CHAPTER 4 :

LEARNING FROM OTHERS AND

REVIEWING THE LITERATURE

LESSON 6 :PRESENTING WRITTEN REVIEW

OF LITERATURE
 Introduction

• Two areas of doing literature review:

1. Information seeking which refers to the ability to scan the
literature efficiently.
2. Critical appraisal which refers to the ability to apply principles of
analysis in order to identify unbiased and valid studies.
Preparing the written review of literature (Fraenkel & Walles, 2010):

1. The introduction briefly describes the nature of the problem. The researcher also explains what lead
him/her to study and probe into the question and why it is an important question to investigate.
2. The body of the review briefly reports what others have found or thought about the research
problem. Related studies are usually discussed together grouped under subhead to make the review
easier to read.
3. The summary of the review ties together the main ideas revealed in the literature reviewed and
presents a composite picture of what is known or thought to date. Findings may be tabulated to give
the reader ideas of how many other researchers have reported identical or similar findings or have
similar recommendations.
4. Any conclusions the researcher feels are justified based on the state of knowledge revealed in the
literature should be included.
5. A bibliography with full bibliographic data for all sources mentioned in the review is essential. Use
the format suggested for reference lists.
 Structure of the Literature Review
A good literature review shown the following characteristics:
• Focused – it presents only ideas and reports on studies that are closely related
to the topic.
• Concise – the ideas should be presented economically.
• Logical – the flow within and among paragraphs should be a smooth, logical
progression from one idea to the next.
• Developed – the ideas are fully and completely written.
• Integrative – it shows how ideas are related and how all reviewed materials
contribute to your topic.
• Current – it exhibits up-to-date information related to your study.
 Critical Evaluation of the Literature
Finally, after having written the review of related literature, use the questions
below for critiquing what you have done.
1. Have you organized your material according to issues?
2. Is there a logic to the way you organized your material?
3. Does the amount of detail included on an issue relate to its importance?
4. Have you been sufficiently critical of design and methodological issues?
5. Have you indicated when results were conflicting of inconclusive and
discussed possible reasons?
6. Have you indicated the relevance of each reference to you research?
 Review of Related Literature
• The scholarly works provided in this section were adopted from the
renowned authors conducting similar studies on career choice of students.
The intellectual contributions of these people in the world of academics
were explored to substantiate the present research study on career choices
of students: basis for curricular offering of senior high schools in Region XI.
• For clarity, the term career choice is defined to include broad opportunities
that exist for life-long vocations. Theses vocations are set out in a framework
of strategies moving toward personal goals (Kerka, 2007). On the other hand,
fields of career in vocational, academic, and sociological endeavours are
explored in the study of Oyamo (2008) for the purpose of satisfying personal,
economic, and intellectual goals.
• As mentioned by Khami (2008), exploration of career choices should be a positive
endeavour for high school students. A thoughtfully constructed career choice process
will provide a meaningful, productive, satisfying quality of career choices. Along with
the same way, Mcquid (2006) suggested that a career choice process or outline might
provide better answers than making life decisions based on 18 years of experience.
• Stebleton (2007) noted that career choices is a complex decision for students since it
determines the kind of profession that they intend to pursue in life. As students try to
make career choice while in secondary school, they face problem of matching their
career choices with their abilities and school performance. Such skepticism of
students is backed up by Pummel (2008) who signified that their decisions will be
influenced by the environment, parents’ educational background, personality,
opportunity and economic.
• In the context of career selection, Dlamani (2007) accentuated that one of many important
choices students will make in determining future plans is o select a career. In the same
manner, Hall (2010) elucidated that the essence of who the student is will revolve around
what the student wants to do with their life-long work. Along with the same vein, Arudo
(2008) believed that every student carries the unique history of their past and
environment, personality, and opportunity, will determine how students make career
choices. Anent to this, Duffy (2009) explicated that student perceives their environment,
personality, and opportunity will determine his/her career choices to be made.
• Throughout a career, Natalie (2006) explained that individual seeks to accomodate the
environment with one’s goals, while at the same time being incorporated into the
environment. On the other hand, Abdullah (2009) indicated that career development is the
balancing of recognizing and meeting needs of the individual while at the same time
responding to the outer forces and realities of life. In like manner, Myburgh (2005)
enumerated career decision factors, the self and the world of work.
• The individual in a career has constantly balanced one’s aspirations and how
they have fitted into the reality of the workplace (Cvanagh, 2008). According
to Perrone (2007), man’s occupation determines the kind of person he
becomes since, through his waking hours, his cognitions about himself, his
wants and goals, and his interpersonal response response traits are molded.
Rodrigo (2006) once said that informal and formal knowledge provided
through society and environment has focused on the acquisition, retention,
and utilization of information pertaining to the world.
• Taylor (2006) implied that personal values and desires have seldom been
realized without the active and conscious efforts on the part of the student.
END