancing for days.

- Literature vs. Studies

In a research paper, the literature review is contained in the Review of Related Literature section.
There is a need for us to define the difference between literature and studies first.
• Literature refers to any written document which is related to the topic being investigated. These may
be from books, magazine articles, pamphlets, public records, or even online articles.
• Studies are specific examples of literature that are produced scholarly. This consists of published
research found in journals, unpublished research found in university libraries, case studies, position
papers, and other articles that are products of scholarly research.

- The Importance of a Literature Review

1. To indicate the research that has been conducted on the topic, to ensure that the researcher is not
‘reinventing the wheel’
2. To demonstrate that you are aware of important and recent studies on the topic.
3. To ensure that you have not missed literature detailing and efficient way for you to conduct your
study, or pointing you to a data collection tool that is most appropriate for your study
4. To explain the theoretical background of your proposed research project

5. To demonstrate your ability to critically analyze the literature in your study

- Kinds of Literature Review

1. Narrative – the literature review provides an overview of the current understanding of the topic as
presented in various articles and studies.

2. Integrative – This review synthesizes findings from different approaches such as qualitative and
quantitative studies.

3. Syntactic – This review synthesizes actual pieces of evidence and findings collected to minimize bias.
4. Scoping – This review involves a broad research question that explores the current evidence base.

- Sources of Literature

• Primary sources are literature produced by those who experienced the event and indicates the first
appearance of new information.

• Secondary sources are literature that are interpretations and evaluations made from primary sources.

• Tertiary sources are distillations and collections of primary and secondary sources.

Module 14 - Citing Related Literature Using Standard Style

- Different Referencing Styles

1. American Psychological Association (APA) Style - It is an author/date style, and places emphasis on
the author and date of the material to uniquely identify it. It is currently on its 7th edition.
2. Modern Language Association (MLA) Style - It is often applied in the arts and humanities particularly
in the United States.
3. Harvard Style Similar to APA, and it is well-used in the UK and Australia.

4. Chicago Manual of Style (CMoS) - First published in 1906 by the University of Chicago Press and it is
currently on its 17th edition. It has two variations:
- The Notes and Bibliography System which uses footnotes. This is used for papers written in the fields of
literature, history and the arts.

- The Author-Date System, which uses a style somewhat similar to APA, and is used for papers in the
fields of science and social science.

5. Turabian Style - Created by Kate L. Turabian, it is a variation of the Chicago Manual of Style created
for high school and college students for their research which are not meant for journal publication.

- In-Text Citations

1. By author or writer (Narrative Citations) – the researcher mentions the last name of the author then
the year of publication with the page numbers in parentheses.

2. By topic (Parenthetical Citations) – the name of the author and year of publication are enclosed in
parentheses, then followed by a comma and the page numbers.

- References

1. Books - Surname of First Author, First Name and First Name Surname of 2nd Author. Year of
Publication. Title of the Book: Subtitle of the Book. Place of Publication: Publisher.
2. Research Journals
- Surname of First Author, First Name and First Name Surname of Subsequent Author. Year of
Publication. “Title of Journal Article.” Name of Journal volume number, issue number (Journal
Publication Year): page numbers. DOI link.

3. Newspapers and Magazines (including online editions) -

Printed:
Surname, First Name. Year of Publication. “Title of Article” Name of Periodical, Date of Issue.
Online Editions:
Surname, First Name. Year of Publication. “Title of Article” Name of Periodical, Date of Issue. Website
Link.
4. Websites, Blog Posts, and Blog Comments -
Website:
Surname, First Name. Year of Publication. “Title of Article” Accessed [Date of Access]. Website Link.

Blogs:

Surname, First Name (username). Year of Publication. “[First 160 characters of the post].” Blog Name,
Date of Publication.

Module 15 - Synthesizing Information from Relevant Literature

- Paraphrasing

As a researcher, you should be able to share what you have learned from the literature in a concise
and readable way. In your subject English for Academic and Professional Purposes, you may have
discussed paraphrasing.

- Paraphrasing is NOT:

1. Simply copying what other writers have written and then placing ‘according to’ at the beginning.
2. Getting the thesis statement or main idea of the referenced article then copying it word-for-word.
3. Taking the paragraph written by the author and replacing the important words with their synonyms.

- Correct Paraphrasing is:

1. Briefly restating the idea of the article based on how you understood the article using your own
words.
2. Interpreting the claims and conclusions expressed by the writer into simpler statements.

- Synthesis

Synthesis, according to Prieto, Naval, and Carey (2017), is a discussion that draws on one or more
sources.
- A literature review may have different forms of synthesis used.
1. Explanatory synthesis – it helps the readers understand the topic.

2. Argument synthesis – it helps you present you own view on the topic or idea by supporting it with
facts and information from other credible sources.

- Synthesis Matrix

Using a synthesis matrix helps you keep track of the sources you are using, and the ideas that they
present. It is a table where you list down the authors and dates of publication of each article, as well as
the themes and ideas that each article contain.

Module 16 - Writing a Coherent Literature Review

Coherence is defined as having a systematic or logical connection or consistency (Merriam-Webster

2020).

- Guidelines for Writing a Literature ReviewPrieto, Naval, and Carey (2017) suggest several indicators
of a coherent literature review:
1. It establishes the research territory.
2. It establishes the significance of the research territory.

3. It identifies the research gap. It investigates previous understanding on the topic and exposes which
areas of the topic is still unexplored or unexplained.
4. It motivates the reader into the next part of the literature review.
5. It further justifies the need to investigate the research gap.
6. It reviews the chronological development of research in that area.
7. It includes an overall summary which indicates the research methodology appropriate for the
research question.

- Pautasso (2013) also suggests ten rules in writing a literature review:

1. Define a topic and audience.

2. Search and research literature.

3. Take notes while reading.

4. Choose the type of review you wish to write.

5. Keep the review focused, but make it of broad interest.

6. Be critical and consistent.

7. Find a logical structure.

8. Make use of feedback.

9. Include your own relevant research, but be careful.

10.Be up-to-date, but do not forget older studies.

Module 17 - Ethical Standards in Writing the Literature Review

- Ethical Standards for Writing the Literature Review

Research ethics refers to the standards that define whether the study is conducted in a morally and
legally acceptable manner.

1. Norms promote the aims of research such as knowledge, truth, and avoidance of error.

2. Norms promote the values that are essential to collaborative work such as trust, accountability,
mutual respect, and fairness.

3. Norms ensure that researchers can be held accountable to the public.

4. Norms promote a variety of other important moral and social values.

5. Norms help build public support for research.

- Plagiarism

Plagiarism is the act of copying someone else’s work and claiming it as your own.

1. Global plagiarism – copying the entire body of work written by someone else and presenting it as your
own.
2. Paraphrasing plagiarism – Rephrasing someone else’s work without including a proper citation for the
author.
3. Verbatim plagiarism – copying somebody’s work word-for-word without including proper citation.
4. Mosaic plagiarism (or patchwork plagiarism) – combining various texts into a single work without
proper citation of their respective authors.
5. Self-plagiarism – republishing your previously published work like new and original ideas.
6. Incorrect citation – providing insufficient information about your source (such as the infamous
‘CTTO’).

- Scientific Honesty

Research results do not usually end up how the researcher predicted it will go.

Module 18 - Presenting a Written Review of Related Literature

- The steps below will help you create your literature review.
1. Decide on the kind of literature review you are going to write.

2. Collect resources for the topics you are going to discuss in the literature review.

3. Take time to read and compare each of your sources.

4. Create a synthesis matrix for your sources.

5. Begin the literature review with an introduction to the topic.

6. Write the body of the literature review in essay form, going through your sources and arguments.

7. If you are going to discuss multiple topics, start each topic with a header.

8. Write a summary at the end of the literature review.

9. Always check your spelling and grammar.

10.Remember to write a bibliography of the sources you cited for this literature review.

- Characteristics of a Good Literature Review

1. Use recent materials.

2. Materials must be as objective and unbiased as possible.

3. Materials must be relevant to the study.

4. Materials must not be too few nor too many.