What is Literature Review?

Literature Review or Review of Related Literature (RRL) is a detailed review of existing writings like scholarly
articles, books, journals and other sources related to the topic of your research. RRL should enumerate, describe,
summarize, evaluate and classify previous research findings relevant to your research problem. Writing the RRL starts
from writing the conceptual framework and background of the study. Research variables are summarized in the
conceptual framework. Research objectives are based from the conceptual framework of the study. In short,
background of the study, conceptual framework and research questions are based from rigid RRL.
Sub-topics of the RRL should be based from the research variables and their indicators. They should also be
based from the order of the specific objectives of the study. Each paragraph of the RRL should contain at least one in-
text citation which is properly paraphrased. Enumeration is allowed as long as it should be done in paragraph form.
Use American Psychological Association (APA) style in writing the RRL.
If you have a good RRL, you won’t get difficulty in looking for the relevant ideas that will support or oppose
the findings of your research. Only topics relevant to the research objectives should be included in your RRL. Writing
the review of related literature (RRL) should follow the following criteria:

Criteria: (Highly Satisfactory)

• Extensively appraises existing research related to the research questions
• Identifies recommendations and questions in previous studies
• Discusses the main points of view and controversies of existing research studies and critical evaluation of views, their
strengths and weaknesses

✓ Focuses on key issues which underlie the action research; general conclusion about the related action research
papers; what research still needs to be done; and what knowledge gaps remain that the study will aim to fill.

Purpose of RRL
- It is necessary to review information, facts, data available, or theories that have some relationships to your
proposed research study.
- It involves the critiquing and evaluating of what other researchers have done in relation to the problem to be
studied.

Format of RRL
- Separate literature from studies
- Separate foreign from local studies

Rules in Writing RRL

1. Define the topic and audience – topics must be interesting, important and current.
2. Search and re-search the literature – download published articles related to the topic and properly
acknowledge sources.
3. Take notes while reading – write down important contents related to your topic from your readings including
the source.
4. Choose the type of review you wish to write – books, journals, articles from researches and other materials.
5. Keep the review focused, but make it of broad interest – arranged readings according to themes.
6. Be critical and consistent – reviews must be interrelated. It is very important to have consistency in the review.
7. Find a logical structure – reviews must be logically arranged from precious to present or vice versa.
8. Make use of feedback – incorporating feedback from reviewers helps improve a review draft.
9. Include your own relevant research.
10. Be up-to-date in your review of literature and studies – reviews must be up-to-date. Not 10 years ago or more.

Types of Literature Review

1. Argumentative Review – this form examines literature selectively in order to support or refute an argument,
deeply embedded assumptions, or philosophical problem already established in the literature.
2. Integrative Review – this is considered a form of research that reviews, critiques, and synthesizes
representative literature on a topic in an integrated way.
3. Historical review – it is to systematically examine past events to give an account of what has happened in the
past.
4. Methodological Review – reviewing methods of analysis provides a framework of understanding at different
levels. Does not focus on what someone said but how they came about.
 5. Systematic Review – it is to attain conclusion regarding the chosen topic.
6. Theoretical Review – it is to examine the body of theory that has accumulated in regard to an issue, concept,
theory, phenomena.

Functions of Review of Literature and Studies

1. To provide justification of the study.
2. To identify gaps, problems, and needs of related studies.
3. To provide rationale of the study as well as the reasons for conducting the study.
4. To have basis that will be used to support findings of the study.

Characteristics of Material Cited

1. The materials must as recent as possible. Not more than 10 years.
2. Materials must be as objective and unbiased as possible.
3. Materials must be relevant to the study.
4. Coherence principle must be observed in writing literature review.

Citation Style Guide

Reference – is an important part of a research paper. It must be consistent and easy to read across different papers.
Referencing is a method used to demonstrate to the readers that you have conducted a thorough and appropriate
literature search and reading.

1. APA (American Psychological Association). It is an author/ date-based style. Emphasis on the author and the
date of a piece of work to uniquely identify it.
2. MLA (Modern Language Association). It is often applied by the arts and humanities. The most well used of all
the citation styles.
3. Harvard. Very similar to APA.
4. Vancouver. Mainly used in medical and scientific papers.
5. Chicago and Turablan. Two separate styles but are very similar just like Harvard and APA

In-text Citation
Direct Quotation – use quotation marks around the quote and include page numbers.
Indirect Quotation – no quotation marks

Theoretical and Conceptual Framework

The types of research frameworks are classified as the theoretical and conceptual frameworks. A theoretical
framework is commonly used for studies that anchor on time-tested theories that relate the findings of the
investigation to the underpinning relevant theory of knowledge. At the same time, a conceptual framework refers to
the actual ideas, beliefs, and tentative theories that specifically support the study. It is primarily a conception or model
of what is out there that the researcher plans to study.

Similarities of the Theoretical and Conceptual Framework

The following are the similar characteristics of Theoretical and Conceptual Framework:
1. Provide an overall view of the research study;
2. Anchor a theory that supports the study;
3. Guide in developing relevant research questions/objectives;
4. Help justify assumptions/hypothesis;
5. Aid in choosing appropriate methodology;
6. Help in gathering and interpreting data and
7. Guide in identifying possible threats to validity.
 Differences between the Theoretical and Conceptual Framework
Scope
Focus of Content
Number of Theories
Time of Development
Theoretical framework Conceptual framework
• Broader • Narrower/focused
• Can be used in different studies • Directly related to a specific study
• The particular theory used already in • Set of related concepts to a specific
the field study
• Presents one theory at a time • May synthesize one or more
theories
• Already existing before the conduct • Develop while planning and writing
of the study a specific research

These are the following guidelines and strategies of choosing and developing a Research Framework according to
Barrot (2017).
Theoretical framework
• Understand the variables included in your study as
well as their relationship with one another.
• Review the existing literature related to your
research topic.
• Using the information that you have gathered from
the literature, look for possible theories that may
potentially account for the expected results of your
research topic.
• From these theories, select the one that is most
relevant to your study and can provide a blueprint
for your research.
Conceptual framework
• Identify the key concepts in your study by referring
to your research questions or objectives.
• Search for existing theories that incorporate the
same concept and look into their relationships with
one another.
• Using the existing theories as a guide, plot your
conceptual framework using a concept map.
• In case that there are concepts not covered by the
selected theories. Incorporate them into your
framework. However, make sure that you are
incorporating this concept into your framework
because it is necessary for your paper.
• After completing the initial draft of your conceptual
framework, write a narrative explanation of each
concept and how each of them relates to one
another. Again, there should be a basis for the
relationship between the concepts being
incorporated.
• Refer once again to your research questions. Check
if the conceptual framework is aligned with them.
• Note that the process of creating a conceptual
framework is developmental. This means that it
may still be refined or changed as you read more
literature and look into more theories.
• In some cases, the research hypothesis is presented
at the end of the conceptual framework.

Concept Map

A concept map is a visual representation of information that helps show the relationship between ideas.
Concept maps begin with the main topic and then branch out into sub-topics, reflecting the connection of all the
elements in the study. It can also provide and organize new ideas.
It is composed of different figures such as lines, circles, boxes, and other marks or symbols which represent
the elements of your research. It can take the form of charts, graphic organizers, tables, flowcharts, Venn Diagrams,
timelines, or T-charts. Concept map arranges related ideas in a hierarchy. You start broad, and the sub-topics will get
more and more specific. It also helps you in formulating a specific topic from the general or the main idea with
significant connections of information. In other words, understanding the big picture makes the details more
significant and easier to comprehend.
Concept maps are very useful for researchers and readers who understand better visually. With the proper
connection of lines and linking arrows to shapes and other symbols representing your concepts about the research,
the readers can visualize a comprehensive picture of your study.
However, in the concept map, you are not yet actually researching your study. It is developing or creating your
plan or blueprint so that you will be guided on the flow and direction of your research study. And that includes your
research questions, variables, and methodology. It means that you are just gathering and soliciting ideas on what you
could learn about your chosen topic.
Before creating your conceptual framework, you have to understand first the different variables of your study.
Although these were already discussed in the previous module for the purpose of utilizing it in your framework, an in-
depth concept is a need.
The independent variable is the “presumed cause” of the research problem. It is the reason for any “change”
or difference in a dependent variable. It can be purposely manipulated by the researcher, depending on the focus of
the study. It maybe can cause, influence, or affect the result or outcome of the study. It is also called as the
experimental, treatment, antecedent, or predictor variable. Moreover, it refers to the variable that is stable and
unaffected by the other variables you are trying to measure.
The dependent variable is the “presumed effect” of the research problem. It is usually the problem itself or
the element that is being questioned. This variable is altered as a result of experimental manipulation of the
independent variable or variables. It is also called as the criterion, effect, response, or outcome variable which captures
the interest of the researcher and requires analysis, interpretation, and implication of the findings of the study. The
variable that depends on other factors that are measured and are affected or influenced by the independent variable.
The moderating variable is an independent variable which influences the direction and the strength of the
connection between independent and dependent variables. The independent variable interacts with the moderator
variable, which makes the relationship of the independent and dependent variable stronger or weaker. It alters the
effect that an independent variable has on a dependent variable base on its value. The moderator thus influences the
effective component of the cause-effect relationship between the two variables. This is also called as the interaction
effect.
Mediating variable or Intervening variable is an element that exists between the independent to the
dependent variable. A mediator (or mediating) variable is an integral part of the cause-effect relationship and helps
us to understand the effects of the independent variable on the dependent variable. It is a variable that describes the
effect and influence of the relationship between the variables and what is controlling that relationship. This is also
called as correlated or mediator variables
The control variable is a special type of independent variable that can influence the dependent variable. It
takes an active role in quantitative studies. Statistical procedures are used to control this variable. It is useful to
integrate the control variables into your research study, but it is not the main focus.
It has somehow an effect on the dependent variable and an extension of the independent variable. However,
if you omit the control variable from your study, the findings would be less accurate. It is mostly relevant if your study
is about to prove a cause-effect relationship by undertaking statistical analysis.

The Input-Process-Output Model

The Input-Process-Output Model (IPO) is a conceptual paradigm which indicates the inputs, required process, and
the output. This approach is seated on the premise of acquiring essential information by converting inputs into outputs
through the required processing steps in obtaining the result. The IPO Model is also referred to as a functional model
that is usually used in action research where an intervention or solution is necessary to solve the identified problem.
 The Input is usually the independent variable of the study. Meanwhile, the Process is the intervention or solution
consist of the instruments and analyses used to acquire the result. Lastly, the Output is the findings or outcome of the
interventions being made to solve the identified problem.

Common Example of Conceptual Framework

As you read on different research studies, the common conceptual frameworks used of most studies are the
independent and dependent variable model and the input, process, and output model.

A. Independent Variable - Dependent Variable Model (IV-DV)

For example:

Independent Variable Dependent Variable

Hours of Study Academic

Performance

Figure 1. The schematic diagram of the Independent and Dependent Variables of the Study.

This conceptual framework shows the independent and dependent variables of the study. It is presumed that
the greater number of hours a student prepares for the exam, the higher would be the expected academic
performance.

B. The Input – Process - Output Model (IPO)

For example:

Process Output
Input

Socio-demographic
Profile
1. Age 1. Profiling
2. Sex 2. Survey Proposed
3. Marital Status Questionnaire Intervention
3. Data Analysis Program
Food Safety Profile
1. Knowledge
2. Attitude
3. Practices

Figure 2. The schematic diagram of the Input, Process, and Output Approach of the Study.

This conceptual framework shows the input, process, and output approach of the study. The input is the
independent variable, which includes the socio-demographic and food safety profile of the respondents. The process
includes the tools and analyses in gathering the data, while the output is the outcome based on the results of the
study.
 REVIEW OF RELATED LITERATURE

The major elimination of liquid wastes from the body is the function of the urinary system. The kidneys and the
urinary bladder are the organs responsible for eliminating urine from the body.
The kidney’s filtering unit is called a nephron. A nephron consists of a network of tiny blood vessels: the
glomerulus, the Bowman’s capsule, and the convoluted tubule.
Within each nephron, much of the blood’s fluid content first passes through the glomerulus.
From the glomerulus the resulting fluid goes into the convoluted tubule. Cells in the tubule wall absorb needed
substances from this fluid. The substances which are reabsorbed include amino acids, glucose, and about 99% of the
water. Reabsorbed liquid then rejoins the blood in the capillaries. The capillaries return the blood to the heart by way of
the renal vein.
Those substances which were not absorbed in the tubules are wastes that the body cannot use. Other wastes are
secreted into the tubular fluid by the tubular cells if the kidney. These various substances include ammonia, urea, uric
acid, and excess water. They make up urine.
The urine passes from the coiled or convoluted tubules into large collecting tubules. Then it goes into the pelvis
layer of the kidney. The urether carries the urine from each kidney into the urinary bladder. Healthy kidneys produce
from 1 to 2 quarts of urine daily (Fallaria, et.el, 2005).
Urine is eliminated through our urinary system. The main organs of the urinary system are the kidneys. A normal
person has a pair of kidneys. It is the main organ of the urinary system. The physical appearance of the urine is not the
only indicator of one’s health condition. A good indicator is the chemical analysis of the urine. The analysis is called
urinalysis. The temperature of urine is highly correlated with human body temperature, that’s why; the newly excreted
urine is one of the basic symptoms of disease. Respiratory ailments may be accompanied by fever. A person has fever
if he has a body temperature of about 38ºC or above (Llarinas et.al, 1999)
In healthy kids, fever usually doesn’t include anything serious. Although it can be frightening when your child’s
temperature rises, fever itself causes no harm and can actually be a good thing – it’s often the body’s way of fighting
infections. And not all fever needs to be treated. High fever, however, can make a child uncomfortable and aggravate
problems such as dehydration.
But it’s easy to learn how to correctly take a child’s temperature when it’s a little higher than usual. Read on for
more about fevers, how to measure and treat them, and when to call you child’s doctor.
Fever occurs when the body’s internal “thermostat” raises the boy temperature above its normal level. This
thermostat is found in the part of the brain called hypothalamus. The hypothalamus knows what temperature your body
should be (usually around 98.6 º Fahrenheit or 37 º Celsius) and will send messages to your body to keep it that way.
Most people’s body temperatures even change a little bit during the course of the day. It’s usually a little lower
in the morning and a little higher in the evening and can fluctuate as kids run around, play, and exercise.
Sometimes, though the hypothalamus will “reset” the boy to a higher temperature in response to an infection,
illness or some other cause. So, why does the hypothalamus tell the body to change to a new temperature? Researchers
believe turning up the heat is the body’s way of fighting the germs that cause infections and making the body a less
comfortable place for them.
Kids whose temperatures are lower than 102 º Fahrenheit (38.9 º Celsius) often don’t require medication unless
they’re uncomfortable. There’s one important exception to this rule: If you have an infant 3 months or younger with a
rectal temperature of 100.4º Fahrenheit (38 ºCelsius) or higher, call your doctor or to the emergency department
immediately. Even a slight fever can be a sign of a potentially serious infection in very young infants.
If the child is between 3 months and 3 years old and has a fever of 102.2º Fahrenheit (39º Celsius) or higher,
call the doctor to see of he or she needs to see the child. For older kids, take behavior and activity level into account
(www.kidshealth.org/parent/general/body/fever.html, 2008).
Dr. Joel Ehrenkranz of the United States has devised a new disposable urinary thermometer that he claims is
the most accurate thermometer ever made. The patented product is a small, foam collection cup that looks much like a
miniature toilet bowl. Inside the cup, there is a plastic strip that reveals the body’s temperature between 96 and 104
degree Fahrenheit. The user urinates in the cup, waits one minute, empties the cup, then pulls out the strip and reads it.
Ehrenkranz says the method is accurate within two – tenth of one degree Fahrenheit.
Each plastic strip contains a grid with 45 brown dots, each representing two – tenths of a degree. Each dot holds
a different ratio of two chemicals – chlorobenzene and nitrobenzene – plus an indicator dye that turns blue when the
chemicals melt. The higher numbers have slightly higher melting points, and thus the last dot turn blue shows the user’s
temperature.
The thermometer can also be used by women to determine when they are ovulating or if they are pregnant.
(Science Club1, 2002))
Preparation of a simple thermo chromic solid using Copper Chloride is easier according to Van Oort (1988) as
compared to Potassium Iodomercurate and Diethyl Ammonium. The process outlines by Suchow and Keck prepares the
two compounds.