How to write related literature and studies

The Review of Related
Literature

Review articles including meta-analyses are critical evaluations of
materials previous published.
By organizing integrating, and evaluating such materials, the
author of a review artis published the progress of current research
towards clarifying a problem, sina sense, a revie article is a
"Tutorial" in which the author defines and clarifies the problem;
summarizes previ investigations in order to inform the reader of the
state of current research, identifies relation contradictions, gaps
and inconsistencies in the literature; and suggests the next step in
solving the problem.

The different variables used in the study are the focus of the
literature search.
The title statement of the problem, scope and delimitation, as well
as the paradigm of the study are the elements that give the
researcher an idea of the relevance of the variables to his/her ow
investigation.
It is often very useful for the researcher to have tools by which
he/she can take down notes as he/she reads different pieces of
literature.

Pieces of information such as the variables and their sub-
variables, excerpts from the main text, and of course, the
references must be noted down for a systematic organization of
information.
The question on the number of materials to be gathered for the
literature review depends on the researcher's judgment.
If he/she believes that the important concepts and variables
have been adequately explained and that enough indicators
have been established, then the review of related literature is
considered sufficient.

It is a traditional practice that the review of related
literature is sub-divided into foreign and local
publications or source materials.
It is highly recommended that the researcher use the
different variables and sub-variables being studied as
subtitles in the review.
The discussion of the variables must be arranged
according to how they are presented in the statement of
the problem.

This is very beneficial to the researcher and future investigators
planning to study similar problems as there is a clear and logical
organization of the variables under investigation With this system,
the research proponent/s can systematically define the important
concepts and variables as well as the discussions, descriptions and
other bits of information gathered from the different sources.
When the related literature is arranged systematically, the
construction of the research instrument, such as a questionnaire,
will be easier since the indicators are presented logically and
sequentially.

In this age of globalization, the related literature should be found
in the works of experts as published in the refereed journals.
Refereed journals are also known as peer-reviewed journals
Expert readers or peers who are recognized authorities on the
topic are tapped to review the written works of researchers to
determine if they meet international standards, that include
reliability and timeliness.Refereed journals are published
nationally and internationally

HOW TO WRITE A LITERATURE REVIEW (FINK,2009)
A literature review is a specific type of research
paper that focuses on published literature on a
given topic.
It is often the first step in doing original research,
scientific or otherwise It is more than a mere
summary of the literature as it presents analyses,
patterns.

Not to be confused with a book review, a literature review surveys
scholarly articles, books and other sources relevant to a particular issue,
area of research, or theory, and providing a description, summary, and
critical evaluation of each work.
The purpose is to offer an overview of significant literature published on a
topic that critically analyzes a segment of a published body of knowledge
through summary, classification, and comparison of prior research
studies, reviews of literature, and theoretical articles.
A reader of a literature review gains an understanding of trends, issues,
unresolved questions, controversies, and the importance of the scholarly
knowledge related to a specific question.

The literature review format can vary by discipline,
according to the purpose of the review, or to the
format or style adopted by the publisher.
A review may be an end in itself or a preface to and
rationale for engaging in primary research.
A review is usually a required part of study grants and
research proposals and often a chapter in theses and
dissertations.

The following are elements included when writing a literature review:
1.An overview of the subject, issue, or theory under consideration, along
with the objectives of writing the literature review
2.Division of work under review into categories
3.Explanation of how each work is similar to and how it varies from the
others.
4.Conclusions as to which pieces are best considered in their argument,
are most convincing of their opinions, and make the greatest
contribution to the understanding and development of their area of
research.

TIPS IN WRITING THE REVIEW OF RELATED LITERATURE
1.Open web sources are not usually considered reliable
sources for academic research.They should be used
sparingly, if at all, and only after careful research into the
sponsors of a site are done.
In other words, it is not advisable to use generally available
internet search engines for your literature review.Only
those with authors and official address must be used.
2.Place each work in the context of its contribution to the

2.Place each work in the context of its contribution to
the understanding of the subject under review.It is
suggested that the discussion follows the arrangement
of variables as stated in the statement of the
problem.This arrangement must appear consequently in
the paradigm of the study.
3.Describe the relationship of each work to the others
under consideration.

4.ldentify new ways to interpret and shed light on Ang gaps in
previous research
5.Resolve conflicts between or among previous studies arising from
obviously or contradictory ideas.
6.Identify areas of prior scholarship to prevent duplication of effort.
7.Point the way forward for further research.
8.Place one's original work in the context of existing literature.
Remember that a literature review does not present new primary
scholarship.

Review of Related Literature Example 1
Management Functions and School Performance
of School Administrators in the Four Campuses
of the Philippine State College of Aeronautics
(Romoso, 2016

On Skills of Managers. Everyone can be a manager. Certain skills,
or abilities to translate knowledge into action that results in
desired performance, are required to help other employees
become more productive (Koontz, 2005). These skills fall under
the following categories

a. Technical skill requires the ability to use a special
proficiency or expertise to perform particular tasks.
Managers acquire these skills initially through formal
education and then further develop them through
training and job experience.
Technical skills are most important at the lower levels of
management.

b. Human skill demonstrates the ability to work well in cooperation
with others.
Human skills emerge in the workplace as a spirit of trust, enthusiasm,
and genuine involvement in interpersonal relationships.
A manager with good human skills has a high degree of self-
awareness and a capacity to understand or empathize with the
feelings of others.
Some managers are naturally born with great human skills, while
others improve their skills through formal classes or experience.
No matter how human skills are acquired, they are critical for all
managers because of the highly interpersonal nature of managerial
work.

c. Conceptual: This skill calls for the ability to think analytically.
Analytical skills enable managers to break down problems into
smaller parts, to see the relations among the parts, and to
recognize the implications of any one problem for others.
As managers assume ever-higher responsibilities in
organizations, they must deal with more ambiguous problems
that have long-term consequences.

Again, managers may acquire these skills initially through formal
education and then further develop them by training and job
experience.
The higher the management level, the more important conceptual
skills become.
Although all three categories contain skills essential for managers,
their relative importance tends to vary by level of managerial
responsibility.

On the Functions of Management. The functions of
management uniquely describe the managers jobs.
McNamara (2012), Sanchez (1996), and Ranes (2007)
cited that traditionally, the term "management"
refers to the activities (and often the group of
peaple) involved in the four general functions of

A) Planning, including identifying goals, objectives,
methods, resources needed to carry out methods,
responsibilities and dates for completion of tasks.
Planning requires management to evaluate where the
company is currently in, and where it would like to be in
the future.
The planning process is ongoing There are
uncontrollable, external factors that constantly affect a
company both positively and negatively.

During strategic planning, the management
analyzes internal and external factors that do or may
affect the company, as well as the objectives and
goals.
Do you have? What can you get? Compare strengths
and weaknesses of individuals and other resources,
Imagine the worst possible scenario and plan for
that too Evaluate your different plans and develop
what, in your personal judgment, will work the best
and what you will do if it doesn't.

Examples of planning are strategic
planning, business planning, project
planning, staffing planning, advertising,
and promotions planning.
In the educational systems, planning
pertains to formulating policies, programs
and other major activities in order to
achieve the goals of education, it is looking
shead in order to meet the requirements.

B.) Organising resources to achieve the goals in an
optimum fashion is the second function of
management.
According to Sanches, it is sponges with staffing & has
to do with putting up an organizational machinery in
which aff recruited or selected persum are assigned to
different units according to their expertise fark of them
gets his/her specthe functions and rexpectaties.

Management must organize all its resources in order to
implement the course of action it has determined in the
planning process.
Through the process of getting organized, management has
to devise the internal organizational structure; establish and
maintain relationships, as well as allocate necessary
resources, In designing the internal structure, management
must look at the different divisions or departments, the
coordination of staff, and the best way to handle the
necessary tasks and disbursement of information within the
company.

Management will then divide up the work
that needs to be done, determine
appropriate departments, and delegate
authority and responsibilities.
Examples are organizing new departments,
human resources, office and file systems,
re-organizing businesses, etc.

C) Leading or directing, included to set direction for the
organization, groups, and individuals also influences people to
follow that direction.
Through directing, management is able to oversee the behavior of
the staff in achieving the company's goals, as well as to assist them
in accomplishing their own personal or career goals.
This influence can be gained through motivation, communication,
department dynamics, and department leadership.
Employees that are highly motivated generally go above and

Employees that are highly motivated generally go above and beyond their
job performance, thereby playing a vital role in the company is achieving its
goals.
They come up with reward and incentive programs based on job
performance and geared toward the employees' needs Effective
communication is vital in maintaining a productive working environment.
Building positive interpersonal relationships, and fostering problem solving
Understanding the communication process and working on areas that need
improvement help managers to become more effective communicators.
Examples of ways to achieve the company's targets are establishing
strategic direction and championing methods of organizational
performance management to pursue that direction.

D) Controlling or coordinating the organization's systems, processes, and
structures to reach the goals and objectives efficiently and effectively.
This includes ongoing collection of feedback and the monitoring, and/or
adjustment of systems, processes and structures accordingly.
It is maintaining the smooth working relationships of the different units
composing the organization.
It also means concurrence in purpose and performance to secure
harmony in action by the different units.

This function includes the restraining, checking, and motivating
influences exercised by the management.
Once management has done these things, it should compare the
two to determine any necessary corrective or preventive action.
The management should not lower standards in an effort to solve
performance problems.
Conversely, if limited resources or other external factors prohibit
standards from being attained, the management should lower
standards as needed.

Through controlling, the management is able to identify any potential problems
and take the necessary preventive measures.
The management is also able to identify developing problems that need to be
addressed through corrective action.
In order for the management to be considered successful, it must attain the goals
and objectives of the organization.
This requires creative problem-solving in each of the four functions of
management.
Other examples include use of financial controls, policies and procedures,
performance management system, and measures to avoid risks.

Stemming from the need for improved supervision of teachers is an
urgency to develop a connection between supervision and professional
development.
The route taken in professional development should parallel teacher
needs.
Professionalism of beginning teachers depends on how their particular
needs are satisfied.
It is the purpose of administrators as supervisors to provide necessary
and effective models of supervisory practice for professional
development.

Teachers need to have a choice among supervisory styles
available for their academic growth.
Thus, personal and professional development is the
outcome of the effective supervision.

CHAPTER SUMMARY
1.The gathering of literature related to the research is very important in
order to clarify the different variables being studied and remove any
vagueness surrounding concepts central to the study.The related literature
is also called the conceptual literature.
2.The related literature helps identify the major variables, their sub-
variables, and the indicators.
3.A literature review is a specific type of research paper that focuses on
published literature on a given topic.It presents analysis, patterns, and
critiques of individual sources, groups of sources, and the body of related
literature as a whole.

4.The elements to be included in the literature review are
the overview of the subject, issue or theory under
consideration; division of works under review into
categories: explanation of how each work is similar to and
how it varies from the others; and conclusions.
5.Some tips in writing the literature review are to use open
web sources judiciously; place each work in the context of
its contribution to the understanding of the subject under
review; and describe the relationship of each work to the
others under consideration, among others.

How to write related literature and studies

How to write related literature and studies

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