Topic 5
Learning from Others and Reviewing the
Literatures
Content Standards
The learner demonstrates understanding of the criteria in selecting, citing, and
synthesizing related literature and the ethical standards in writing related
literatures
Performance Standards
The learner is able to select, cite, and synthesize properly related literature,
use sources according to ethical standards, and present written review of
related literature
Most Essential Learning Competencies
• selects relevant literature (CS_RS11-IIIf-j-1)
• cites related literatures using standard style (APA, MLA, or Chicago
Manual of Style) (CS_RS11-IIIf-j-2)
• synthesizes information from relevant literature (CS_RS11-IIIf-j-3)
• writes coherent literature review (CS_RS11-IIIf-j-4)
• follows ethical standards writing related literatures (CS_RS11-IIIf-j-5)
• presents written review of literature (CS_RS11-IIIf-j-6)
Literature Review
A literature review also establishes your credibility as a researcher and the
study itself because you have shown through a comprehensive review that you
have demonstrated mastery of your topic.
Purpose:
• Broaden the knowledge of the researcher about the topic being
explored.
• Explore more of the problem, refine and define the variables.
• Establish the need, justification and significance of the research.
• Gauge the feasibility of pursuing the topic.
• Reinforce research findings.
• Leads you to potentially useful citations that may be helpful for your
study.
Steps in Literature Review
1. Identify key concepts and terms to be searched for literature.
2. Locate the literature by consulting several materials and sources.
3. Evaluate and select the literatures critically for your review.
4. Organize the literatures.
5. Write the literature review.
Locating Literature Sources
Evaluating Literatures
Reading critically is the key step in evaluating literature sources. Consider
the following questions:
• Authority: Who is the author? what is his/her credentials--what
university he/she is affiliated? Is his/her area of expertise?
• Usefulness: How this source related to your topic? How current or
relevant it is to your topic?
• Reliability: Does the information comes from a reliable, trusted source
such as an academic journal?
Types of Sources
• General references are sources that are first accessed by
researchers to give them information about other sources such as
research articles, professional journals, books, monographs,
conference proceedings, and similar documents. The Current Index of
Journals in Education is an example of this source.
• Primary sources are those that provide first-hand information about
experts’ and other researchers’ publications. These publications
contain findings that are directly communicated to the readers and
interested parties. Authors’ information for future correspondences
may also be found in these publications. Examples of this kind include
academic and research journals published by universities and learned
organizations.
• Secondary sources are those written by authors that describe
another researcher’s works. These materials or documents may
contain only summaries or interpretations of the research reports
rather than a complete description of them. Good secondary sources
are articles on meta-analysis of studies conducted in a period of time
because they can provide research gaps and overstudied areas of a
 research field. Secondary sources include textbooks, single-authored
books, and books edited by different authors with each contributing to
a collection of chapters on a single topic.
• Tertiary sources are books and articles based on secondary sources.
It synthesizes and explains the work of others.
Approaches in Organizing Literatures
1. Chronological – (by date) arranged based on the timeline of
development.
2. Continental – organization from globally to locally conducted studies.
3. Thematic/Topical – organized around a topic or issue, rather than the
progression of time.
4. Broad-to-Specific – start with a section on the general to specific
issues.
Writing the Literature Review
The introduction sets the stage for the review. This is where you give an
overview, define important key words, and inform readers of the limitations of
the review. The body is the bulk of the review. This is the part where you lay
out the groundwork and background information about your topic. It contains
the discussion on the similarities and differences of findings from several
articles and how they are related to the present study.
The conclusion or synthesis of the review summarizes the trend and themes
that you have observed as you describe the findings from the different articles.
It is in the conclusion that you identify gaps in the literature.
Difference between a CONCEPTUAL and RELATED literatures
Conceptual Literatures present scholarly writeups, concepts, and ideas that
are taken from books, periodicals, newspaper, magazines, online sources,
encyclopedia, dictionary, etc.
Related Literatures shows the purpose, methods, findings and
recommendations made by other authors whose research is related to the
present study, thus obtained from thesis, master’s thesis, dissertation, and
printed or electronic research journals.
Use the following linkers…
• To add an idea: and, furthermore, besides, finally, again, equally
important, in addition, also, likewise.
• To compare points: however, in contrast, although, nevertheless,
meanwhile, by comparison, on the contrary, similarly, equally, as with,
in the same way, despite this, even though.
• To prove a theory: because, in any case, moreover, evidently,
obviously, indeed, since.
• To show exception: nevertheless, however, in spite of, sometimes,
of course, yet, once in a while.
• To give an example: for example, for instance, to illustrate, to
demonstrate, in this situation, on this occasion,
• To show sequence: first, second, third, fourth etc., then, next
• To show cause and effect: for, so, since, consequently, therefore,
thus, hence,
• To show contrast: however, alternatively, whereas, apart from, even
so, although, while.
• To persuade: clearly, evidently, surely, indeed, undoubtedly,
certainly, decidedly, for this reason, besides, again.
• Aguinaldo (2014) stated that…
• Duterte (2016) mentioned that…
• Aguinaldo and Duterte (2014) pointed that…
• On the study conducted by Aguinaldo (2012)…
• As said by Aguinaldo (2012), …
• Duterte (2018) assessed the factors that…
• Aguinaldo, et al (2020) determined the factors that…
For conceptual literatures, you may use…
Arroyo (2016) posited, cited, mentioned, explained, enumerated, said, stated,
highlighted, discussed, pointed out, argued, maintained, clarified etc.
For research / related literature, you may use…
Ramos (2014) suggested, claimed, studied, found out, recommended,
concluded, reported, stated, determined, discussed, proposed, described,
specified, detailed, etc.
 Strategies to Prevent Plagiarism
Notation Techniques
• Summary. Summary is one of the most used techniques for notation.
The purpose of a summary is to give a condensed and objective
account of the main ideas and features of a text (Vander Mey, 2007).
In summarizing, you have to consider the context to which the material
was written. A direct quote can be used in this technique. A summary
consists of one to three paragraphs or approximately reducing the text
to 50%. The goal is to omit details that are not important to your
research.
In summarizing, do not forget to include the author, the title of the text,
and the place of publication. Include author tags like, “According to...
(name of author) or, as (name of author) explains...” This will indicate
that you are summarizing their work. Be objective in summarizing.
Avoid including your ideas or opinions in the text. Save your opinions
at the end of the review of literature.
• Precis. Pronounced as “pray-see”. Like the summary, a précis also
reduces the original text. However, unlike a summary, the précis is
considered as the blueprint of the text. It is a shortening of the text, in
your own words, describing the text as accurately and briefly as
possible. ‘The challenge in using the précis is to be factual in your
writing. The mood of the material is very important in a précis. Take
care not to alter the mood to which the original material was written. A
standard length of a précis is one-third of the original text.
•
• Paraphrase. A paraphrase is a restatement of a text or a passage
without any attempt at reducing the original material. Its goal is to
explain and clarify the text being paraphrased. No direct quotation is
needed in the technique of paraphrasing. A paraphrase is more
detailed compared to a summary.
In paraphrasing, review the passage to get the whole meaning of the
material being paraphrased. State the ideas in your own words and
define concepts as necessary. Write for clarity but don’t change the
meaning of the context. Simplify your words for better understanding.
Be sure to maintain accuracy and tone of the original material.
• Verbatim. Of all the techniques in notations, verbatim is the simplest
and easiest because it is using exactly the same words as the original
text. It is a word-for-word copying of the article, usually in quotation or
block quotation. This means putting the copied text in quotation marks.
When you want to capture a passage of more than four or five
sentences, make sure that you put it in block quotation.
Sample Summary: Hameed et al (2022) found that non-academic social
media utilization has an adverse effect on students' academic performance. In
addition, academic-related use and multitasking on social media do not
influence students' academic engagement. It is also important to note that a
lack of self-control in using social media moderates the relationship between
"non-academic social media usage" and students' educational achievement.
Sample Precis: Academic performance was observed to be negatively
affected by non-academic utilization of social media, meanwhile no effect was
seen on the contrary. Moreover, a moderate relationship was between lack of
self-control and the academic engagement of the students. (Hameed et al,
2022).
Sample Paraphrase: The findings disclosed that non-academic social media
use harmed students' academic performance. Moreover, social media use for
academic reasons and multitasking on social media had no effect on students'
academic performance. Most importantly, a lack of social media self-control
moderates the relationship between "non-academic social media usage" and
students' educational achievement (Hameed et al, 2022).
CITING RELATED LITERATURES
There are various citation style standards used worldwide. Among are the
following:
MLA – Modern Language Association which is commonly used by writers
and students who are writing manuscripts in humanities, literatures, and
language disciplines.
APA – American Psychological Association which is mainly used in the
field of social sciences like psychology, sociology, anthropology, education,
and other fields.
IIEE – Institute for Electrical and Electronics Engineers used primarily for
electronics, engineering, telecommunications, computer science, and
information technology reports.
CMS – Chicago Manual of Style used widely by students and by publishers
of novel and trade books.
General Citation Guidelines
• In-text citation usually follows the author-date format (Rizal, 2019).
• In APA citation, formatting of in-text citation varies:
o Narrative citation – intertwine the author as part of the sentence
with the date of publication.
Ex: This is congruent with the findings of Cabreros and Leviste
(2021)…
 o Parenthetical citation – include the author(s) and the date of APA 7th Edition (2020) Most Notable Changes
publication within parenthesis.
Ex: develop students critical and analytical thinking (Soriano &
Perez, 2020).
Notice that for two authors, ampersand (&) was used for
parenthetical citation while it is presented in its expanded form in
narrative citation.

o Multiple citation – restates similar findings or statements of

different authors in a sentence of paragraph. As shown in the
example below, three authors have reported similar findings on
their respective studies.
Ex: In fact, numerous studies have shown that this is heavily
influenced by student’s interest in Araling Panlipunan classes
(Domingo, 2018; Evangelista, 2015; Mariano, 2020).
o Cross citation – different authors have different findings or
statements that can be clustered in one category or classification.
Ex: Among the issues encountered by students in learning the
topics include lack of real-life learning activities (Chavez, 2016),
limited interaction (Magnaye & Mandanas, 2014), lack of
immediate feedback (Gomez et al. 2020), and book-dependent
discussion of the lessons (Dinglasan, 2017).

This is congruent with the findings of Cabreros and Leviste (2021) that SHS
students are less engaged in political discussions. In fact, numerous studies
have shown that this is heavily influenced by student’s interest in Araling
Panlipunan classes (Domingo, 2018; Evangelista, 2015; Mariano, 2020).

Among the issues encountered by students in learning the topics include lack
of real-life learning activities (Chavez, 2016), limited interaction (Magnaye &
Mandanas, 2014), lack of immediate feedback (Gomez et al. 2020), and book-
dependent discussion of the lessons (Dinglasan, 2017).

Intervention activities are proposed to improve the political engagement of the

students as Araling Panlipunan is the closest subject in the curriculum that is
likely to develop students critical and analytical thinking (Soriano & Perez,
2020).
You may use this citation generator…
https://www.scribbr.com/citation/generator/

References:
Amorado, R.V., and Talili, I.N. (2017). Qualitative research a practical approach.
Malabon City: Mutya Publishing House.
Henson, R.M., and Soriano, R.F. (2016). Practical research 1 qualitative research world
of reality dissections. Malabon City: Mutya Publishing House.
Clemente, R.F., Julaton, AB. E., Orleans, A.V. (2016). Science in today’s
world for senior high school research in daily life 1. Quezon City: Sibs Publishing
House, Inc.