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Developing a Conceptual/Theoretical Framework

I. Unit 5 : Developing a Conceptual/Theoretical Framework

II. Course Objectives:

At the end of this module, you should be able to:

1. Construct a conceptual framework model.

2. Analyze a given theoretical framework.
3. Demonstrate thorough understanding of the concepts of research method, approach,
and design.

III. Content / Delivery

Conceptual framework is the basic structure that services as a mental window of the
researcher because it depicts the research design and the relationships of the variables involved.

A conceptual framework is a written or visual presentation that explains either geographically,

or in narrative form, the main things to be studied, the key factors, concepts or variables and the
presumed relationship among them.

What specific forms might a conceptual framework take?

The possibilities include: flowcharts, tree diagram, shape-based diagram, triangles.

Concentric circles, overlapping circles, mind maps, and software systems.

A “flow chart” of innovation decision making prior conditions.

1. Previous practice
2. Felt needs
3. Innovativeness
4. Norms of the social system communication channels

A conceptual framework provides direction for programs, courses, teaching and others.
Granatin (n.d) states that “conceptual framework is the researcher’s own position on the problem
and gives direction to the study.” Aside from showing the direction of the study, through the
conceptual framework, the researcher is able to show the relationships of the different constructs
that he wants to investigate.

The conceptual framework utilizes the independent-dependent model used in behavioral

sciences. In the context of the study, the identified independent variables-factors affecting the
behavior of the pupils within the public-school setting are: family, community, teachers and
learning environment. The dependent variables include the behavior problems within the public-
school setting-internalizing behavior (inattentive, uncooperative, inactive) and externalizing
behavior (aggression, disobedience, impulsiveness).
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Developing a Conceptual/Theoretical Framework

Study the conceptual framework.

Independent Variable Dependent Variable

Factors Affecting the Behavioural Problems within

Behaviour of Pupils in the Public School Setting
the Public School
Setting  Internalizing Behaviour

 Family o Inattentiveness
 Community o Uncooperative
 Teachers
o Inactive
 Learning
Environment
 Externalizing Behavior

o Agression

Theoretical Framework o Disobedience

Theories are statements about the mechanism underlying a particularobehavior.

Impulsivenes
Theories help
s
organize and verify different observations related to the behavior and good theories will generate
predictions about the behavior.

A theory is constructed to explain, predict and master phenomenon (e.g relationship, events,
or the behavior). In many instances, we are constructing models of reality. A theory makes
generalizations about observations and consists of an interrelated, coherent set of ideas and
models.

A theoretical framework is similar to the frame of the house just as the foundation supports a
house, a theoretical framework provides a rationale for predictions about the relationship among
variables of a research study, (Mehta, n.d).

Theoretical framework identifies the variables investigated in the study. It illustrates how the
variables interact with each other as hypothesized in the research by the aid of diagrams.

Theory provides patterns for the interpretation of data, links one study to another, supplies
framework within which concepts and variables acquire special significance and allows us to
interpret the larger meaning of our findings for ourselves and others.

Theoretical framework states the central concept(s) integral to the study. Connecting the
study to theory.

The study below is anchored on three stories that help us understand the behavior of children.
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Title: Analysis of Behavioral Problems of Pupils in Public School Setting

The matrix presents a summary of the theories relevant to the study.

Theorist (s) Explanation of the Theory

Theory of Constructivism The theory of constructing constructivism emphasizes the

by Jean Piaget (1920) learner’s social interaction with knowledgeable members of
society.

Theory of Behaviorism by
John B. Watson (1913) Behaviorism is concerned with the behaviors that are
associated with feelings and thinking, imagining or desiring.
Psycho-Social Theory by
Erik Erickson (1994) The theory states that successful completion of each stage
results in a healthy personality and the acquisition of basic
virtues. Basic virtues are characteristic strengths which the
ego can use to resolve subsequent crises.

Concepts of Research Method and Design

In this chapter you are expected to actively engage yourself in understanding method,
approach and design and looking into the possibility of making the right choice and decision
regarding the design of your chosen research problem.

Here are the important concepts and definitions that you need to learn (Edmonds & Kennedy,
2013).

Research Method

This refers to the philosophical, theoretical, conceptual, and analytic perspective of research.
It can be quantitative, qualitative, or mixed method.

Approach

Refers to the first step in creating structure to the design and it details a conceptual model or
framework of how the research will proceed, considering the objectives and variables of the
study.

Design

This refers to the plan, structure, and strategy of investigation so conceived as to obtain
answer to research questions or problems. It is the complete scheme or program of the research.
It includes an outline of what the investigator will do from writing by hypothesis and their
operational implications to the final analysis of data (Kerlinger; in Kumar, 2011).
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Meaning and Functions of Research Design

According to Kerlinger (cited in Kumar, 2011), a research design is a plan, structure and
strategy of investigation so conceived as to obtain answers to research questions or problems.
It is the complete scheme or programme of the research. It includes an outline of what the
investigator will do from writing the hypotheses and their operational implications to the final
analysis of data.

As implied in the statement above, after the research topic has been finalized, the researcher
has to plan the details of what design to use, what type of data will provide answers to the
problems of the study, and how the data will be gathered, presented, analyzed, and interpreted.

The research design guides the researcher in planning the following aspects or procedures
of research:

 Identifying the population of the study

 Decision on whether to take the whole population or just select a sample
 How the sample of the study will be selected
 Ethics in the selection of samples and data gathering
 Considerations in the use of questionnaires
 How interviews will be conducted

Research Designs in Quantitative Method

The choice of a study design would depend largely on the philosophical perspective, objective
of the study, the inquiry mode, and the applicability of research findings.

In quantitative research, some of the commonly used designs are classified by examining
them from three different perspectives: 1) the number of contacts with the study population; 2)
the reference period of the study; and the nature of the investigation, (Kumar, 2011).

1. Research Designs Based on the Number of Contacts

1.1. Cross-sectional studies are commonly used in the social sciences. These studies aim to
find out the prevalence of a phenomenon, situation, problem, attitude or issue, by taking a cross-
section of the population.
The cross-sectional study is the simple in design. The researcher decides what he
wants to find out, identify the study population, select a sample if needed, and contact the
respondents to find out the required information.

1.2. The before and after design (also known as the pre-test / post-test design). This design
can measure change in a situation, phenomenon, issue, problem or attitude. The before and
after design can be described as two sets of cross-sectional data collection points on the same
population to find out the change in the phenomenon or variable between two points in time. The
change is measured by comparing the difference in the phenomenon or variable before and after
the intervention. Depending upon how it is set up, a before-and-after study may be either an
experiment or non-experiment. It is a commonly used design in evaluation studies. The difference
between the two sets of data collection points with respect to the dependent variable is
considered to be the impact of the program or process evaluated.
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1.3. The longitudinal study design. This is useful to determine the pattern of extend of change
in a phenomenon, situation, problem or attitude in relation to time. Under this design, the study
population is visited a number of time at regular intervals, usually over a longer period. Intervals
may be as short as a week or longer than a year. Irrespective of the size of the interval, the type
of information gathered each time is identical. The data collected may come from the same study
population but it may or may not be from the same respondents. A longitudinal study can be
characterized as a series of repetitive cross-sectional studies.

2. Research Designs Based on the Reference Period

The reference period refers to the time frame in which a study is exploring a phenomenon,
situation, event or problem and may be categorized as 1) retrospective 2) prospective and 3)
retrospective-prospective.

2.1. The retrospective study design is used to investigate a phenomenon, situation, problem
or issue that has happened in the past. The study may be conducted either on the basis of the
data available for that period or on the basis or responding recall of the situation.

2.2. The prospective study design attempts to establish the outcome of an event or what is
likely to happen, such as the likely prevalence of a phenomenon, situation, problem, attitude or
outcome in the future. Experiments are usually classified as prospective studies since the
researcher must wait for an intervention to register its effect on the study of population.

2.3. The retrospective-prospective study design. This applies to a study wherein available
data are analyzed and used as bases of the future projections. It does now involve a control
group. Trend studies fall under this category.

3. Research Designs Based on the Nature of the Investigation

The following are classified under this category: 1) experimental 2) non-experimental 3) quasi
– or semi-experimental.

3.1. The experimental design has an assumption of a cause-and-effect relationship. In this

design, the researcher introduces the intervention that is assumed to be the cause of change
and waits until it has produced the change.

3.2. In the non-experimental design, the researcher observes a phenomenon and attempts to
establish what caused it. In this instance, the research starts from the effect or outcome and
attempts to determine causation.

3.3. A semi-experimental or quasi-experimental study has the properties of both experimental

and non-experimental studies; part of the study may be experimental and the other part non-
experimental.
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Research Designs in Qualitative Method

1. Case study

This is a dominant qualitative study design but also prevalent in quantitative research. A case
could be an individual, a group, a community, an instance, an episode, an event, a subgroup of
a population, a town or a city. To be called a case study, it is important to treat the total study
population as one entity.

It is a very useful design when exploring an area where little is known or where you want to
have a holistic understanding of the situation, phenomenon, episode, site, group or community.
This design is relevant when the focus of the study is on extensively exploring and understanding
rather than confirming and quantifying, (Kumar, 2011).

2. Grounded Theory

This is an approach to qualitative research data collection and analysis in the social sciences.
As cited by Hennink, Hutter and Bailey (2011), grounded theory is not a theory itself; but a
process for developing empirical theory from qualitative research that consists of a set of tasks
and underlying principles through which theory can be built up through careful observation of the
social world.

3. Phenomenology

This is qualitative research design which studies all possible appearances in human
experience using empirical methods (i.e, asking, observing, analyzing data, etc.) to make
empirically grounded statements that can be generalized. Various aims can be pursued such as
describing a phenomenon, or to evaluate an intervention or institution in the interest of knowledge
production (Flick, 2011).

4. Ethnography

This is a research process which deals with the scientific description of individual cultures
involving the origins, development and characteristics of human kind, including social customs,
beliefs and cultural development (Wiersma and Jurs, 2009).

5. Mixed Methods

Refers to the research design that uses both quantitative and qualitative data to answer a
particular question or sets of questions. In the mixed methods design “words, pictures and
narratives can be used to add meaning to numbers.” (in Biber, 2010).
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IV. Reference/s:
 Almeida, Adelaida B., Ed.D. Gaerlan, Amelita, Ph.D. Manly, Norita E., Ph.D. Research
Fundamentals from Concept to Output. Adriana Publisher.
 https://libguides.library.cityu.edu.hk/researchmethods/ethics

V. Formative Assessment

True or False. Carefully read the statement. Write True if the statement is true
otherwise, False if the statement is incorrect. Place your answer on the left-side of
the number.

1. Theoretical framework is a written or visual presentation that explains either

geographically, or in a narrative form, the main things to be studied.
2. Hypotheses are statements about the mechanism underlying a particular behavior.
3. Conceptual framework illustrates how the variables interact with each other as
hypothesized in the research by the aid of diagrams.
4. Tree diagram is one specific form a conceptual framework might take.
5. Theory of Constructing Constructivism emphasizes the learner’s social interaction with
knowledgeable members of society.
6. Theory of Behaviorism is by John B. Watson.
7. Psycho-Social Theory states that successful completion of each stage results in a
healthy personality and the acquisition of basic virtues.
8. Formal suggestion is considered as one of a “flow chart” of innovation decision making
prior making conditions.
9. Independent variables include the behavior problems within the public-school setting-
internalizing behavior and externalizing behavior.
10. A theory is constructed to explain, predict and master phenomenon.
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VI. Assignment

Instructions: Identify the following statement given below regarding research designs. Choose
what type of research designs in qualitative method are being identified. Write the letter of the
correct answer on the left side of the number.

A B C D E
Case study Grounded theory Phenomenology Ethnography Mixed Methods

1. This is an approach to qualitative research data collection and analysis in the social
sciences.
2. It is a very useful design when exploring an area where little is known or where you
want to have a holistic understanding of the situation, phenomenon, episode, site, group,
or community.
3. This is a research process that which deals with the scientific description of individual
cultures involving the origins, development and characteristics of human kind, including
social customs, beliefs and cultural development.
4. Refers to the research design that uses both quantitative and qualitative data to
answer a particular question or sets of questions.
5. Words, pictures, and narratives can be used to add meaning to numbers.
6. This is a qualitative research design which studies all possible appearances in human
experience using empirical methods to make empirically grounded statements that can
be generalized.
7. As cited by Hennink, Hutter and Bailey (2011), it is not a theory itself; but a process
for developing empirical theory from qualitative research that consists of a set of tasks
and underlying principles through which theory can be built up through careful
observation of the social world.
8. This is a dominant qualitative study design but also prevalent in quantitative research.
9. This design is relevant when the focus of the study is on extensively exploring and
understanding rather than confirming and quantifying.
10. Various aims can be pursued such as describing a phenomenon, or to evaluate an
intervention or institution in the interest of knowledge production.
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VII. Evaluation
Instructions. Read and understand the statement given. Encircle the letter of the correct answer
and strictly no erasure.

1. This refers to the philosophical, theoretical, conceptual, and analytical perspective of

research.
A. Approach
B. Research Design
C. Design
D. Evaluate
2. This refers to the plan, structure, and strategy of investigation so conceived as to obtain
answer to research questions or problems.
A. Research Method
B. Approach
C. Design
D. Evaluate
3. These studies aim to find out the prevalence of a phenomenon, situation, problem,
attitude or issue, by taking cross-section of the population.
A. Pre-test design
B. Cross-sectional studies
C. Longitudinal studies
D. Post-test design
4. This is useful to determine the pattern of extent of change in a phenomenon, situation,
problem or attitude in relation to time.
A. Pre-test / post-test design
B. Cross-sectional studies
C. Longitudinal study
D. None of the above
5. This design can measure the change in a situation, phenomenon, issue, problem or
attitude.
A. Pre-test / post-test design
B. Cross-sectional studies
C. Longitudinal design
D. Causal study
6. This is an approach to qualitative research data collection and analysis in the social
sciences.
A. Ethnography
B. Case study
C. Grounded theory
D. Exploratory theory
7. It is a very useful design when exploring an area where little is known or where you want
to have a holistic understanding of the situation, phenomenon, episode, site, group or
community.
A. Case study
B. Mixed methods
C. Longitudinal design
D. None of the above
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8. The researcher observes a phenomenon and attempts to establish what caused it.
A. non-experimental design
B. experimental design
C. semi-experimental design
D. None of the above
9. Attempts to establish the outcome of an event or what is likely to happen, such as the
prevalence of a phenomenon, situation, problem, attitude or outcome in the future.
A. Retrospective study design
B. Retrospective-prospective study design
C. Prospective study design
D. Pre-test/Post- test design
10. This applied to a study wherein available data are analyzed and used as bases of future
projections. Does not involve a control group.
A. Retrospective study design
B. Retrospective-prospective study design
C. Prospective study design
D. Pre-test/Post-test design

Prepared by:

Dr. Ronaldo S. Tinio, CCpE/MCP

Consultant, CpE