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101PR > Lesson 3: Learning from Others and Reviewing the Literature > Flashcards

Lesson 3: Learning from Others and Reviewing the Literature Flashcards

1
Q

you must research in order to

A

do research

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2
Q

A compilation, classification, and evaluation of what other researchers have written on a particular topic.

A

literature review

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3
Q

primary purpose of a literature review

A

establish state of current knowledge, make an in-depth examination of texts; identify, criticize, and synthesize the most recent, relevant, and authoritative texts

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4
Q

Being able to review and to report on relevant literature is a

A

key academic skill

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5
Q

why is doing a literature review a key academic skill

A

it situates your research focus; it reports your critical review; it identifies a gap

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6
Q

This refers to wasting time or effort in creating something that already exists.

A

reinventing the wheel

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7
Q

goals of literature review

A

demonstrate familiarity; show path of prior research and how current project is linked to it; integrate and summarize what is known; learn from others and stimulate new ideas;

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8
Q

steps to evaluate an article

A

examine the title; read the abstract; read the article

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9
Q

A good title is

A

specific

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10
Q

indicates the nature of the research without describing the results and avoids asking yes or no questions.

A

a good title

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11
Q

It describes the topic and may mention one or two major variables and talks about the setting or participants.

A

a good title

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12
Q

a short summary of your completed research, usually no longer than 250 words.

A

abstract

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13
Q

summarizes critical information about a study

A

good abstract

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14
Q

It gives the purpose of the study, identifies methods used, and highlights major findings. It prepares you for examining the report in detail.

A

good abstract

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15
Q

You may begin by skimming the material and quickly reading the conclusion.

A

read the article

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16
Q

skimming will give you

A

a picture of what the article is about

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17
Q

Spend time and effort in reading an article to get

A

maximum results

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18
Q

conditions that can affect or influence your reading

A

article is high-quality with well-defined prupose; sharply focused on a particular issue; solid theoretical background

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19
Q

characteristics of a good literature review

A

selective, comprehensive, critical, current

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20
Q

Do not list everything, but only the most relevant studies.

A

selective

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21
Q

You include the parts of the studies that are highly relevant and do not omit important ones.

A

comprehensive

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22
Q

You must effectively analyze information and form judgments based on them.

A

critical

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23
Q

You must include recent studies in your literature review

A

current

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24
Q

This refers to print, electronic, or visual materials necessary for your research. They will help you read and give you the materials relevant to your topic.

A

source

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25
Q

These are immediate, first-hand accounts of a topic.

A

primary

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26
Q

They relate or discuss information originally presented elsewhere.

A

secondary

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27
Q

These are compilations of primary and secondary sources.

A

tertiary

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28
Q

Secondary sources can be considered primary depending on the

A

context

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29
Q

iterature reviews use a combination of

A

primary and secondary sources

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30
Q

process of writing literature review

A

select a topic; select and choose literature; analyze and interpret literature; write the review

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31
Q

Use past tense when

A

discussing key findings

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32
Q

Use present tense when

A

discussing significance

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33
Q

two reasons why you need to cite literature

A

avoid plagiarism; assign proper authority to a statement

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34
Q

This is against the student code of conduct or ethical/moral standards of research.

A

plagiarism

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35
Q

This adds “weight” to your paper.

A

assign proper authority to a statement

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36
Q

Giving credit to the source of any information or ideas needs to be done in the text. This is known as

A

citing literature

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37
Q

where do sources come from

A

books, scholarly journal articles, dissertations/theses, government documents

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38
Q

They communicate many types of information, provide thought, and also entertain.

A

books

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39
Q

Articles written by experts in academic or professional fields.

A

scholarly journal articles

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40
Q

the full text can be found on the Internet.

A

e-journals

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41
Q

A long-form piece of academic writing typically performed by students getting a Doctorate or Masters. They may be published as books or articles.

A

dissertations or theses

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42
Q

Includes sponsored studies or published reports of research from different government agencies. They are also seen as policy reports and presented papers on the Internet, research institutes, and policy centers.

A

government documents

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43
Q

formats for citing literaeture

A

in-text and full citation

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44
Q

The internal citation format using the author’s last name and the date of publication.

A

in-text citation

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45
Q

This appears in the bibliography or reference section. The format depends on the citation style required by your teacher or instructor.

A

full citation

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46
Q

Means systematically showing what information or ideas you are quoting or paraphrasing from another author’s works and where they come from.

A

referencing sources

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47
Q

importance of referencing sources

A

adds authority; demonstrates reading and understanding; enables the reader to track down the original sources; ensures you write in an ethical manner

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48
Q

a section located before the appendices.

A

reference/bibliography section

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49
Q

It is an alphabetical list of all the references you cited in the text of your report.

A

reference/bibliography section

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50
Q

ways to lay out the reference section

A

direct quote; paraphrase; summarize; use facts or statistics

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51
Q

taking the exact words someone said in parentheses (“)

A

use direct quote

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52
Q

using different words to express the same meaning or message.

A

paraphrase

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53
Q

condensing all the information concisely.

A

summarize

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54
Q

It refers to bringing together materials from different sources and the creation of an integrated “whole” or a structured review of relevant works as a coherent argument for the research you are doing.

A

synthesis

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55
Q

types of synthesis

A

explanatory and argument SYNTHESIS

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56
Q

It helps the reader to understand a topic.

A

explanatory synthesis

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57
Q

Its primary aim is to present the facts in a reasonably objective manner.

A

explanatory synthesis

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58
Q

Explanations given may entail descriptions, sequence of events, or state of affairs

A

explanatory synthesis

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59
Q

Its purpose is for you to present your own point of view with the support of relevant facts drawn from services and presented in a logical manner.

A

argument synthesis

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60
Q

What is presented may be debatable.

A

argument synthesis

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61
Q

categories of sources according to fraenkel (2015)

A

documents, numerical records, oral statements, relics

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62
Q

includes written or printed materials that have been produced in some form or another such as annual reports, books, artwork, cartoons, circulars, records, diaries, notebooks, etc.

A

documents

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63
Q

They may be published or unpublished, intended for private or public consumption, or original work or copies.

A

documents

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64
Q

considered a separate type of source in and of themselves or as a subcategory of documents. This includes any type of numerical data in printed form such as test scores, attendance figures, census reports, school budgets, etc.

A

numerical records

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65
Q

includes stories, myths, tales, legends, chants, songs, and other forms of oral expressions. These materials leave a record for future generations.

A

oral statements

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66
Q

any object where physical or visual characteristics can provide some information about the past.

A

relic

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67
Q

It is a formal type of historical sources. For example, furniture artwork, clothing, buildings, or equipment

A

relic

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68
Q

The Review of Related Literature and Studies must contain

A

substantial information

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69
Q

The Review of Related Literature and Studies must contain SUBSTANTIAL INFORMATION to help understand the subject or topic being written about since it serves as the foundation of the study. This INFORMATION is then presented, organized, and summarized further in the SYNTHESIS in a section called the

A

synthesis of the art

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70
Q

Through the review of related literature, the researcher is able to connect

A

past studies and theories to present studies and theories

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71
Q

steps to write a synthesis

A

consider your purpose in writing; select and read carefully your sources; formulate a thesis or main idea; decide how you will use your source material; develop organizational plan; write your draft according to org plan; revise

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72
Q

Identify the specific goal or objective you want to achieve with your synthesis.

A

consider your purpose in writing

73
Q

Choose and thoroughly analyze sources that are most relevant to your writing goal.

A

select and read carefully your sources according to your purpose

74
Q

Develop a clear, central argument or theme that will guide your synthesis.

A

formulate a thesis or the main idea

75
Q

Determine how each source will support your thesis and make detailed notes on key points.

A

decide how you will use your source material

76
Q

Create a structured outline that organizes your ideas and sources in a logical flow.

A

develop an organizational plan

77
Q

Compose your synthesis by integrating your sources and ideas according to the outline.

A

write the first draft of your synthesis

78
Q

Review and refine your draft to improve clarity, coherence, and effectiveness.

A

revise your synthesis

79
Q

techniques for writing a synthesis

A

summary, example/illustration, two (or more) reasons, comparison/contrast

80
Q

It is the simplest way of organizing a synthesis.

A

summary

81
Q

It is a reference to a particularly illuminating example or illustration that you have included in your review.

A

example or illustration

82
Q

an effective method done by simply stating your thesis and giving reasons why it is true, which are supported by your data and sources.

A

two (or more) reasons

83
Q

examining two subjects or data in terms of one another.

A

comparison and contrast

84
Q

comparison considers

A

similarities

85
Q

contrast highlights

A

differences

86
Q

After gathering all the materials needed for the literature review, you have to organize them according to each subtopic discussed about the larger topic. One way of doing so is creating a

A

synthesis matrix

87
Q

It is a chart that allows you to sort and categorize the different opinions and arguments given on an issue in relation to your study.

A

synthesis matrix

88
Q

It refers to how well a manuscript holds together as a unified documents or how well all the elements in the review connect with one another.

A

coherence

89
Q

how to achieve coherence

A

use subheadings to separate ideas; use transitional expressions

90
Q

This helps in organizing content, enhancing readability, and helping readers quickly find key information.

A

use subheadings to separate ideas

91
Q

This helps the reader identify the connections among different sentences or paragraphs.

A

using transitional expressions

92
Q

sections of the literature review

A

introduction, body, conclusion

93
Q

Introduces the general topic and provides an appropriate scholarly or societal context for the review

A

introduction

94
Q

Identifies the overall state of knowledge about the topic such as conflicts in theory, methodology, evidence, and conclusions or gaps in research

A

introduction

95
Q

Addresses previous research on the topic grouped according to theme, theoretical perspective, methodological approach or chronological development.

A

body

96
Q

Draws together the significance of previous, individual studies by highlighting the main themes, issues, and knowledge gaps.

A

body

97
Q

Uses strong “umbrella” sentences or broad statements that introduce and summarize the main ideas at the beginning and end of each paragraph.

A

body

98
Q

Includes brief “so what” sentences at intermediate points in the review to connect the literature to the proposed research objectives.

A

body

99
Q

Describes previous work you have accomplished related to the proposed research.

A

body

100
Q

Provides a summary of the overall state of knowledge about the topic to reconnect it to the introduction

A

conclusion

101
Q

Reinforces the research purpose or objectives and establishes the potential significance or importance of your proposed research, relative to the current state of knowledge.

A

conclusion

102
Q

refers to questions of
right and wrong.

A

ethics

103
Q

refers to being in accordance with the rules or standards for right conduct and practice.

A

ethical behavior

104
Q

violation of such conduct or practice.

A

unethical behavior

105
Q

fabrication, falsification, plagiarism, or misinterpretation of credentials in proposing, performing, or reviewing research or in reporting the results.

A

research misconduct

106
Q

committed when authors present the words, datas, or ideas of others with the implication that they are their own, without attribution.

A

plagiarism

107
Q

plagiarism is against the

A

intellectual property rights law

108
Q

plagiarism is a form of

A

research misconduct

109
Q

five principles of research ethics

A

discuss intellectual property frankly, be conscious of multiple roles, follow informed consent rules, respect confidentiality and privacy; tap into ethics resources

110
Q

It is unethical to take ideas from sources without giving credit to the original.

A

discuss intellectual rpoperty frankly

111
Q

One of the most common multiple roles for researchers is being both a mentor and laboratory supervisor for students they teach or advise.

A

be conscious of multiple roles

112
Q

Abide by the rule on informed consent where participants should signify their willingness to be part of the research and have the right to know about the results of the study.

A

follow informed consent rules

113
Q

Letters sent to the potential respondents or participants must include a statement on the observance of confidentiality in terms of the data provided by them.

A

respect confidentiality and privacy

114
Q

Unethical standards in procedures such as data collection and data analysis will have to be addressed

A

tap into ethics resources

115
Q

provides an outline of the plan on how to conduct the research, typically presented in a flow chart, map, or diagram or also in a narrative/text format.

A

conceptual framework

116
Q

It identifies the variables of the study and allows the researcher to refine your central argument or hypothesis.

A

conceptual framework

117
Q

described as the abstract, logical structure of meaning that guides the development of the study based on the identification of key concepts and the relationships among these concepts or other existing theories.

A

framework

118
Q

abstractly describes or names an object or phenomenon.

A

concept

119
Q

It is an intellectual representation of some aspects of reality that is derived from observations taken from phenomena.

A

concepts

120
Q

any characteristic, number, or quantity that can be measured or counted

A

variable

121
Q

a diagram that visually presents and interprets the underlying theory, principles, and concepts of a research.

A

conceptual paradigm

122
Q

A visual presentation of variables that interrelate with one another as perceived by the researcher before an actual investigation is done to prove its relationships

A

conceptual paradigm

123
Q

Consists of concepts that are placed within a logical and sequential design.

A

conceptual framework

124
Q

Represents less formal structure and used for studies in which existing theories are insufficient

A

conceptual framework

125
Q

Based on specific concepts and propositions and taken from practical observation and intuition

A

conceptual framework

125
Q

To provide a context for interpreting the study findings.

A

conceptual framework

126
Q

To clarify concepts and propose relationships among the concepts in a study.

A

conceptual framework

127
Q

To explain observations.

A

conceptual framework

128
Q

To encourage theory development that is useful and practical.

A

conceptual framework

128
Q

To outline possible courses of action.

A

conceptual framework

129
Q

To present a preferred approach to an idea or thought.

A

conceptual framework

130
Q

steps to write a conceptual framework

A

choose a topic; do a literature review; isolate the important variables; generate the conceptual framewokr

131
Q

Decide on what will be your research topic based on the field of your specialization.

A

choose a topic

132
Q

Go over relevant and updated studies related to your own research. Use reliable sources of information and use appropriate documentation.

A

do a literature review

133
Q

Identify the specific variables mentioned in the literature and show their interrelationships.

A

isolate the important variables

134
Q

By using the variables you identified previously and your problem statement, construct your conceptual framework.

A

generate the conceptual framework

135
Q

effective arguments can be made by establishing

A

clear, precise, and effective definitions

136
Q

Therefore, an important part in writing a research is to give

A

definition of key terms

137
Q

refers to a specific definition of a concept in a research study.

A

operational definition

138
Q

It defines a concept solely in terms of the operations (or methods) used to produce and measure it.

A

operational definition

139
Q

In simple terms, it means it defines the word based on the context it was used in.

A

operational definition

140
Q

types of operational definitions

A

experimental, measured, manipulating, measurement

141
Q

describes how a term’s reference is manipulated.

A

experimental definition

142
Q

Chocolate cake is a dessert made by mixing eggs, flour, sugar, milk, butter, baking powder, and cocoa powder and baking it in the oven.

A

experimental definition

143
Q

describes how referents of a term are measured.

A

measured definiton

144
Q

Chocolate cake is a sweet, moist, light-textured dessert with a brown exterior.

A

measured definition

145
Q

This type of definition involves categorizing or defining terms based on a specific criteria or threshold.

A

manipulating definition

146
Q

Short Class - one lasting less than 50 minutes
Long Class - one lasting more than 50 minutes

A

manipulating definition

147
Q

This type of definition focuses on assessing variables based on observable or measurable indicators.

A

measurement definition

148
Q

Short Class - one ending before squirming begins
Long Class - one still in session when ½ of the class is squirming or looking out the window.

A

measurement definition

149
Q

A specific proposition which is presented for testing through research.

A

hypothesis

150
Q

It can be derived from another theory or from a researcher’s “hunch”.

A

hypothesis

151
Q

It is a declarative sentence stating the expected relationships between the phenomena to which concepts refer.

A

hypothesis

152
Q

Statements that express the relation between two or more measurable variables.

A

hypothesis

153
Q

It provides a tentative explanation of phenomena and facilitates the extension of knowledge in the area.

A

hypothesis

154
Q

It provides the investigator with a relational statement that is directly testable in a research study.

A

hypothesis

155
Q

Simply a testable statement that reflects the aims of your study.

A

hypothesis

156
Q

hypothesis are derived from either

A

inductive or deductive reasoning

157
Q

it uses general statements and make specific conclusions

A

deductive reasoning

158
Q

It uses specific observations and make general conclusions.

A

inductive reasoning

159
Q

hypothesis is composed of

A

independent and dependent variables

160
Q

indicates that the researcher has sufficient knowledge in the area to undertake the investigation.

A

well-grounded hypothesis

161
Q

the process that enables us to use theories to explain real-world events. It provides a link between theory and our observations.

A

deduction

162
Q

types of hypothesis

A

simple; complex/multivariate; directional; non-directional; null; alternative

163
Q

expresses an expected relationship between one independent variable and one dependent variable

A

simple hypothesis

164
Q

Increased study time (independent variable) will lead to higher test scores (dependent variable).

A

simple hypothesis

165
Q

a prediction of a relationship between two or more independent variables and two or more dependent variables.

A

complex/multivariate hypothesis

166
Q

Increased study time (independent variable 1) and the use of study aids (independent variable 2) will lead to higher test scores (dependent variable 1) and improved overall academic performance (dependent variable 2).

A

complex/multivariate hypothesis

167
Q

specifies not only the existence but the expected direction of the relationship between variables

A

directional hypothesis

168
Q

Students who study for more than two hours a day (independent variable) will score higher on their exams (dependent variable) compared to students who study for less than two hours a day.

A

directional hypothesis

169
Q

does not stipulate or specify the direction of the relationship.

A

non-directional hypothesis

170
Q

There is a relationship between study time (independent variable) and exam scores (dependent variable).

A

non-directional hypothesis

171
Q

states that there is NO actual relationship between the variables

A

null hypothesis

172
Q

There is no significant difference in the anxiety level of children of high IQ and those of low IQ.

A

null hypothesis

173
Q

states that there is a potential outcome or relationship between the variables

A

alternative hypothesis

174
Q

There is a difference in the anxiety level of children of high IQ and those of low IQ.

A

alternative hypothesis

175
Q

a hypothesis may be used to

A

compare, relate, and describe the variables

176
Q

Hypothesis CANNOT be

A

proved or disproved

177
Q

hypothesis can be

A

supported or not supported

101PR (4 decks)

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