REVIEW OF RELATED LITERATURE AND STUDIES

Knowledge is cumulative: every piece of research will contribute another piece to it. That is why it is
important to commence all research with a review of the related literature or studies, and to determine
whether any data sources already exist that can be brought to bear on the problem at hand. Just as each study
relies on earlier works, it will provide a basis for future work by other researchers.

As a part of the planning process you should have done a review of literature and studies, which is a
survey of important articles, books and other sources pertaining to your research topic. This review of the
professional literature relevant to your research question will help to contextualize, or frame, your research. It
will also give readers the necessary background to understand your research.

This reveals the status of knowledge ability of the researcher. The knowledgeable investigator
presents sufficient background for the problem in the form of a well-tied pertinent fact. It is expected that
there is continuity between the introductory portion and the related literature.

A review of related literature is a formal survey of professional literature that is pertinent to the
particular question. In this way, the researcher will find out exactly what others have learned in relation to the
question or questions at hand. This process will also help frame and focus the question and move closer to the
hypothesis or focused question.

In addition, in a review of literature, you do not merely summarize the research findings that others
have reported. You must also evaluate and comment on each study’s worth and validity. You may find that
some published research is not valid. If it also runs counter to your hypothesis, you may want to critique it in
your review. Don’t just ignore it. Tell how your research will be better or how to overcome the flaws. Doing
this can strengthen the rationale for conducting your research.

The survey of related literature is essential because effective research must be based upon past
knowledge. This is so because past knowledge tells us what is already known, as well as what is still unknown.

The survey of related literature, to be effective, must be done carefully and systematically. It should
provide the reader with an explanation of the theory. It should provide the reader with an explanation of the
theoretical rationale of the problem being studied as well as what research has already been done and how
the findings relate to the problem at hand.

Related literature is composed of discussions of facts and principles to which the present study is
related. The materials are usually printed and found in books, encyclopedias, professional journals, magazines,
newspapers, and other publications.

A thorough, well-established and sophisticated related literature and review is the foundation for
substantial acceptable, useful research. With the complexity of research that is at hand, it requires or
demands for the thoroughness and sophistication of the related literature and reviews.

Related studies, on the other hand, are studies, inquires, or investigations already conducted to which
the present proposed study is related or has some bearing or similarity. They are usually unpublished
materials such as manuscript, theses, and dissertations.

1. Related theories and Concepts

Questions can only be answered after a thorough review of related literature and studies pertinent to
the topic being considered by the research proponents.
The opening statements of your review of related literature should include a statement of the purpose
of the review and its topical organization.

The review enables you to narrow down the general problem area to a specific researchable and well-
defined manageable problem. You should therefore:
a. read resources that give overviews on the current status of research in the problem area;
b. determine the level of research focus and analysis to know whether it is of sufficient magnitude and
scope to fulfill the requirements of the study;

c. determine the feasibility of the problem in terms of the availability/ accessibility of relevant data,
constraints of time and resources; access to samples and records, and manageability of research methodology;

d. note significant contribution to knowledge by determining its theoretical relevance to existing gaps in
literature; its contribution to the advancement in a particular field and its practical relevance to the
improvement of management practice;

e. develop competence, courage and determination to carry out the problem and choose a problem
relevant to your interest, background and career orientations; and

f. cultivate persistence in pursuing and managing it from start to finish.

2. Review of related literature and studies, it is important to include research findings, published or
unpublished theories and principles formulated by writers and experts or authorities in some field or
discipline. This may also include the ideas or opinions of experts contained in books, journals, pamphlets,
magazines and periodicals.

In terms of presentation, the review of related literature and studies should be logically arranged by
topic or theme. It should present an authoritative discussion on the historical development of the problem
and various updates on current thinking about it. Empirical investigations relevant to the substance or
methodology of the proposed research are most appropriate. Your review should provide critical evaluation
of related studies and examine the appropriateness and applicability of research designs used in the other
studies to the present investigations; show how methodology of previous studies is replicated, modified or
improved in the present investigation; how the study will contribute to existing literature and studies. Include
a concluding section synthesizing the review.

Functions of the Review of Related Literature and Studies

The related literature involves the systematic identification, location and analysis of documents
containing information related to the research problem. The related literature performs some functions:
1. It provides you the concepts or theoretical framework of the planned research.

2. It provides you the information about past researches related to your intended study. It gives you a
feeling of confidence since by means of the review; you will have on hand all the constructs related to your
study.

3. It gives you information about the research methods used, the population and sampling considered,
the instruments used in gathering the data, and the statistical computation employed in previous research.

4. It provides findings and conclusions of past investigations which may relate to your findings and
conclusions.

The purpose of the literature review is to examine relevant literature in the field with a view to
summarizing the important papers and giving an indication of how your study has developed from the
previous work. A good literature review will involve the critical evaluation of all the important scientific and
clinical publications in the field.

It is important to understand the purpose of investigation the literature related to your research
project. This will help you in attacking your problem for research. You may also find other benefits such as:

1. Seeking investigations similar to your own and viewing the methodology and design used.
2. Finding useful sources of data.
3. Providing new ideas and approaches.
4. Helping you evaluate your research efforts by providing a comparison.
5. Increasing your confidence in the choice of your topic by viewing the interest of others.
 Characteristics of Materials Cited
1. The materials must be as recent as possible.
2. Materials must be as objective and unbiased as possible.
3. Materials must be relevant to the study.
4. Materials must be too few but not too many.

How to Organize the Review

After you have decided which studies or literature to review, you must decide how to order them. In
making your selection, keep your research question in mind. It should be your most important guide in
determining what other studies are relevant.

The review of related literature and studies is an important piece in your research effort and should be
given the attention it deserves. Doing this successfully will not only help you to clarify your own efforts, but
will also make your path easier for your readers to follow.

1. Chronological method presents materials according to when they were published. The earlier works are
presented first ending with the ones written recently. The goal however would be highlight or demonstrate
the more important focus. Hence, it is possible to examine them under another trend, such as the history of
the phenomenon or organization and presentation reflecting phases that highlights significant aspects.

2. Thematic/conceptual categories follow a topic or issue under investigation without regard to time
segmentation. Thematic reviews tend to emphasize coherence and give a holistic outlook to a research.
Hence, a review is organized in this manner would shift between time periods within each section according to
the theme under exploration.

3. Methodological approach focuses on the methods that given studies have utilized. This follows that the
scope of methodology influences the type of documents in the review and how they are discussed.

4. Geographical reviews are organized in terms of local and foreign studies and literature. The purpose is to
ensure that the research takes both local and foreign views to avoid being myopic. However, there is a
tendency for reviews to become fragmented and incoherent.

5. Others: Another approach is to organize your review by argument and counter argument. For example, you
may write about those studies that disagree with your hypothesis, and then discuss those that agree with it.

RESEARCH FRAMEWORK

a. Conceptual Framework

The conceptual framework consists of concepts, principles, generalizations and research findings which
are closely related to the present study under investigation. This provides an Illustration of the research map
showing how the ideas will be generated, the final answer arrived at, or the theory/ model developed.
Findings and concepts must be corrected since these serve the framework where the present research
problem under study evolved. It is the experience that is normative not the theory. Authors of these concepts,
principles, generalization must also be cited.

b. Theoretical Framework

The theoretical framework consists of theories which are closely related to the present study under
investigation. It is the ideological basis of a study. It is a jumping board which is used as a lens to examine the
experience or phenomenon under study. In this framework, it is the theory that is normative and not the
experience. It is in this framework where the present research problem under study evolved. Thus, authors
of these theories must be cited.

c. Theoretical Lens/Theoretical Underpinning

The theoretical lens provides overall orienting lens for the study. This lens becomes an advocacy
perspective that shapes the types of questions asked, informs how data are collected and analyzed, and
provides call for action or change. The lens guides the researcher as to what issues are important to examine
and the people that need to be studied. It also indicates how the researcher positions himself or herself in the
study and how the final written accounts need to be written.

RESEARCH PARADIGM
As stated by Fonorella (1993), research is a wedding between theory and data. The twin evils that you
will encounter in undertaking a research project are theorizing without the support of data and data gathering
without any theoretical framework.

Your research should have a theoretical underpinning that provides the legitimate basis for defining its
parameters. It is theory, not the existence of relationship that provided or confers meaning on a relationship
of variables. The fact that variables can be shown to be associated does not guarantee that the relationship
has significance. Research will do this.

Models or paradigm are well-developed descriptive analogies used to help visualize (often in a
simplified and miniature way) phenomena that can be directly observed. Each model is a projection of a
possible system of relationships among phenomena in verbal, material, graphic or symbolic terms. A paradigm
is a model that shows the interrelationships among concepts stated in a theory. Replica models are usually
material or pictorial representations made with a change in temporal or spatial scale. Symbolic models tend to
be intangible, using abstract verbal, graphic or symbolic representation to stand for conceptual system.

The research paradigm serves to simplify and organize the process of research and provides the
grounds for interpreting and generalizing the empirical data to be obtained later.

A paradigm is a diagrammatic representation of a framework. It depicts in a more vivid way what the
framework wants to convey.

Research Paradigm
Example 1:

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Xxxxxx xxxx Xxxxxxxxx

Xxxx xxxxx xxxxxx xxx x
xxxxxxx xxxx xxxxx
xxxxx xxxx xxxxx
xxxxxxx xxxxx xxx
xxxxxxx xxxxx xxxxxx
xxxxxxxxx xxxxx xxx xxx
xxxx xxx
- xxxxxx xxxx

-
MODERATOR VARIABLES
-
Xxxxx xxxxx
Xxxx xxx xxx
-
Xxxx xxx xxx
Xxxx xxx xxx
Figure 1.
Paradigm of the Study

Example 2:

INDEPENDENT DEPENDENT EXPECTED

VARIABLES VARIABLES OUTPUT

Xxxxx xx Xxxxx xxx Xxxxx xx x

Xxxx xxxxx Xxxx xxxxx xxxxxx xxxxx xxx xxxx
xxxx xx xxx xxxxx xxxxx xxx xxx xx
Xxxxx xx xx xxxxx xxxx xxx xxx
xxxx xxxx xxxxxxxx xxxx xx x
xxx xxxx xx xxxxx xxxx xx xxx x
xx xxxx x xxx xxxxxx
xxxx xxx xxxxxxx xxx
xxxx xxx xxxxxxx xx

MODERATOR
VARIABLES

1. Xxxxxxxx xxxxxx
2. Xxxxxx xx xxxxxxx
3. Xxxxxx
4. Xxxxxxxxxx
5. Xxxxxxxxxxxxx

Figure 2.
Paradigm of the Study

Example 3:

INDEPENDENT VARIABLES MODERATOR VARIABLES

Reliability Gender
Responsiveness User Rate
Assurance Consumer
Empathy Category
Tangibles

DEPENDENT VARIABLES EXPECTED OUTPUT

Level of satisfaction Recommendations towards

enhanced/increased
Positive word-of-mouth implementation of Services
Frequency of visits Quality Dimensions toward
Customer Satisfaction
Figure 3. Services Quality Dimensions toward Customer Satisfaction
Paradigm of the Study
Example 4:

INPUT THROUGHPUT/PROCESS OUTPUT

Treatment 1: Effects of
50% of the
Diet Stenolobium Stenolobium
Modification stans / 3 mL stans seeds
Treatment 2: extract on
Administration 75% of the
of the Stenolobium blood glucose
seeds extract stans / 3mL levels of rabbits
orally Treatment 3:
100% of
Measurement of Stenolobium
blood Stans/3mL
glucose Control: no
treatment

ee
Figure 4. The Effect of the Stenolobium Stans Seeds Extract
Paradigm of the Study

Example 5:
Figure 5. Customer Retention
Paradigm of the Study

The Variables
The variables which are conceived and picked out from the theoretical framework are the categories
of concepts of the research paradigm. They are plain information.
A variable is anything that may change or may be changed from one condition to another, either
qualitatively or quantitatively. It is a characteristic that has two or more exclusive values or properties.
Variables are the constructs or properties you are investigating in your study. Examples are age, height,
weight, method of teaching, language, time, and the like.

Very simply, a variable is a measurable characteristic that varies. It may change from group to group,
person to person, or even within one person over time.

The following are the common variable types:

An independent variable is anything, condition, or process which is controlled and manipulated by the
experimenter and applied on another thing, condition, or process intended to have or produce a change in or
reaction from the latter. Simply, it is called the cause. It is the basis upon which grouping is made. These
variables are those that the researcher has control over. This “control” may involve manipulating existing
variables or introducing new variables in the research setting. Whatever the case may be, the researcher
expects that the independent variables will have some effect on (or relationship with) the dependent
variables.

It is one that is measured, manipulated or selected by the experimenter to determine its relationship
to an observed phenomenon. It is the stimulus variable.

A dependent variable is any thing, condition, or process exposed to or upon which treatments or
actions form the independent variable are applied. It is the outcome or objective in the study. In simple
language, it is the result. The response of or change in the dependent variable is measured and some
statistical methods are applied to determine the effects of the independent or experimental variable.

These variables show the effect of manipulating or introducing the independent variables. For
example, if the independent variable is the use or non-use of a new language teaching procedure then, the
dependent variable might be student’s scores on a test of the content taught using that procedure. In other
words, the variation in the dependent variable depends on the variation in the independent variable.

It is that factor which is observed and measured to determine the effect of the independent variable.
It is the response variable, the variable that appears, disappears, or varies as the experimenter introduces,
removes or varies the independent variable.

The intervening variables refer to the abstract processed that are not directly observable but link the
independent and dependent variables. In language learning and teaching, they are usually inside the subjects’
heads, including various language learning processed which the researcher cannot observe. For example, if
the use of a particularly teaching technique is the independent variable and mastery of the objectives is the
dependent variable, then the language learning processes used by the subjects are the intervening variables.

The moderate variable is a special type of independent variable; a secondary independent variable. It
is that factor which is measured, manipulated or selected by the experimenter to discover whether it modifies
a relationship of the independent variable to the observed phenomena. These variables affect the relationship
between the independent and dependent variables by modifying the effect of the intervening variables.

The control variable is that variable controlled by the experimenter to cancel out or neutralize any
effect of a variable on an observed phenomenon.

A manipulative variable is a variable that can be manipulated. If you have two groups of subjects and
you assign each group randomly to treatments, then treatment here is a manipulative variable.
THE PROBLEM

The statement comprises the main and the basic question/s regarding the phenomenon under
investigation. It is stated in a general statement and then followed by sub-problems or specific items. In
qualitative design, revising sub-problems along the way is not uncommon.

The research problem enables researcher to generate a set of research questions. However, the ability
to identify a research problem and to formulate the question depends on the researcher’s background
knowledge through the review of related literature, which requires intensive reading. Aside from having a
good picture of the topic, it will also help in adopting appropriate research method and have a thorough
understanding of the knowledge area of the research.

A research problem serving as an impetus behind the desire to carry out a research study comes from
many sources. Centering on the problem, break this big, overreaching, general questions into several smaller
or specific research questions or sub problems, identify or direct the exact aspect of the problem that the
study has to focus.

Guidelines in Formulating Research Questions

1. Establish a clear relation between the research questions and the problem or topic.

2. Base the research questions on the RRL because existing published works help to get good background
knowledge of the research problem and help to gauge the people’s current understanding and
unfamiliarity about the topic as well as the extent of knowledge and interest in it. Convincing solution
to research problem stem from the alignment with what the world already know or what previous
research studies have already discovered about the research problem.

3. Formulate the research question that can arouse the curiosity.

4. State research question in such a way that they include all the dependent and independent variables
referred to by the theories, principles, or concepts underlying the research.

5. Let the set of research questions be preceded by one question expressing the main problem of the
research.

6. Avoid asking research questions that are answerable with yes or no.

7. Be guided by the acronym SMART (specific, measurable, attainable, realistic, time-bound) in

formulating the research questions. Applying SMART, it must deal with exact answer and observable
things, determine the extent or limit of the data collected, be aware of the time frame and completion
period of the study, and endeavor to have research study arrive at a particular conclusion that is
indicative of what are objective, factual, or real in this world.

HYPOTHESIS

The hypotheses are tentative, intelligent guesses set forth as possible explanations for an occurrence.
They are posted for the purpose of assisting the researcher in directing the investigation of a problem. They
should provide the researcher’s expected answers to the sub-problems. They should be stated clearly and
unambiguously in a declarative form. Use the null hypothesis except for literary or qualitative researches.