SENIOR HIGH SCHOOL

Practical Research 2
Quarter 1 – Module 3:
Significance of the Study,
Conceptual Framework
Definition of Terms, Hypothesis
and Review of Related Literature
Practical Research 2 – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 3: Significance of the Study, Conceptual Framework,
Definition of Terms, Hypothesis and Review of Related Literature
First Edition, 2020

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Introductory Message
For the learner:

Welcome to the Practical Research 2 Grade 12 Alternative Delivery Mode (ADM) Module on
Significance of the Study!

The hand is one of the most symbolized part of the human body. It is often used to depict
skill, action and purpose. Through our hands we may learn, create and accomplish. Hence,
the hand in this learning resource signifies that you as a learner is capable and empowered
to successfully achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take.
If you get all the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced

to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the lesson

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 learned. This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
significance of the study. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are now using.

The module has one lesson, namely:

 Lesson 1 – Significance of the Study

 Lesson 2 – Theoretical / Conceptual Framework
 Lesson 3 - Defining Terms in the Study
 Lesson 4 - Listing the Hypothesis
 Lesson 5 - Review of Related Literature
 Lesson 6 - The Process of Writing the Review of Related Literature

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 Lesson

1 Significance of the Study

Research is a time-consuming but worthwhile undertaking, its significance must be

clarified, how important is the problem being investigated? Is it a vital question that needs
an answer or a solution? Let us discover.

What is It

Significance of the Study

The significance of the study provides details to the reader on how the research will
contribute such as what the study will contribute and who will benefit from it. It also includes
an explanation of the work’s importance as well as its potential benefits.
When we speak of the significance of the study, we are identifying the beneficiaries
and the benefits it will give when the problem is solved. The beneficiaries include individuals
like students, teachers, principals, parents, and others; the government, non-governmental
organizations and private institutions.
Here are some tips in writing the significance of the study.
1. Answer the question, “What are the benefits or advantages of the research
based on the statement of the problem?”
2. Determine the specific contribution of the research to the society as well as to
the individual.
3. Arrange the benefits according to the degree of significance.

What’s More

Examples of Significance of the Study

To aid you in writing the significance of the study, four examples are presented.
Example 1.
Problem solving in mathematics enables the students to acquire ways of thinking,
habits of persistence and curiosity, and confidence in unfamiliar situations (National Council
of Teachers of Mathematics, 2000). It will be easier for students to do problem solving if they
have a good reading comprehension skills.
The findings of this study may therefore be of great use and importance to the
following:
Students. The results of this study may prove beneficial to students in making them
understand that they need to be competent in their reading comprehension and in solving
problem to adapt to this fast changing world.
Teachers. The results of this study may provide information to teachers concerning
the relationship of reading comprehension and problem solving skills of students so that they
can develop strategies to improve the performance of students.
Parents. The results of this study may make parents realize the importance of
developing the reading comprehension skills and mathematical problem solving skills of their

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children. They can help their children develop those skills by providing them necessary
reading and learning materials in English and mathematics.
Administrators. The results of this study may help the administrators in determining
the weaknesses of the students and in identifying the students’ needs in order to plan
programs and activities that can enhance the competencies of the teachers who are teaching
mathematics and English.
Curriculum Makers. This study may provide useful information in formulating and
developing learning materials that can enhance the reading comprehension and
mathematical problem solving skills of the students.
Future Researchers. This study may serve as base data for further studies on
reading comprehension and mathematical problem solving skills of the students.
Source: Matel, P. B. (2013). Reading comprehension and mathematical problem solving skills
of fourth year high school students of Tagaytay City Science National High School,
SY 2013 – 2014. Unpublished thesis, Cavite State University, Indang, Cavite.

Example 2.
The study aimed to determine which among the demographic factors influence the
spending habits and saving habits of senior high school students in Trece Martires City Senior
High School. This study will be greatly important to the following:
Students. The study may give additional knowledge about the personal finance of
Senior High School students, particularly their spending habits and saving habits and the
factors that influences these habits.
Parents. The study includes some demographic factors which are the size of the family
and income that influences the student's spending habits and saving habits. Parents may
know whether the size of their family and their children's source of income influences their
spending habits and saving habits.
Future Researchers. The study may serve as a source of information for the future
researchers who study the same field. The result of the study will give future researchers
more knowledge about the demographic factors that influences the spending habits and
saving habits of the Senior High School students.
Source: De Vera et al. (2019). Demographic profile influencing the spending and saving habits
of senior high school students. Unpublished research paper, Trece Martires City
Senior High School, Trece Martires City, Cavite

Example 3.
This study was conducted to determine the effectiveness of Rambutan fruit (Nephelium
lappaseum) seeds and peels phenolic extract in lowering the blood glucose levels of diabetic-
induced albino mice (Rattus albus). This research may be of great help in finding a new
medication for diabetes that is known for being natural and affordable. The results of the
study may be beneficial to the following:
Diabetic people. The finding may be an enormous help in proving that Rambutan
fruit has a potential to be an alternative for commercial insulin in lowering blood sugar level.
Community. This study may inform people about the essence and benefits of the
community's available resources like Rambutan fruit, which is commonly ignored by many.
This can inform people of the things that it can do and help them in their daily lives especially
in lowering the blood sugar level.
Field of medicine. The study may contribute in acquiring new knowledge about
Rambutan fruit as an alternative in controlling blood sugar level and provides the latest
information that may contradict the results of the past researchers who conducted the same
study. This study may also encourage foreign researchers studying the same field to provide
more information and discovery that may help in the future of medical sciences.

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 Future Researchers. This study may help the future researchers in gaining new
knowledge in their field of study and may encourage the future researchers to improve and
discover more about Rambutan fruit.
Source: Corpuz et al. (2019). Effectiveness of rambutan fruit (Nephelium lappaseum) seeds and
peels phenolic extract in lowering the blood glucose levels of diabetic-induced
albino mice (Rattus albus). Unpublished research paper, Trece Martires City
Senior High School, Trece Martires City, Cavite.
Example 4.
The findings of this study may provide benefits to the following:
Parents or Household Head. This research may be beneficial to the parents or
household head because they are the one who budget in their everyday finances. They will
have deeper understanding about the effects of this law and through the data they can make
adjustments that can help them in sustaining the budget of the family in terms of their wants
and needs.
Students. This research may be helpful to students because they may have an idea
about the tax system and also about the TRAIN law. They may be aware and make
adjustments in their allowances on how they spend it in their wants and needs. Through this
research, they may be knowledgeable about the effects of the said law that will affect their
daily budgeting in school.
Government. This research may be helpful also in the local and national government
because it gives information about how this law affects the economy and living of every
household. It may also give data about the changes in purchasing power and expenditures
pattern of every class income and how the household adjust the finances. Through this the
government could construct alternative law or policies that may help Filipino for more
development and sustainable economic growth.
Future Researcher. The findings of this study may be useful to the future researchers
for them to have knowledge about TRAIN law and how it effects to each income class in Trece
Martires City.
Source: Aragon et al. (2019). The effects of the tax reform for acceleration and inclusion law in
class income of Trece Martires City households. Unpublished research paper,
Trece Martires City Senior High School, Trece Martires City, Cavite.

What I Have Learned

1. Significance of the study provides details to the reader what the research will
contribute and who will benefit from it.
2. The significance of the study includes an explanation of the work’s importance and
its potential benefits.
3. The beneficiaries include individuals like students, teachers, principals, parents, and
others; the government, non-governmental organizations and private institutions.
4. The significance of the study answers the question, “What are the advantages of the
research based on the statement of the problem?”
5. The benefits must be specific and arranged according to the degree of significance.

What I Can Do

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 Identify the different benefactors of your research and write the significance of the
study. Try to answer the question, “What are the benefits or advantages of the research
based on the statement of the problem?”

Assessment

Alternate Response. Write T when the statement is correct, otherwise write F. Use separate
sheet of paper.
1. Significance of the study provides details to the reader what the research will
contribute and who will benefit from it.
2. The significance of the study includes an explanation of the work’s importance and
its potential benefits.
3. The significance of the study answers the question, “What are the advantages of the
research based on the statement of the problem?”.
4. Selecting the benefactors helps the researcher write the significance of the study
easily.
5. Identifying the beneficiaries and the benefits it will give solution to the problem.

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
For numbers 6-8, consider the statements in writing the significance of the study.
6. The importance of the problem being investigated should be discussed. The vital
question that needs an answer or a solution should not be included.
A. Both statements are TRUE
B. Both statements are FALSE
C. The first statement is TRUE, the second statement is FALSE
D. The first statement is FALSE, the second statement is TRUE
7. The coverage of the study should be clarified. The benefits should be discussed in
general.
a. Both statements are TRUE
b. Both statements are FALSE
c. The first statement is TRUE, the second statement is FALSE
d. The first statement is FALSE, the second statement is TRUE
8. The beneficiaries include individuals like students, teachers, and parents. The
benefits may be arranged according to the degree of significance.
a. Both statements are TRUE
b. Both statements are FALSE
c. The first statement is TRUE, the second statement is FALSE
d. The first statement is FALSE, the second statement is TRUE
9. A group of HUMSS students wanted to investigate the job satisfaction of police
officers. Which of the following are the possible beneficiaries of the research?
I. Local Government Unit II. Police Department III. Police Officers
A. I and II B. I and III C. II and III D. I, II and III
10. Rex, Nikko and Miguel intended to assess the awareness of senior high students on
garbage disposal and waste management. Which of the following are the possible
beneficiaries of the research?
I. Community II. Municipal Environmental Office III. Students
A. I and II B. I and III C. II and III D. I, II and III

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11. A group of STEM students planned to create an interactive game that will help
Grade 11 learners review subjects in Science. Which of the following are the possible
beneficiaries of the research?
I. Municipal Office II. School III. Teachers
A. I and II B. I and III C. II and III D. I, II and III
12. Gio, Vinci and James wanted to explore the agriculture decline in Cavite. Which
of the following are the possible beneficiaries of the research?
I. Farm Owners II. Farmers III. Provincial Agriculture Office
A. I and II B. I and III C. II and III D. I, II and III
13. A group of ABM students intended to determine the personal entreprenuerial
characteristics of business owners in Trece Martires City. Which of the following are
the possible beneficiaries of the research?
I. ABM students II. Business owners III. Teachers
A. I and II B. I and III C. II and III D. I, II and III
14. Angel, Mary and Wendy decided to conduct the study “Benefits of Collaborative
Activities in the English-Speaking Skills of Student.” Who will primarily benefit from
the research?
A. Government B. Principal C. School D. Students and Teachers
15. Why is the significance of the study important in Chapter 1 of the research?
A. To clearly explain the importance and potential benefits of the study.
B. To complete Chapter 1
C. To easily identify the beneficiaries of the study
D. To easily locate the solution of the study

Lesson
Theoretical / Conceptual
2 Framework
The Theoretical Framework is the discussion of theories and concepts involved
in the research problem. Based from Osillos (2017), it explains what has been said on
the topic or problem and provides the basis for variables to be studied and how they
will be studied. It also discusses general principles and concepts that give focus to and
lens for the research.

Meanwhile, conceptual framework is the blueprint in the conduct of different

research ventures. As mentioned by Perez and Zulueta (2010), a conceptual framework
is a visual presentation of concepts anchored from theoretical frameworks. Moreover,
Calderon and Gonzales (2010) stated that the conceptual framework showed the
details of the study from the variables to be observed, the process to be used in the
data-gathering phase as well as the possible outputs of the study.

Prieto, Naval, and Carey (2017) emphasized that the Conceptual Framework is
composed of concepts that are sequenced logically. It is represented by less formal
structures to show how the research gaps will be addressed in the conduct of the
study.

Prieto, Naval, and Carey (2017) stressed that a Conceptual Framework is

created for the following reasons:

1. For Concept Clarification. In this context, the conceptual framework shows

the relationships of the different concepts in the study. Since the conceptual

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framework is made from the review of related literature, it shows the relationship
between and among the variables of the study.
2. For Interpretation. The interpretation can be drawn based on the logical
sequence of variables that are enumerated at the beginning of the study and the
outputs obtained based on the process used during the data gathering stage. The
hypothesis formulated at the start of the study is tested during the data-gathering
phase followed by the analysis of data. Statistical treatments are used to come up with
interpretations of the study and later on are used for the formulation of conclusions.
All of these aspects are clearly shown in the conceptual framework designed by the
researcher (Sanchez, 1980).
3. For Explanation of Observations. The conceptual framework serves as the
researcher’s schema on the problems raised after reading numerous related literature
and studies. The standpoint of the researcher is shown in a new model based on how
he will address the research gap that he perceived at
the beginning of the study.
4. For Theory Development. The conceptual framework is anchored in two or
more theories that support the current study. The new conceptual model aids the
researcher on how to perform the study. The result in addressing the gap can be used
to establish a new theory or grounded theory.

Source: Practical Research 2 by Prieto, Naval, and Carey (2017)

Take Note: The problem statement serves as your reference in constructing your conceptual
framework. Your study will seek to answer the gap that you have identified but
other researchers have not addressed yet.

There are formats of the research paradigm that represents the conceptual
frameworks of various studies.

A. IPO Format. The IPO Format stands for Input, Process, Output Format.
According to Kuhn (1962) as cited by Chong (2009), the input, process,
output framework shows the causal relationship in the system.

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 Let us consider the given problem statement below for our example as used
by Osillos and Nagpala. (2016) in their study on Isolation and Characterization of
Arbuscular mycorrhizal Fungi Associated with Wild Legumes.

What are the AMF species isolated from the rhizosphere soil (RS) of wild
legumes found in the soils of DMMMSU-SLUC, Agoo, La Union?

Figure 1. Paradigm for Science Teaching in High School

INPUT PROCESS OUTPUT

Collected
Soil (700ml)
and plant Isolation,
roots from identification
wild species and mass
of legumes production
and cogon of species of
grasses in Arbuscular
the soils of mycorrhizal Identified
DMMMSU – Fungi (AMF) AMF species
SLUC, Agoo, using corn as
La Union. trap plant.

Source: Osillos and Nagpala. (2016). Isolation and Characterization of

Arbuscular Mycorrhizal Fungi Associated with Wild Legumes˝ Legumes˝. Don Mariano
Marcos Memorial State University – South La Union Campus, La Union.

B. IV-DV Format. The IV-DV or Independent Variable Dependent Variable

Format is used mostly in an experimental setup that shows the cause and
effect relationship. In this format, you must identify the independent and
dependent variables correctly. The Independent Variable serves as the
predictor or explanatory variable while the Dependent Variable is the
response or outcome variable (Swaen, 2015).

Let us consider this sample problem: Researcher A wants to investigate

through experimentation and surveys if the students who consumed more hours
studying got higher scores in the test.

Figure 2. Research Paradigm Using IV-DV Format

IV DV Output

Scores in the Proposed

No. of Hours
Test Action Plan
to improve
study habit

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 Assessment
Directions: Read and analyze the given statements below. Write A if sentence A is
correct and sentence B is incorrect; B if sentence A is incorrect and sentence B is
correct; C if both sentences are correct; and; D if both sentences are incorrect. Write
the letter of the correct answer on the space provided for.
1. A. The conceptual framework helps the researcher to come up with the correct direction
in his study.
B. The conceptual framework leads to obtaining the correct result during the data-
gathering phase.
2. A. Generating the conceptual framework starts by identifying the problem.
B. A conceptual framework is made based on the review of related literature and studies.
3. A. IPO format research paradigm is used to show the problem, the intervention to be
done, and the output of the study.
B. Independent and dependent variables are also shown in the IPO format
research paradigm.
4. A. Dependent variables are the result of the study.
B. Independent variables predict the result of the study.
5. A. Variables are not considered in crafting the IV-DV format Research paradigm.
B. Outputs are not expressed in the IV-DV format Research paradigm.

II. Choose the appropriate conceptual paradigm format for the given studies. Explain
your answer briefly but substantially. Limit your answer up to three sentences only. Then,
illustrate the appropriate research paradigm of the given study below.
Lillian Joni, a librarian from Mariveles National High School-Batangas II surveys the
study and thinking skills of the Senior High School Students in the Second Engineering District
of Bataan. The aspects that she has investigated are vocabulary skills, library skills, note-
taking skills that use outlining, summarizing, and paraphrasing skills. Moreover, organizing
skills, analyzing skills, and generating skills are also investigated. The survey utilized the use
of questionnaires. The data have undergone statistical treatment. Also, the output of the study
served as the basis for the proposed supplementary instructional material.

a.) What is the appropriate research paradigm format for the study? Why?
b.) Illustrate the Research Paradigm

Your answer in the essay part of the assessment will be graded using the given rubrics.

Criteria 5 4 3 2
With a With a With a With an
Content complete idea complete idea complete incomplete
and details. with little idea, no idea, no
details details details
Moreover, the conceptual framework will be rated using the given rubrics.
Excellent Very Good Good Poor
Component (10) (7) (5) (3)
An appropriate An appropriate An An inappropriate
research paradigm is appropriate paradigm is
paradigm is selected but paradigm is selected.
selected. 1 or 2 selected but 3
Suitability of identified identified or more
Research concepts are concepts are concepts are
Paradigm not properly not properly not properly
on the placed on the placed on the
designated box. designated box. designated
box.

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 Lesson

3 Defining Terms in the Study

In research, defining key terms is very important for explaining comprehensively the purpose
and the direction of the study. So, let us start in defining what the word Definition means.

DEFINITION, as explicated by Merriam Dictionary, pertains to affirmations that express the

distinct nature of something. In research, the researcher must convey the purpose of the
study precisely, clearly, and effectively.

In this lesson, the importance of defining key terms will be explored. While you are embarking
on your research journey, there are times that you either adopt the generic definitions of
terms or come up with your definition of the identified terms in the study.

According to Prieto, Naval, and Carey (2017), there are a few principles that you need to
remember while defining relevant terms:

• In defining terms, focus on the nature of the term defined not only delimited to its effects
and functions.

• Elaborate on the definition of terms if the generic definition is not enough to explain the
nature of the subject or the term being defined. But you need to avoid too technical terms or
too many details that may mislead the understanding of the readers.

• It is okay to supplement a definition but you are not encouraged to invent definitions for
terms with universal accepted definitions.

• The definitions of the terms should be the same throughout the discussion of the entire study
to avoid confusion on the part of the readers. Remember you are not always present to explain
the nature of your study. The paper should be able to defend itself.
Very Good! Now that you are familiar with the importance of the key terms and the tips on
how to define them, let us now proceed with our lesson on the operational definition of the
terms related to the study.

UNDERSTANDING OPERATIONAL DEFINITION

The OPERATIONAL DEFINITION denotes a particular description of concepts in the study.

In research, these definitions explain how the concepts are being produced and measured at
the same time. So once the study is conducted, it is a must that the researcher has
established the operational definition of terms that are related to the study.

There are TWO TYPES OF OPERATIONAL DEFINITION:

• Experimental Operational Definition
This type of definition shows how the variable will be manipulated in the experiment.
Example: The butter cookies will be described based on the recipe used on how to
bake it.

• Measured Operational Definition

This type of definition depicts how the variable will be measured. Example: The
richness of butter cookies can be described in terms of texture, flavor, appearance,
and other factors related to baking butter cookies.

Another way of categorizing the operational definition includes:

• Manipulating operational definition

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 “Short Meeting”- a meeting that lasts for less than an hour
“Long Meeting”- a meeting that lasts for more than an hour

Measurement of the operational definition

“Short Meeting”- one ending before the twisting of body parts begin
“Long Meeting”- one is still discussing while more than half of the class is already
twisting their body parts as a sign of boredom and muscle stiffness
Alright! Since the types of operational definitions are already discussed, let us apply the
concept of an operational definition in a given example below.
Example:

A researcher wants to investigate the relationship between age and drug addiction.
Maybe, the hypothesis is, “There is a significant relationship between age and drug
addiction.”

To make the research as clear as possible, the researcher must explain how will these
variables be measured in the study. Aren’t you wondering how will you measure age and
addiction?
Okay, for you to understand the direction of the study, the first step that you need to do is to
identify the variables. So, in this case we have already listed the variables.

What are they? Correct! If you answered age and addiction. Let’s take a closer look at each
variable.

Variable 1: Age is universally known by everyone. You might be thinking, “Why do I need
to define age? I already know it!” One researcher may measure age in terms of months
while the other researchers may measure age in terms of years. To operationalize the term
age, we will refer to “Age” as the age in years.

Variable 2: The term addiction is very broad. Addiction can be described in different
phases. Some researchers may investigate addiction during the withdrawal stage while the
other researchers will define addiction during the time that individuals are hooked with
methamphetamine (shabu) or other narcotic drugs. To operationalize the term, let us
choose the latter meaning.

Final Definition or the Operational Definition: In this study, the term “Age” is defined
as the participant’s age in years while “Addiction” is referred to as the involvement of the
participants with the actual usage of narcotic drugs.

What’s More
DIRECTIONS: Based on the given sample problem below, enumerate the
variables, state ways on how can they be measured, and craft the operational definition of
the identified variables.
A researcher wants to study if there is a correlation between hot weather and heinous
crimes. Maybe, the guiding hypothesis is, “The increase in temperature increases the
rate of heinous crimes.”

1. What are the variables? ______________________________________________________.

2. Take a closer look on each variable.
Variable 1: ___________________
Variable 2: ____________________
Operational Definition:
__________________________________________________________________________________

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Your output will be graded based on the given rubrics.
Criteria 10 8 5 3 1
Variables Variables Variables Variables Variables
are are are correctly are correctly are not
correctly correctly identified; a identified; a correctly
identified; identified; universal universal identified;
a universal a universal definition is definition is a universal
definition definition clearly not clearly definition
is clearly is clearly stated; stated; is not
Content stated; stated; measures measures clearly
measures measures are not are not stated;
are are feasible; feasible; measures
feasible; feasible; The The are not
The The operational operational feasible;
operational operational definition is definition is The
definition definition not clearly not clearly operational
is clearly is not expressed. expressed. definition
expressed. clearly is not
expressed. clearly
expressed.

Assessment
DIRECTION: Read and analyze carefully each concept. Write T on the line if the
statement is correct and FALSE if the statement is incorrect.
_________1. Operational definition is essential in conducting a study.
_________2. Variables are the specific descriptions of the traits, characteristics, and
properties being studied.
_________3. Experimental operational definitions describe how variables are being
measured in the study.
_________4. Supplementing a definition helps to shed light on the variable being
studied.
_________5. It is okay to change the operational meaning of a term at any point during
the conduct of the study.
_________6. Invention of new definition to words with a universal definition is
encouraged in research.
_________7. The definition of key terms helps the researcher to explicate the purpose
and set the direction of the study.

_________8. Measured operational definition describes how variables are being

manipulated in the study.
_________9. Analysis of the topic requires every researcher to focus closely on the
definitions crafted in the conduct of the study.
_________10. To establish a strong argument for the paper, a precise and effective
definition of the concepts is stated in the study.

Lesson

4 Listing the Hypothesis

14
A HYPOTHESIS is a specific argument that is tested through experimentation. These
claims can be derived from theories or educated
guess based on the researcher's observations.
Also, the hypothesis is used to show the
relationship between two or more variables in the
study.

Moreover, you need to remember that a

hypothesis should be well-grounded because the
hypothesis will direct you during the data
gathering process and the interpretation of data.

For you to come up with a sound and correct

hypothesis, a diagram of the presentation of the
research hypothesis is given below.

Figure 1: The Process of Generating

Hypothesis

Source: wynneevans.co.uk/formulation-of-hypothesis-in-research

If you will analyze the diagram, you will notice that research gaps arise from observations
and review of the related literature. After the problem is conceptualized, the variables in the
study are identified and their operational definitions are formulated. A hypothesis is made as
a tentative answer to the stated question.
IMPORTANCE OF HYPOTHESIS IN RESEARCH
The hypothesis is very important in quantitative researchers because of the following
reasons:

1. It provides a preliminary explanation of a phenomenon or variables being

investigated.
2. It supplies the researcher with declarative statements that show the relationship
between two or more variables that can be further tested.
3. It gives direction to the research study.
4. It is considered as a working tool for theories because hypotheses are deduced from
a theory or another hypothesis.
5. It can be tested and quantified to support or reject a researcher’s claim in a
particular study.

CHARACTERISTICS OF A HYPOTHESIS
As mentioned by Prieto, Naval, and Carey (2017), the hypothesis exhibits the following
characteristics.
1. It is testable. The claim that the researcher states at the start of the study can be
tested through a series of experiments that may lead to accepting or rejecting the
hypothesis.
2. It is logical. The hypothesis is logical because this is an academic guess to a research
gap posed at the start of the conduct of research. The formulation of the hypothesis
indicates that the researcher is knowledgeable about the topic being studied.
3. It is theoretically-based since the hypothesis can be derived from the research gap
obtained from the review of related literature and existing theories.
4. It states relationships between two or more variables.
5. It is directly related to the research problem because the hypothesis is formulated
based on the identified research gap.
6. It delimits the study. You need to remember that research is time-bounded. If you will
not focus on a specific parameter, the result of the study will be vague. That is why
delimitation is needed to finish the task in time.

15
CLASSIFICATION OF HYPOTHESES

a. SIMPLE HYPOTHESIS. This kind of hypothesis shows the relationship between one
independent variable and one dependent variable.

b. COMPLEX HYPOTHESIS or MULTIVARIATE HYPOTHESIS. This kind of hypothesis

displays the relationship between 2 or more independent variables and 2 or more dependent
variables.

c. DIRECTIONAL HYPOTHESIS. This hypothesis gives the direction and explains the
relationship between variables.

d. NON-DIRECTIONAL HYPOTHESIS. This hypothesis is the complete opposite of the

directional hypothesis. If we will test the hypothesis using statistical treatments, they will
be expressed in null and operational form.

e. NULL HYPOTHESIS. This hypothesis is stated in the negative form. It shows that there
is no relationship between and among the variables being investigated.
Example:
o There is no significant relationship between age and drug addiction.
o There is no significant difference between the anxiety level of children with high IQ
and those of low IQ.

f. ALTERNATIVE HYPOTHESIS. It is sometimes called an OPERATIONAL HYPOTHESIS.

This type of hypothesis is expressed in affirmative form. It is accepted when the null
hypothesis is rejected. This type of hypothesis can be classified as directional or non-
directional.
Example:
o There is a significant relationship between age and drug addiction.
o Children with a high IQ will exhibit more anxiety than children with more IQ. o There
is a significant difference between the anxiety level of the children with high IQ and those
of low IQ.

We can further classify the given alternative hypothesis as a directional and non-directional
hypothesis. Let us further classify the given alternative hypothesis.
 There is a significant relationship between age and drug addiction.
This is a non-directional alternative hypothesis. Why? Because it does not give the
expected output or result of the study.

 Children with a high IQ will exhibit more anxiety than children with more IQ. This is
an example of a directional hypothesis. Why? Because it already stated the possible
result of the study. Who will be more anxious? The children with
high IQ. Therefore, children with less IQ will be considered to have less anxiety.

 There is a significant difference between the anxiety level of the children with high
IQ and those of low IQ.
Here, the hypothesis only states that there is a difference between the anxiety level
of students but does not state which group will have higher or lesser anxiety. This
is an example of a non-directional hypothesis.

I have another question. Why do we need to formulate a hypothesis? The answer is, we
FORMULATE A HYPOTHESIS because:
1. It is used to compare variables;
2. It is used to relate the variables; and;
3. It is used to describe the variables.

16
 What I Can Do
A. State a null and alternative hypothesis for the following research problems.
1. Does food color affect the amount of food fish eat?
Null Hypothesis: __________________________________________________________
Alternative Hypothesis: ____________________________________________________
2. Will reading of materials with small print cause migraines?
Null Hypothesis: __________________________________________________________
Alternative Hypothesis: ____________________________________________________
3. What effect does study with music have on students’ test scores?
Null Hypothesis: __________________________________________________________
Alternative Hypothesis: ____________________________________________________
4. Does living in a community with an interracial populace affect a person’s attitude
towards another race?
Null Hypothesis: __________________________________________________________
Alternative Hypothesis: ____________________________________________________
5. Does illiteracy pose risks in the community?
Null Hypothesis: __________________________________________________________
Alternative Hypothesis: ____________________________________________________

B. State the null hypothesis of the following research problems. Then, give the alternative
directional and non-directional hypothesis.
1. What is the relationship between the maturational status of adolescent boys and their
self-concept?
Null Hypothesis: _________________________________________________________________
Alternative Directional Hypothesis: ________________________________________________
Alternative Non-Directional Hypothesis: ____________________________________________
2. What is the difference between the academic performance of students enrolled in STEM
Strand and ABM strand?
Null Hypothesis: _________________________________________________________________
Alternative Directional Hypothesis: ________________________________________________
Alternative Non-Directional Hypothesis: ____________________________________________

Assessment
A. Write T if the statement is correct and change the underlined words to make the
incorrect statement correct. Write your answer on the space provided for.
_________________1. Hypothesis can be expressed in negative and affirmative forms.
_________________2. Complex Hypothesis shows the relationship between 2 or more
independent variables to 2 or more dependent variables.
_________________3. Multivariate is the other term used to denote simple hypothesis.
_________________4. Operational Hypothesis is stated in negative form.
_________________5. Hypothesis is testable, logical and not theoretically-based.

17
B. Read the given research problems below. Then, supply the answer to what is being
asked for.
1. Ms. Rabiya Mateo examines the effects of verbal cues, a reward, and no reinforcement
to the social interaction of autistic children with their siblings.
Null Hypothesis: ______________________________________________________________
Alternative Hypothesis: ________________________________________________________

2. Mr. Rodrigo Datu investigated the relationship between gender identity, religiosity, and
social awareness between the Muslim Women and Christian Women in Mindanao.
Alternative Directional Hypothesis: _____________________________________________
Alternative Non-Directional Hypothesis: ________________________________________

Lesson

5 Review of Related Literature

Review of Related Literature (RRL) is a process of identifying, evaluating and summarizing

the literature relevant to a particular field or topic.

“A research literature review is a systematic, explicit and reproducible method for identifying,
evaluating and synthesizing the existing body of completed and recorded work produced by
researchers, scholars and practitioners” (Fink, 2005).

It is one major activity in research that makes you examine and re-study ideas or concepts
related to your research that people already published in books, journals, or other reading
materials in the past. Thus, in doing your RRL for your research paper, you gather and
interpret ideas, then merge your thinking with other people’s knowledge. Combining your
understanding with the authors’ point of view enables you to analyze existing works that are
related to your research study.

Purposes of Review of Related Literature:

1. To acquire background knowledge and information related to your research study
2. To obtain theories and principles behind your research and increase your
understanding of its underlying concepts
3. To compare or contrast your research to previous research studies
4. To define technical terms included in your research study
5. To show the necessity for further research on a certain topic

Styles or Approaches of Review of Related Literature (RRL)

There are two basic methods of reviewing related literature: traditional and systematic review.
Traditional review is commonly used for Qualitative Research; while Systematic review takes
place mostly in Quantitative Research.
1. Traditional review – is for Qualitative research. Doing this style, you summarize
knowledge of different concepts, ideas, theories and related research studies on a
topic, then, you interpret and evaluate the information using your own explanation
and understanding. Traditional review also asks research questions, but they are
more subjective and open-ended. Here are the different types of traditional review:
a. Conceptual review – synthesis of concepts or ideas to give meaning to world or
national issues.

18
 b. Critical review – this type of review focuses on hypotheses and theories and
interprets the results based on their situations.
c. State-of-the-Art review – it deals with the latest or newest research studies about
a certain topic.
d. Expert review – this review makes a well-known expert to write the RRL based on
certain ideologies, paradigms, or beliefs.
e. Scoping review – forms a situation for new research in the future in the form of
making a project about developing the community, health services, government
policies, etc.

2. Systematic review – is used by quantitative researchers who begin by asking

research questions. Which is why it is sometimes called a ‘question-driven
methodology’. It begins with one big question which states the main problem and a
set of sub-questions that asks the specific aspects of the research study. The
questions in a systematic review aim to yield exact, specific, and objective answers.
Hence, adapting Systematic review prevents you from being biased in dealing with varied
resources and literature. Unlike traditional review, systematic review follows specific steps:

Steps in Conducting a Systematic Review

1. Understand the research questions clearly.
- The research questions serve as your guide throughout conducting your research
study which is why you need to have a clear understanding of the main question and
specific questions.
2. Plan how to gather data based on your research questions.
- Imagine how you will go about obtaining your data based on your understanding
of your questions. Think of the different multimedia resources you can use.
3. Search for relevant literature.
- Use keywords to easily look for information from different multimedia resources
like the Internet, books, newspapers, journals, government publications,
periodicals, and other references.
4. Evaluate the quality and credibility of the gathered information.
- Not everything you read in the internet is accurate and some information in books
and other references are already outdated or obsolete which is why you need to
check which information to get and which data to discard.
5. Summarize the information you gathered from various resources.
- You may use a graph, a table, or other formats to organize your data and present
the ideas clearly and briefly.

Unlike the traditional review that has no specific method, the systematic review follows a
scientific method and makes it unbiased, thus, it is always used in quantitative research to
ensure objectivity.

Take Note: A literature review surveys books, scholarly articles, and any other sources relevant to a
particular issue, area of research, or theory, and by so doing, provides a description,
summary, and critical evaluation of these works in relation to the research problem being
investigated. Literature reviews are designed to provide an overview of sources you have
explored while researching a particular topic and to demonstrate to your readers how
your research fits within a larger field of study.
Source: Fink, Conducting Research Literature Reviews: From The Internet To Paper.

Meta-Analysis in Quantitative Research

What is meta-analysis in Review of Related Literature?

19
Meta-analysis is a kind of RRL wherein you combine the results in two or more quantitative
studies to develop a single conclusion from statistical data to indicate a stronger research
outcome. This conclusion is statistically stronger than the analysis of any single study,
because of a greater number and wider diversity of subjects, or accumulated conclusions.
You combine the results together and strengthen the impact of the independent variable to
the dependent variable. Meta-analysis helps to guarantee the accuracy of the measuring tool
used in the quantitative research method.

However, meta-analysis could only be used in homogenous studies which have a lot of
similarities in terms of research questions, design, treatment, and technique. In contrast,
heterogenous studies are not used for this type of RRL because of several differences from
other studies. The RRL method used for heterogenous studies is narrative synthesis which is
more commonly used in the qualitative approach. It uses verbal written language to explain
or describe the research results.

Standard Styles in RRL, Citation, and References

One essential principle in research is that the ideas you get from various reading materials
that contain information related to your research do not belong to you. You have to
acknowledge the borrowed concepts and ideas from the authors or owners of those
knowledge. Doing this gives you honesty, courtesy, and appreciation for other peoples’
contribution to your research. This is called ethics in research.

You make sure that the names of these authors appear in your research paper. These are the
parts or sections wherein you show them recognition for your borrowed ideas:
1. Acknowledgement – this is found in the beginning portion of your research paper that
identifies the people who have contributed to your research.
2. References or Bibliography – this is found at the end of the research paper which
contains a complete list of all the reading materials you have used
3. Citation or In-text Citation – this is found within the main body of the text specifically
in RRL, wherein you refer to the authors’ names with the borrowed ideas incorporated
in the body of your research.
The two most common referencing styles are:
1. APA (American Psychological Association) – this format is also called “Author-Date
Style” and is mostly used in the field of natural and social sciences, education, and
psychology.
Examples:
(Malibiran, 2019) or Malibiran (2019)
(Lascano et al.,2018)
According to Agustin (2017) …
One study by Magtanong (2016) states that…

2. MLA (Modern Language Association) – this format is also called “Humanities Style”
and is oftentimes used in literature, arts, and history
Examples:
(Cruz 256)
(Aquino, Quezon, Ramos 201-210)
(Reyes et al. 64-120)
(Cabusao: 5: 74-83) – for periodicals
The latest study by (Valerio 14) shows that…

20
Styles of Citation
1. Integral citation - this is a way of citing the author whom you referenced in your
research. The researcher uses active verbs to report the ideas of the author. It
expresses the author’s stand, position, or attitude towards a certain topic.

Examples:

APA format MLA format

The latest work by Samson (2018) reveals… The latest work by (Samson 45)
According to Vasquez et al. (2019) … According to (Vasquez et al.: 123)
A study by Sanchez (2016) states that… A study by (Sanchez 78) states that…
2. Non-integral citation – unlike integral citation, this style of citation gives emphasis
to the idea or information rather than the author.
Examples:

APA format MLA format

To avoid negative connotations about direct To avoid negative connotations about direct
quotations in your paper, have in mind the quotations in your paper, have in mind the
following reasons to justify your act of following reasons to justify your act of
quoting or repeating in writing other people’s quoting or repeating in writing other people’s
words (Ransome, 2013) words (Ransome 135)

Patterns of Citation
According to Baraceros (2016), the following are the different citation patterns that a
researcher may apply to avoid plagiarism:
1. Summary - this is a shortened version of the original text using your own
interpretation. You must choose only the most important details from the text.
2. Paraphrase – this is explaining the meaning of the text using your own words. You
may write it in a different structure, decrease the words, or elaborate on it keeping in
mind the same thought or idea.
3. Short Direct Quotation – this is copying only a part of the author’s whole sentence
or some sentences, but it should not exceed forty (40) words. You must also put the
page number where the borrowed ideas were copied from.
4. Long Direct Quotation – this citation pattern lets you copy forty (40) up to one-
hundred (100) words from the author. If you are using APA style, it is limited to eight
(8) lines and is placed at the center of the page like a stanza in a poem.
5. Tense of verbs for reporting – you may use active verbs in the present tense, simple
past tense, or present-perfect tense in reporting the author’s ideas.
Examples:
Present tense – Santos explains…
Past tense – Santos explained…
Present perfect tense – Santos has explained…

Take Note: Plagiarism – is the act of presenting somebody else’s exact words in your work, and
passing it off as your own without citing your references or acknowledging the author of
the text. This is considered a criminal act which is punishable by law. The safest way to
avoid it is by paraphrasing the text or explaining the ideas using your own words. You
must also properly cite your references and give due credit to the owner of ideas.

21
Nowadays, there is an abundance of “Grey Literature” or unpublished reading materials,
which are oftentimes not reviewed or quality-assured by proper authorities proliferating in
the Internet. Thus, some sources of information for research studies seem questionable, or
worse, may contain inaccurate data that may confuse the reader or be harmful when applied
to learning. Which is why it is imperative that the researcher only uses information from
published materials and trusted sources to be sure of its quality and credibility.

What’s More

Directions: CROSS WORD PUZZLE. Using the clues, complete the puzzle below.
Write your answers on a separate sheet of paper.

ACROSS
1. this is explaining the meaning of the text using your own words
2. a complete list of all the reading materials you have used
8. the act of quoting or copying the exact words of the author without citing references
9. honesty, courtesy, and appreciation for other peoples’ contribution to your research
10. this is a way of citing the author whom you used as reference in your research.

DOWN
3. this identifies the people who have contributed to your research at the beginning
portion of your paper
4. this is a shortened version of the original text using your own interpretation
5. this review forms a situation for new research in the future in the form of
community project
6. this review makes a well-known expert to write the RRL
7. this type of review focuses on hypotheses and theories

22
 Lesson The Process of Writing the
6 Review of Related
Literature
Synthesis is the act of combining and linking multiple research findings from different
sources to formulate a summary in order to review the literature, make recommendations,
and infer your understanding towards a particular research topic.

This is the process wherein you not only organize the information you have gathered about
a particular research topic, but also incorporate your own thoughts or reflective thinking.
Being able to synthesize ideas manifests critical thinking and the ability to evaluate what
you have read based on theories or principles underlying your research.

The Process of Review of Related Literature

Stage 1: Search for Literature
Your search for information happens all throughout your research, but in this stage of
your Review of Related Literature, you will spend a lot of time searching for knowledge
about your topic. You have access to various sources of data either by manual reading of
books and other print materials, or electronic search for online reading materials.
Regardless, you should be focused in searching for the best sources of data.

There are various literature sources and the three basic types are:
1. General references – contain broad and universal information about a wide range of
topics (e.g. dictionaries, encyclopedias, almanacs)
2. Primary sources – provide first-hand information that is closest to the object of study
(e.g. speeches, letters, diaries, autobiographies, interviews, official reports, court
records, artifacts, photographs, and drawings.)
3. Secondary sources – provides non-original or secondhand data or information. (e.g.
Internet, books, articles, theses/dissertations, textbooks, magazines, newspapers)

It is important that you use a certain method to narrow down your search amidst
the vast knowledge available in different reading materials. This means that you have
to be systematic in following steps during the process of writing your RRL.

Here are a few suggestions in conducting your search:

1. Before looking for information, brainstorm keywords based on your research. Choose
research studies that are closely related to your topic.
2. Systematically search and keep track of your keywords; this will help you figure out
which strategies provide the best search results.
3. Choose studies by people who have expertise and authority. Consider reading
materials or websites that are trusted for containing credible sources of information.
4. Give more weight to primary data rather than secondary data
5. Don’t forget to save the articles and other sources you want to set aside for further
reading and give them file-names that are easy to understand. (e.g. Valerio_2016.pdf)

Stage 2: Organize your review using synthesis

In order to do synthesis, you must first sort articles in preparation for writing your
Review of Related Literature. You can sort the literature in various ways, such as
by themes or concepts
chronologically or historically (tracing a research question across time
by methodology used

23
 Always remember that you’re not just trying to list everything, but also to synthesize and
evaluate it according to the topic of your research and main research question.
After you have carefully chosen and critically evaluated your reading materials, you may
use a synthesis matrix to organize your research. A Synthesis Matrix is a table that can be
used to provide graphical representation of the main ideas that you found in literature. It
also shows the similarities or differences of the authors’ perspectives. This will help in
analyzing and synthesizing different sources together in your literature review. You may
present your synthesis matrix in different forms.

Example:
Topic: ____________________________
Theme #1 Theme #2 Theme #3
Source #1
Source #2
Source #3
In the matrix above, the sources are listed in the left column of the table, and the main
ideas or themes about the topic are listed on top.

First, list the resources of the articles or reading materials on the left column of the table.
It is best to write the author name(s) and year of publication. Then, on the top row, list the
main ideas or themes identified in the resources. Below is an example of a partially
completed synthesis matrix:

Topic: Anxiety in Graduate Students

After reading many
articles, the
researcher has
identified these 3 Multiple Roles Relationships Classroom Environment
major themes. Students can be Classroom contests to
blackballed in debate arguments and
departments because reading assignments
Fogg (2009)
those within the could lead to extreme
department can be anxiety
very critical

Graduate students Personal relationships Anxiety over finishing

report feeling and connections large projects and
pressure to prioritize suffer; socializing is meeting deadlines.
academic roles over not a priority
Wolniewicz (1996) health, financial
security, and personal
relationships

Graduate students Graduate students are

often have problems often detached from
Wyatt & Oswalt juggling academic the social and cultural
responsibilities, events and activities
(2013) research, and largely promoted to
financial undergraduate There are some blanks in
Write the names of the responsibilities students on campus. the matrix, as not all
author(s) and the year to
resources will discuss
provide all information
every identified theme.
needed for in-text citations.

Stage 3: Writing the Literature Review

Now that you know how to organize the information you have gathered, you are now ready
to begin composing your literature review. Below are some ways to effectively write your
Review of Related Literature:

24
 Strategies for Writing the Literature Review

1. Find a focus – Pick one theme or issue to focus the organization of your review and
connect your sources together.
2. Consider organization – It must contain at least three basic elements: an introduction
or background information part; the body containing the discussion; and, a
conclusion and/or recommendation at the end of the review.
3. Use transitional devices – These words help in writing sentences and paragraphs
coherently for smooth flow of ideas (e.g. additionally, also, moreover, likewise, in
contrast, on the other hand, finally, in relation to)
4. Use evidence – It must contain factual evidences to prove its validity.
5. Be selective – Choose only the most important points to highlight.
6. Summarize and synthesize – Recap important features from your sources then relate
it to your own research study.
7. Edit and Revise – Rewrite your review to make it as concise as possible and make sure
that it is free from errors and mistakes.

Assessment

A. Directions: Read each questions carefully. Choose the correct answer below each question
by writing the correct answer on your answer sheet.

1. It is a process of identifying, evaluating and summarizing the literature relevant to a

particular field or topic.
a. Expert review c. Conceptual review
b. Review of Related Literature d. Critical review
2. Meta-analysis supports a review of related literature that is _____________.
a. systematic c. technical
b. traditional d. total
3. A systematic review of related literature follows a certain ____________.
a. method c. instruction
b. theory d. model
4. Being truthful, honest, and grateful in doing review of related literature is showing
_______________.
a. intelligence c. plagiarism
b. ethics d. individualism
5. It gives references within the main body of the text, specifically in Review of Related
Literature.
a. Bibliography c. Citation
b. Footnotes d. References
6. Quantitative research uses meta-analysis; while qualitative research uses:
a. Discourse analysis c. Narrative synthesis
b. Data analysis d. Thematic synthesis
7. It is a type of review that deals with the latest or newest research studies about a
certain topic.
a. Expert review c. Conceptual review
b. State-of-the-Art d. Critical review
8. This review also asks research questions, but they are more subjective and open-
ended.
a. Systematic c. Technical
b. Traditional d. Total

25
 9. This is found at the end of the research paper which contains a complete list of all the
reading materials you have used.
a. Acknowledgement c. Citation
b. Footnotes d. References/Bibliography
10. What is the best way to avoid plagiarism?
a. Copy-paste the exact words c. Paraphrase and cite references
b. Stop reading books d. Get information from the intern

B. Directions: Write True if the statement about RRL is correct while False if the statement
is wrong.
____________ 1. One purpose of Review of Related Literature is to obtain theories and
principles behind your research and increase your understanding of its
underlying concepts
____________ 2. In Writing the Review of Related Literature, the researcher should deal on the
connection and organization of ideas in order to form an overall
understanding of the material by paraphrasing or summarizing it.
____________ 3. Integral Citation puts emphasis to the piece of information rather than the
owner of the idea.
____________ 4. Acknowledgement is a complete list of all the reading materials, including
books, journals, periodicals, etc. from where the borrowed ideas came from.
____________ 5. Citations are references within the main body of the text, specifically in the
Review of Related Literature.
_____________6. You have absolute freedom to copy the exact quote/words of the author.
_____________7. Apply honesty and courtesy in writing Review of Related Literature.
_____________8. Grey Literature or unpublished reading materials are credible sources of
information.
_____________9. Meta-analysis helps to guarantee the accuracy of the measuring tool used in
the quantitative research method.
_____________10. You may use active verbs in the present tense, simple past tense, or
present-perfect tense in reporting the author’s ideas.

Answer Key

1
References
Aragon et al. (2019). The effects of the tax reform for acceleration and inclusion law in class
income of Trece Martires City households. Unpublished research paper, Trece Martires City
Senior High School, Trece Martires City, Cavite.

Corpuz et al. (2019). Effectiveness of rambutan fruit (Nephelium lappaseum) seeds and peels
phenolic extract in lowering the blood glucose levels of diabetic-induced albino mice (Rattus
albus). Unpublished research paper, Trece Martires City Senior High School, Trece Martires
City, Cavite.

Cristobal, A. & Cristobal M. (2017). Practical Research 2 for Senior High School. C & E
Publishing, Inc., Quezon City. p. 50

De Vera et al. (2019). Demographic profile influencing the spending and saving habits of senior
high school students. Unpublished research paper, Trece Martires City Senior High School,
Trece Martires City, Cavite

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https://tinycards.duolingo.com/decks/5xiJ2CJz/school
http://www.ucl.ac.uk/news/news-articles/0911/09111602
https://www.vectorstock.com/royalty-free-vector/sydney-harbour- bridge-icon-cartoon-
vector-13630209
Matel, P. B. (2013). Reading comprehension and mathematical problem solving skills of fourth
year high school students of Tagaytay City Science National High School, SY 2013 – 2014.
Unpublished thesis, Cavite State University, Indang, Cavite.

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