Literature review 2

1. Literature review 2

2. Tentative schedule of tasks

3. Today’s Objectives • Discuss your task output • Discuss literature review write-up • Discuss conceptual framework and theoretical framework • Discuss variables and constructs

4. Task 1: Map your literature • Find 5 articles related to your research problem – • Read the abstract • Map out the literature • Further action • Summarize each study in an “abstract” that highlights important elements • Identify each article’s contribution to the study • Choose the most relevant ones • Write your review ( in a paragraph) and post it in the course forum

5. Literature review process

6. Retrieving information

7. Retrieving, summarizing and organizing information

8. Summary No first or middle name. Use APA style of referencing. I place a link on i-Learn. • Example ( Zaimaliza) • Sheree J. Gibb (2008) conducted a research on gender differences in educational achievement to age 25. It was conducted by studying the classroom behaviors. The samples were 1265 individuals born in Christchurch, New Zealand in 1977. There was a few issues addressed such as the size of gender difference in educational achievement during the period from age 8 to 25 and the extant to which relationship between gender and educational achievement are modified by social factors. The method used was longitudinal study of a birth of a group of New Zealanders. They were followed up at birth, 4 months, 1 year then yearly intervals to age 16, 18, 21 and 25. The instrument used was semi-structured interviews with parents and participants, teacher assessment and standardized testing). The data then performed in SAS Version 9.1. There were two significant findings indicated in this study. They are, there was a pervasive tendency for males to score more poorly on the standardized tests and to attain fewer qualifications than female. Second one is, there was no significant different males and females on any of the IQ measures. However, male scored slightly higher than female at almost all of the IQ measures.

9. Mapping out the literature • Example of initial map ( Villerie)

10. Mapping out the literature • Identify the gaps and how it relates to your research Gaps : ? In this research : ?

11. Synthesize all info Avoid strong remarks if you dfo not have a reference to back it up • Example ( Nisa) • Computer skills training is a very important course for pre – service teachers to develop their technological skills. By attending and involving in computer skills training, pre - service teachers are able to develop their awareness on their computer self – efficacy (Abbitt & Klett, 2007; Albion, 2001; Milman & Molebash, 2008). In dealing with 21st century learners, pre – service teachers need to be well – equipped and competent in using technology in the process of teaching and learning (Joyce Hwee Ling Koh, 2011). Thus, in preparing pre – service teachers to be well - prepared in integrating technology in the classroom, it is essential for the computer courses to “address both technical and pedagogical aspects of pre – service teachers’ educational technology preparation” (Niederhauser, Salem, & Fields, 1999 as cited in Joyce Hwee Ling Koh, 2011). Once the pre – service teachers engaged in educational technology course, they are “expected to transfer knowledge and skills to their future classroom” (Brush et al., 2003 as cited in Tondeur et.al, 2011). Research have showed and suggested that this educational technology course should be implemented throughout the curriculum in preparing the pre – service teachers to integrate technology in education field (Niess, 2005).

12. Literature review – organizing the write-up

13. Example School choice

14. Writing up • Determine the main headings and subheadings • Use APA style of referencing • PARAPHRASE/ REPHRASE • Avoid colloquial language – “somehow know, guess it is important” • Always keep your RQs in mind • Highlight the studies and theories you are using to frame your research • Conceptual framework • Theoretical framework • Research framework • At the end of the LR, readers will know the theories you are using, what gaps you are addressing and possibly what your contribution to knowledge and to the field will be.

15. VARIABLES, CONSTRUCTS, FRAMEWORKS

16. Definition of a Variable A Variable (A Characteristic or Attribute) Can be and Measured Varies (Can assume different values or scores for different individuals) (Can be assessed on an instrument and recorded on an instrument)

17. Variables and Constructs • A Variable is an attribute or characteristic stated in a specific or applied way • A Construct is an attribute or characteristic expressed in an abstract, general way. Construct Student Achievement Variable Grade Point Average

18. Measured Exists in degree Can assign number Height Weight Interest Age Time spent on task Student motivation School engagement Sleepiness Level of anxiety Categorical Also known as qualitative variable Qualitatively different Eye color Gender Religion Race Occupation Program Subject taught Political party membership Measured and categorical variables

19. Types of Variables • Dependent • Independent • Extraneous • Moderating • And many more ..see link

20. Dependent Variable • Dependent • Of primary interest • Purpose is to predict the variability of this variable • Researcher measures this variable Dependent Variable Physics Test scores

21. Independent Variable • Independent • One that influences the dependent variable • Positive or negative • When the independent variable is present, the dependent variable is also present Independent Variable Dependent Variable Use of simulation Test Scores

22. Extraneous variables • Other variables that influence • What will influence the relationship between use of simulation and test scores

23. Moderating and Intervening Variable • Moderating • One that has a strong contingent effect on the independent variable- dependent variable relationship • Its presence will modify originally expected relationship • Intervening or mediating • Explains a causal link • Eg Income and longevity • Income – medical care - longevity

24. Moderating Variable Independent Variable Dependent Variable Use of simulation Physics Test scores Moderating variable Physics Anxiety

25. Conceptual framework • Conceptual framework • a set of broad ideas and principles taken from relevant fields of enquiry and used to structure or shape a subsequent research • Conceptual framework • provides clear links from the literature to the research goals and questions • informs the research design • provides reference points for discussion of literature, methodology and analysis of data • contributes to the trustworthiness of the study

26. Conceptual framework • It is the researcher’s own position on the problem and gives direction to the study. • It may be an adaptation of a model used in a previous study, with modifications to suit the inquiry. • Aside from showing the direction of the study, through the conceptual framework, the researcher can be able to show the relationships of the different constructs that he wants to investigate. • Is it a diagram? Or a description? • Should you have a conceptual framework if you are doing a pure qualitative research?

27. A good conceptual framework • Variables clearly identified • Important relationships theorized • Indication of positive or negative relationships if there are sufficient findings from previous research • Clear explanation of why the relationships are expected • Draw a schematic diagram Independent Variable 1 Dependent Variable Independent Variable 2 Independent Variable 3

28. Difference between conceptual and theoretical framework • Theoretical framework • Based on propositional statements resulting from existing theory/ theories • A structure that can hold or support a theory of the research work • Conceptual framework • Researcher developed through identifying and defining concepts and proposing relationships between them • EXAMPLES ?

29. Example • Theoretical Framework: Stimulus elicits response. • Conceptual Framework: ‘ROTAN’ teaching method improves students’ academic performance. • The theoretical framework basically differs from the conceptual framework in terms of scope. The theoretical framework describes a broader relationship between things. When stimulus is applied, response is expected. • The conceptual framework is much more specific in defining this relationship. The conceptual framework specifies the variables that will have to be explored in the investigation. In this example, the variable “ ROTAN teaching method” represents stimulus while the “students’ academic performance” represents the response. The variables make clear the kind of statistical treatment that will have to be used to analyze the relationship.

30. Can you represent the conceptual framework in a diagram?

31. Study on Media Basic theory 1 Media Organization, Selection, and Production. McQuail’s theory on media as an institution takes into account all forces that affect media’s performance. (After: Littlejohn, 1992)

32. Study on Media Basic theory 2 Selective Gatekeeping. Galtung and Ruge selective gatekeeping theory suggests that news from around the world are evaluated using news values to determine their newsworthiness. (After Mc Quail and Windahl 1993, p. 166)

33. Study on Media Basic theory 3 Model of the Agenda Setting Theory. Malcolm McCombs and Donald Shaw’s theory simply states that the issues given most attention by the media will be perceived as the most important. (Before: McQuail and Windahl 1993)

34. Study on Media Combined theory Integrated Theoretical Framework. The integrated theoretical framework shows how media content is shaped by pressures to the media organization, selective gatekeeping and agenda setting.

35. Conceptual Framework of the study Conceptual Framework. News values, and the pressures and constraints shape the newspapers and television newscasts. The result of this relationship is selective reporting of events.

36. What the examiner looks for in your ‘Review of Literature’ • To what extent is the review relevant to the research study? • Is there evidence of critical appraisal of other work, or is the review just descriptive? • How well has the candidate mastered the technical or theoretical literature? • Does the candidate make the links between the review and his or her methodology explicit? • Is there a summary of the essential features of other work as it relates to this study? • Did the candidate synthesize the findings from the other work reviewed? • DOES THE REVIEW OF LITERATURE FRAME THE RESEARCH?