THE LITERATURE REVIEW
Cher Ping's early extensive reading of published literature on the topic of CBL from Singapore, Australia, the USA and the UK was, in his view, crucial because he considered that 'you have to be theoretically sound before you can move on to designing methods and collecting data'. He was perhaps fortunate in that he had library access to the British Council in Singapore, the National University of Singapore and the National Institute of Education of Singapore. He made use of all their facilities.
He proved to be an exceptionally well focused reader in finding out all he could about the impact of CBL on student learning. He was disciplined in his reading, wrote notes on how he felt about what he had read, how some of the findings might be of interest for his dissertation and whether the ideas were useful or, in his view, total nonsense. As he went on, themes began to emerge as they always do and he began to group findings under headings. More literature emerged during the course of the research, but by the time he had finished the main part of the preliminary reading, his literature review was as good as finished. It only needed to be tinkered with later on. That in our view is admirable but rarely achieved. All supervisors will advise research students to work systematically in this way but the personal discipline involved is considerable and not all can resist the