STUDENT NAME: GRADE/STRAND AND SECTION

_______________________________________ ______________________________
TEACHER: DATE SUBMITTED:
JAZER B. LEUTERIO ______________________________

PRACTICAL RESEARCH IN DAILY LIFE 1

QUARTER 3 WEEK 6
I. Introductory Concept
Nice to see you again! In today’s lesson we are going to identify the different kinds of research used across
various fields of inquiry. By knowing these research methods, you will be able to use the best approach to
study the phenomenon at hand and arrive at conclusive results.
As you work on this module you will encounter unfamiliar words. Look for the meaning of those words and
add it to your vocabulary bank. In the future, you can use these words in your oral and written communication.

II. Learning Competencies

After going through this module, you are able and expected to:
1. synthesizes information from relevant literature
2. writes coherent review of literature

III. Activities
Activity 1
Do the following

Directions: Look up their meaning in the dictionary. Write your answer on a separate sheet of paper.
1. Demonstrative -__________________________________________
2. Possessive - _____________________________________________

When you write a literature review or essay, you have to go beyond just summarizing the articles you’ve
read – you need to synthesize the literature to show how it all fits together (and how your own research fits
in).
Synthesizing simply means combining. Instead of summarizing the main points of each source in turn,
you put together the ideas and findings of multiple sources in order to make an overall point.
At the most basic level, this involves looking for similarities and differences between your sources.
Your synthesis should show the reader where the sources overlap and where they diverge.
Here are the key steps in synthesizing information from relevant literature.

STEP 1: ORGANIZE YOUR SOURCES after collecting the relevant literature, you’ve got a lot of
information to work through, and no clear idea of how it all fits together. Before you can start writing, you

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 need to organize your notes in a way that allows you to see the relationships between sources. One way to do
this is by creating a synthesis matrix.
A synthesis matrix is useful when your sources are more varied in their purpose and structure –
for example, when you’re dealing with books and essays making various arguments about a topic. Each column
in the table lists one source.
Each row is labelled with a specific concept, topic or theme that recurs across all or most of the
sources.
Then, for each source, you summarize the main points or arguments related to the theme.

STEP 2: OUTLINE YOUR SOURCES Now you should have a clear overview of the main connections and
differences between the sources you’ve read. Next, you need to decide how you’ll group them together and the
order in which you’ll discuss them.
There are a few different approaches you can take to help you structure your synthesis.
 If your sources cover a broad time period, and you found patterns in how researchers approached
the topic over time, you can organize your discussion chronologically.
That doesn’t mean you just summarize each paper in chronological order; instead, you should group articles into
time periods and identify what they have in common, as well as signalling important turning points or
developments in the literature.
 If the literature covers various topics, you can organize it thematically.
That means that each paragraph or section focuses on a specific theme and explains how that theme is
approached in the literature.
 If your topic involves a debate between different schools of thought, you can organize it theoretically.
That means comparing the different theories that have been developed and grouping together papers based on
the position or perspective they take on the topic, as well as evaluating which arguments are most convincing.

STEP 3: WRITE PARAGRAPHS WITH TOPIC SENTENCES What sets a synthesis apart from a summary
is that it combines various sources. The easiest way to think about this is that each paragraph should discuss a
few different sources, and you should be able to condense the overall point of the paragraph into one sentence.
This is called a topic sentence, and it usually appears at the start of the paragraph. The topic sentence signals
what the whole paragraph is about; every sentence in the paragraph should be clearly related to it.
A topic sentence can be a simple summary of the paragraph’s content:
 “Early research on [x] focused heavily on [y].”
For an effective synthesis, you can use topic sentences to link back to the previous paragraph, highlighting a
point of debate or critique:
 “Several scholars have pointed out the flaws in this approach.”
 “While recent research has attempted to address the problem, many of these studies have
methodological flaws that limit their validity.”
By using topic sentences, you can ensure that your paragraphs are coherent and clearly show the connections
between the articles you are discussing. As you write your paragraphs, avoid quoting directly from sources: use
your own words to explain the commonalities and differences that you found in the literature. Don’t try to cover
every single point from every single source – the key to synthesizing is to extract the most important and relevant
information and combine it to give your reader an overall picture of the state of knowledge on your topic.

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 Like any other piece of academic writing, synthesizing literature doesn’t happen all in one go –
it involves redrafting, revising, editing and proofreading your work.
Checklist for Synthesis
 Do I introduce the paragraph with a clear, focused topic sentence?
 Do I discuss more than one source in the paragraph?
 Do I mention only the most relevant findings, rather than describing every part of the studies?
 Do I discuss the similarities or differences between the sources, rather than summarizing each
source in turn?
 Do I put the findings or arguments of the sources in my own words?
 Is the paragraph organized around a single idea?
 Is the paragraph directly relevant to my research question or topic?
 Is there a logical transition from this paragraph to the next one?

You can now take another step

Activity 2 Do the following

Directions: Say something about literature review. Write your answer on a separate sheet of paper..

LITERATURE
REVIEW

A literature review is:

 a review of writings, or literature, on a particular subject/topic
 a review of the most relevant, recent and scholarly work in the subject/topic area
 a piece of writing that supports, evaluates and critiques your research topic.
A literature review is not:
 a summary of articles, texts or journals; or
 an analytical, opinionative or argumentative essay.
The purpose of literature review is to:
 establish a theoretical framework for your topic/subject area
 define key terms, definitions and terminology
 identify studies, models, case studies, etc., supporting your topic
 define/establish your area of study, i.e. your research topic.
The three key points of literature review are:
 what the research says (theory)
 how the research was carried out (methodology)
 what is missing, i.e. the gap that your research intends to fill.
A literature review is a survey of scholarly sources that provides an overview of a particular topic. It
generally follows a discussion of the paper’s thesis statement or the study’s goals or purpose.
No matter how you decide to organize your literature review (chronologically, thematically, etc.), it follows
a format you will immediately recognize: Introduction, Body, and Conclusion. We will look at each
section individually.
1. INTRODUCTION
In the introduction, you will:
 Define or identify the general topic, issue, or area of concern thereby providing an
appropriate context for the remainder of the review.

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  Point out overall trends in what has been previously published on the topic; or conflicts in
theory, methodology, evidence, conclusions, or gaps in research and scholarship.
 Establish your reason for reviewing this research (point of view); explain the criteria used
to search the literature; the organization of the review (sequence); and – if necessary – why
certain literature either is or is not included (scope).
 Demonstrate how your research either closes a gap in the literature, extends earlier work,
or replicates an important study thereby contributing new knowledge to your discipline.
2. BODY
Some general tips for writing the body of your literature review:
 Start broad and then narrow to show how past research relates to your project.
 Make it clear to your reader where you’re going, follow a logical progression of ideas. A
literature review is a survey of scholarly sources that provides an overview of a particular
topic. It generally follows a discussion of the paper’s thesis statement or the study’s goals
or purpose. BODY INTRODUCTION 4 Now that you know more about literature review.
Let’s practice what you have learned.
 When appropriate, cite two or more sources for a single point but avoid long strings of
references for a single point.
 Use quotes sparingly.
 Keep your own formal academic voice throughout and keep the review focused and
objective, following a logical structure.
 Point out consistent findings and emphasize stronger studies over weaker ones. Point out
important strengths and weaknesses of research studies or contradictions and inconsistent
findings.
 Implications and suggestions for further research, or where there are gaps in the current
literature, should be specific.
3. CONCLUSION
Summarize your literature review, discuss implications, and create a space for future or further
research needed in this area. How do you know when you’re done? Can you answer these 11
questions:
 Have you clearly defined your topic and audience?
 Did you search and re-search the literature?
 Took notes while reading?
 Chosen the type of review you want to write?
 Have you kept the review focused throughout?
 Were you critical and consistent in your evaluation and synthesis?
 Is the structure of your review logical?
 Did you make use of feedback?
 Were you able to stay relevant and objective throughout?
 Did you maintain an objective voice?
 Did you cite current and older studies? (Pautasso, 2013).

You did it once again!

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 IV. Rubric for Scoring
Rate yourself in a 1-4 scale based on your understanding of the lesson
covered by encircling the number scale.

SCALE DESCRIPTION
4 I can teach it!
3 I can perform the skills!
2 I understand some of it but have some
questions.
1 I don’t understand.

V. Answer Key
Activity 1: Answer may vary Activity 2: Answer may vary

VI. Reflection
Complete the following sentence prompts:
I have learned that …
____________________________________________________________________

I wish to ask my teacher about…

____________________________________________________________________

VII. References
Cristobal, A. P. & Cristobal, M. C. D. (2017). Practical research for senior high school. Quezon
City, Manila: C & E Publishing, Inc.
Jerusalem, V. L., Garcia, M. D.R., Palencia, J. M. & Palencia, M. M. (2017).Practical research 1:
Basics of qualitative research. Sampaloc, Manila: Fastbooks.
Matira, M. D.(2016).Practical research for the 21st century learners. Sampaloc, Manila: St.
Augustine Publications, Inc.
Prieto, N. G., Naval, V. C., & Carey, T. G. (2017). Practical research 1. Quezon City, Metro
Manila: Lorimar Publishing, Inc.
Prepared by:

JAZER B. LEUTERIO
Teacher II
Checked/ Validated:
JANICE A. MARTIN
Assistant Principal II
Noted:
JESUS P. DELA PEÑA
Principal IV

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