Your role in writing a review is to draw the throughline between your sources and develop your conclusions on the state of your topic. Acknowledge and explain what researchers have discovered, addressing: consensus and disagreement; strengths, flaws, and gaps in research methods. Also, call attention to new areas for research that you have identified. Provide your perspective and show the reader why the sources are being considered together.
The 5 C's are common principles that will aid in your evaluation and writing.
Cite: Most of the content in a literature review is cited. We need to credit the studies that produced the evidence. This is important in establishing the credibility of your review. Plus, citations themselves can reveal clues about a study: What year was it published? Was it published in a high-impact or more selective journal? Have the authors published other articles on the topic?
Compare: Each research study reveals part of a bigger truth, but the conclusions of a study are only as good as the methods. Are there similarities in the findings of different studies? If so, did the studies use similar research questions and methodologies (including participants studied)? When different studies examine a phenomenon using different methodologies and still come up with the same conclusions, it supports the overall strength of evidence on a topic.
Contrast: Are there differences in the findings of different studies? If, so did the studies use similar research questions and methodologies (including participants studied)? Or were there differences that could explain the disparate findings?
Critique: Is there anything that could have been done to improve the studies? Were the research questions fully addressed? Was the methodological technique and its application sound? Some study types introduce more bias than others, for instance. Even studies with the same methodology will have different levels of quality, due to population size and characteristics. Do the results make sense for the study? Were all the variables studied reported on in the results--or are there missing data/answers?
Connect: Fit your observations together so that your reader gets a critical perspective on your chosen phenomena. Now that you know what evidence exists on a topic, how else can the research question be studied? What future research could help us learn more?
Can you identify some similarities and differences in these 2 studies?
Association of accelerometer-measured physical activity with college student success and retention
Bloom, Myra J; Chen, Gladys Y. X; Gomes, Victor R. C; Jost, Scarlet R; Lang, Andrew S. I. D; et al. Journal of Physical Activity & Health Vol. 21, Iss. 10, (Oct 2024): 1027-1036.
Abstract: Background: This study examined the relationship between physical activity (PA) and academic performance and retention among college students using accelerometer data while controlling for sex and socioeconomic background. Methods: Data were collected from 4643 first-year college students at a private university in the south-central United States who began their studies in the Fall semesters between 2015 and 2022. Daily step counts were collected using accelerometers worn as part of the institutions PA requirements. The expected family contribution was calculated based on information provided on the Free Application for Federal Student Aid. Grade point average (GPA) and retention data were collected directly from official university databases. Results: Female students generally had lower median age and steps count and a higher median GPA than males. The retention rates from fall to spring and fall to fall were 95.9% and 83.8%, respectively, with no significant difference in retention rates between males and females. GPA was significantly positively correlated with steps, expected family contribution, and age, and negatively correlated with being male and having an expected family contribution of zero. The fall to spring retention rate was significantly positively correlated with steps and GPA. Conclusions: The study’s findings suggest that increasing levels of PA, as measured by daily step counts, may be effective in promoting academic performance and retention, even when controlling for sex and socioeconomic background. The use of device-based measures of PA in this study contributes to the literature on this topic, and policymakers and educational institutions should consider interventions focused on academic performance and physical activity to help students persist. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)
Broaddus, Allie M; Jaquis, Brandon J; Jones, Colt B; Jost, Scarlet R; Lang, Andrew S. I. D; et al. International Journal of Sport and Exercise Psychology Vol. 19, Iss. 1, (Jan 2021): 90-101.
Abstract: A growing number of studies have been performed regarding the positive effect of physical activity on academic performance. Many of these studies were conducted on children and show that students who are less physically active obtain lower grades and that physical activity interventions can be effective in improving academic achievement, academic behaviour, and cognitive skills and attitudes. The purpose of this study is to investigate if and how the positive effects of physical activity on academic performance found for children extend into a university setting. We collected Fitbit heart rate and physical activity data, 1-mile field test times, and the results of a healthy lifestyle survey from 581 first-semester freshmen enrolled at Oral Roberts University and investigated the effect they had on academic performance as measured by semester grade point averages. We found positive and significant correlations between Fitbit step counts, 1-mile field test times, lifestyle survey scores and academic performance even when controlling for gender. These findings highlight the importance for students of maintaining a physically active and healthy lifestyle when they enter university. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
