Chapter 3

1. Chapter 3 • How do we proceed to conduct a research? • Prior conducting a research project, we need to establish a basis to gain understanding of the studying subject(s) • How to proceeding with it? (p2)

2. Introduction (cont) • Answer: • Performing a critical review • Why is critical review a necessary ? (p3)

3. Critical Review (cont) • Reasons: • It helps each student develop a thorough understanding of, and insight into, previous research/works that relate to their research question(s) and objective(s) • The review will set her or his research in context by critically discussing and referencing work that has already been undertaken, drawing out key points and presenting them in a logically argued way, and highlighting those areas where she or he will provide fresh insights • It will lead the readers into subsequent section of the project report. (p4) Example!

4. Critital and critical review (cont) • In above, we have clearly included the following two concepts into it: • “critical” • Critical review • The process of critical review • an upward spiral, culminating process (p5) (p6) (p8) (p9)

5. “Critical” • To qualify a review to be critical, it should consist of (p59 of text): • refer to work by recognized experts • consider and discuss work that support/opposes your ideas • make sensible judgments of other’s works to your research • support your argument logically • distinguish clearly between fact and opinion (p4)

6. Critical review • a description and critical analysis of what other authors have written/reported • these works help you to clarify/answer your question(s) • it also helps to focus and ask yourself how your review relates to your objectives/studies How a critical review is structured? (p7) (p4)

7. Structure of a critical review • There is no one correct structure for a critical review • A general principle: • It is helpful to think of it as (p61, text) • a funnel in which the writer starts at a more general level prior to narrowing down to her/his specific research question(s) and objective(s) • Provide a brief overview of key ideas • Provide a detailed account of the findings of this work • Highlight those issues relevant to your work • Allow readers to follow your works (p6)

8. (p4) 8

9. Literature Sources (cont) Sources for critical reviews: • Primary literature • are the first occurrence of a piece of work; Report, Conference Proceedings, Theses, unpublished manuscripts, • Secondary literature • books/journals of those subsequent publications of primary literature; Journals, books, newspapers; government reports • Tertiary literature • refer to a search tool that help to locate the sources of the primary and secondary literature; indexes, dictionaries, encyclopedias (see Table 3.1 of 66-67) (Which cat of Web information is belonged to?) There may a crossed over between them! Which one to use, then? (p10) (p11)

10. (p9) 10

11. Use of literature sources (cont) • A student’s use of these resources will depend upon her/his specific question(s)/objective(s). • Some may use only tertiary and secondary literature. For others, may be only primary literature is used only (why?) • Note: • Most of BBA-ISEM projects are highly dependent on the secondary (reason: more accountable, especially materials based on Journals!) • Back to text (p12)

12. Chapter 3 (cont) • When planning your literature search, you need to: • Have clearly defined research question/objective • Define the parameters of their search • Generate key words and search terms • That is for tertiary literature source • Discuss their ideas as widely as possible • So that further clarification of objective can be outlined • How to achieve it? • Objective clarification • Search of literature • How to use it (p13) (p15) (p16)

13. Objective clarification • Techniques to help students in this include • Discussion • With students/Professors that share similar interests (Why?) • Brainstorming • Write down all key words or short phrases that come to your mind or after some readings • Relevance tress • That is a process to outlining those relevant subjects, headings, subheadings of your research subject (p14) (p12)

14. (p13) 14

15. Search Literature • Each student’s literature search should be undertaken using a variety of approaches in a tandem format (or model). • These are likely to include • Searching using tertiary sources and Internet • Following up references in articles she/he has already read • Scanning and browsing secondary literature in the library. (p12)

16. Chapter 3 (cont) • Once obtained, the student must evaluate the literature for relevance to their research question(s) or objective(s). • This must include a consideration of each item’s updatability • Each item must be read and noted, and following • Bibliographic details, • A brief description of the content and appropriate supplementary information should also be recorded (p17)

17. References • When we gather relevant references, we will compile and use them in our report in the following two ways: • Preparation of a list of reference • Citation in the report • We must give sufficient credits to works by others • A proper citation is needed in order to avoid Plagiarism (p18) (p21)

18. Journal article, one author Paivio, A. (1975). Perceptual comparisons through the mind's eye. Memory & Cognition, 3, 635-647. Journal article, more than two authors Horowitz, L. M., Post, D. L., French, R. S., Wallis, K. D., & Siegelman, E. Y. (1981). The prototype as a construct in abnormal psychology: 2. Clarifying disagreement in psychiatric judgments. Journal of Abnormal Psychology, 90, 575-585. 3. Journal article, six or more authors Winston, B. L., Reinhart, M. L., Sacker, J. R., Gottlieb, W., Oscar, B. B., & Harris, D. P. (1983). Effect of intertrial delays on retardation of learning. Journal of ExperimentalPsychology: Animal Behavior Processes, 9, 581-593. Note: for more than two authors, use the following parenthetical citation in text, each time the work is cited: (Winston et al., 1983). 4. Journal article in press Corcoran, D. L., & Williamson, E. M. (in press). Unlearning learned helplessness. Journal of Personality and Social Psychology. Do not give either the year or the volume and page numbers until the article is published. In text, use the following parenthetical citation: (Corcoran & Williamson, in press). 5. Magazine article Gardner, H. (1981, December). Do babies sing a universal song? Psychology Today, pp. 70-76. Examples of references as extracted from APA Reference Guide (p19)

19. 6. Entire issue of a journal Glaser, R., & Bond, L. (Eds.). (1981). Testing: Concepts, policy, practice, and research [Special issue]. American Psychologist, 36(10). To cite an entire issue of a journal (in this example, a special issue), give the editors of the issue and the title of the issue. If the issue has no editors, move the issue title to the author position, before the year of publication, and end the title with a period. Alphabetize the reference entry by the first significant word in the title. In text, use a short title for the parenthetical citation, for example: (“Testing,” 1981). 7. Non-English journal article, title translated into English Assink, E. M. H., & Verloop, N. (1977). Het aanleren van deel-geheel relaties in het aanvankelijk rakenonderwijs [Teaching part-whole relations in elementary mathematics instruction]. Pedagogische Studiën, 54, 130-142. If the original version of a non-English article is used as the source, cite the original version: give the original title and, in brackets, the English translation. Punctuate non-English words as they are punctuated in the original language (in this example, Studiën). 8. Book, third edition, Jr. in name Strunk, W., Jr., & White, E. B. (1979). The elements of style (3rd ed.). New York: Macmillan. 9. Edited book Letheridge, S., & Cannon, C. R. (Eds.). (1980). Bilingual education: Teaching English as a second language. New York: Praeger. (p20)

20. 10. Non-English book Piaget, J., & Inhelder, B. (1951). La genèse de l'idée de hasard chez i'enfant [The origin of the idea of danger in the child]. Paris: Presses Universitaires de France. If the original version of a non-English book is used as the source, cite the original version: Give the original title and, in brackets, the English translation. 11. Article or chapter in an edited book, two editors Gurman, A. S., & Kniskern, D. P. (1981). Family therapy outcome research: Knowns and unknowns. In A. S. Gurman & D. P. Kniskern (Eds.), Handbook of family therapy (pp. 742-775). New York: Brunner/Mazel. 12. English translation of an article or chapter in an edited book, volume in a multivolume work, republished work Freud, S. (1961). The ego and the id. In J. Strachey (Ed. and Trans.), The standard editionof the complete psychological works of Sigmund Freud (Vol. 19, pp. 3-66). London: Hogarth Press. (Original work published 1923) If the English translation of a non-English work is used as the source, cite the English translation. (p17)

21. Citation • Implication of statement (literature) (to p22) • Reporting Statement/findings (p59), Dees (2000) suggests that this means you should: 1) refer to work by recognizing ……… (p73), In addition to making notes Sharp et al. (1996) identify three sets of information you need to record. These are: 1) bibliographic …… • Implication (p61) A common mistake with critical literature reviews is that they become uncritical listing of previous research, often being little more than annotated bibliographies (Hart, 1998) (p27) They look for “explanation, relationships, ….. And theories” (Phillips and Pugh, 2000:47-8) 3. Directing coding of paragraphs from the article (p55) In Jankowicz’s (2000:159) words” “Knowledge does not exist in a vacuum, and your work only has ………”

22. P21) (P22) Or

23. P21)