IN FOCUS

The Conceptual After this discussion, you are

Framework and Research expected to have the ability to…
Hypotheses
illustrate and explain
conceptual framework
select and synthesize
information from relevant define terms used in the
literature study
cite related literature list research hypotheses (if
using standard style appropriate)
write coherent review of present written review of
literature related literature and
conceptual framework
follow ethical standards in

2
writing
PRACTICAL
RESEARCH
Conceptual framework consists of the key
concepts and assumed relationships of the
research project.

It is normally used as a guide for researchers so

that they are more focused on the
scope of their studies.
It can be presented using visual (diagrams, chart,
etc.) and narrative (paragraph stating the
concepts and relationships of the study) forms.
THEORETICAL FRAMEWORK
VS.
CONCEPTUAL FRAMEWORK
THEORETICAL FRAMEWORK is commonly used
for studies that anchor on time-tested theories
that relate the findings of the investigation to
the underpinning relevant theory of knowledge.
CONCEPTUAL FRAMEWORK refers to the actual
ideas, beliefs, and tentative theories that
specifically support the study. It is primarily a
conception or model of what is out there that
the researcher plans to study.
CONCEPTUAL FRAMEWORK
can be represented through a
CONCEPT MAP.
CONCEPT MAP is a visual representation of
information that helps show the relationship
between ideas.

Concept maps begin with the main topic and then

branch out into sub-topics, reflecting the
connection of all the elements in the study. It can
also provide and organize new ideas.
INDEPENDENT VARIABLES
• is the “presumed cause” of the research problem.
• the reason for any “change” or difference in a
dependent variable
• can be purposely manipulated by the researcher
• it maybe can cause, influence, or affect the result
or outcome of the study
• also called as the experimental, treatment,
antecedent, or predictor variable.
DEPENDENT VARIABLES
• is the “presumed effect” of the research problem
• is usually the problem itself or the element that is
being questioned.
• it is a result of experimental manipulation of the
independent variable or variables (measured)
• It is also called as the criterion, effect, response, or
outcome variable
• It depends on other factors that are measured and
are affected or influenced by the independent
variable.
MODERATING VARIABLES
• Also called as “interaction effect”
• is an independent variable which influences the
direction and the strength of the connection
between independent and dependent variables.
• the independent variable interacts with the moderator
variable, which makes the relationship of the
independent and dependent variable stronger or
weaker. The moderator thus influences the effective
component of the cause-effect relationship between
the two variables.
MEDIATING VARIABLES
• also called as “correlated or mediator variables”
• is an element that exists between the independent
to the dependent variable. A mediator (or mediating)
variable is an integral part of the cause-effect
relationship and helps us to understand the effects
of the independent variable on the dependent
variable.
• It is a variable that describes the effect and influence
of the relationship between the variables and what is
controlling that relationship.
 Coping Strategies of College Students
in the New Mode of Education
MEDIATING VARIABLE:
Social Media
Family
Peers

INDEPENDENT VARIABLE: DEPENDENT VARIABLE:

Age Coping strategies of
Sex students
Major
Year
 Impact of Work-Home Agreement on
the Productivity of Teachers
MODERATING VARIABLE:
Civil Status
Work Environment

INDEPENDENT VARIABLE: DEPENDENT VARIABLE:

Teachers Teachers’ Productivity
Work-home Agreement
INPUT-PROCESS-OUTPUT MODEL

• is a conceptual paradigm which indicates the inputs,

required process, and the output.

• is also referred to as a functional model that is usually

used in action research where an intervention or
solution is necessary to solve the identified problem.
INPUT
• usually the independent variable of the study

PROCESS
• is the intervention or solution consist of the
instruments and analyses used to acquire the result
OUTPUT
• is the findings or outcome of the interventions
being made to solve the identified problem.
 This is a diagram that connects variables of the
Conceptual study with lines (correlations) or arrows (cause-
effect relationships)
Framework

start with text and Include in the diagram

clearly cite the the variables which
diagram. may have values or
ensure congruence sub-variables.
with research use the diagram to
questions. Rule of explain research
thumb: number of framework. Justify
research questions is each variable (and sub-
at least equal to the variable) and each line
number of lines or arrow using logic
/arrows in conceptual and synthesized
framework. studies.
 SHS Students’ Social Media Usage and Their Attention Span in
Class

Conceptual Framework

Figure 1 below illustrates the conceptual framework of the

research. The paradigm presents the variables that will be
considered in the research.

INDEPENDENT DEPENDENT

SHS students’ Social Media Usage

a. Forms of social media SHS students’ Attention
b. Frequency of social media use Span in class
c. Mode of social media use

Fig. 1 The Conceptual Framework of the Study

DEFINITION
OF TERMS
 DEFINITION OF TERMS
It helps in simplifying some of the technical
terms which are vital in understanding the
research project.
 DEFINITION OF TERMS
Variables and sub-variables or values in
conceptual framework are defined, except
very common variables like grade level,
gender, school type where the values are
indicated in the framework itself.
 TWO WAYS OF DEFINING TERMS:

1. CONCEPTUAL DEFINITION
2. OPERATIONAL DEFINITION
 CONCEPTUAL DEFINITION
It is the meaning of the term that is based
on how it is defined in the dictionary or
encyclopedia.
 OPERATIONAL DEFINITION
It is the meaning of the term based on how
it is used in the study.
BENEFITS OF HAVING DEFINITION OF TERMS:

1. It is a useful place to include technical terms in

the topic of the research questions.

2. It can clarify the definition of term, especially if

it has a different meaning. Define the term
according to how it was used in the study.
BENEFITS OF HAVING DEFINITION OF TERMS:

3. It makes it easier to revisit or check the

meaning of a term instead of trying to locate it
through the paper.

4. Helps ensure that the reader can

understand the technical terminologies and
jargons while reading the paper.
 GUIDELINES IN WRITING DEF. OF TERMS:

1. Write a brief introductory statement. It shortly

describes the content of the definition of terms

2. List/write the words/terms (which are

technical) that would be included (make sure
that the variables and key terms found in the
title are included)
 GUIDELINES IN WRITING DEF. OF TERMS:

3. The terms should be arranged alphabetically.

4. Indention should be applied to each term.

5. The term should be followed with a period.

 GUIDELINES IN WRITING DEF. OF TERMS:

6. It can be underlined or not.

7. It can be bold and italic or not.

8. It does not have to be lengthy (direct to the

point).
 GUIDELINES IN WRITING DEF. OF TERMS:

9. Acronym/initials should be defined clearly.

Complete name should be written first, followed
by the acronym/initials in open-close parenthesis,
then the definition/meaning.
 GUIDELINES IN WRITING DEF. OF TERMS:

10. Do not overflow with technical terms (only use

those relevant and significant to the study).

11. Keep the definition brief and basic. You will

elaborate on it more on the body of your paper.
 Definition of Terms
1. Conceptual Definition
Face to face. It is when the people are
being close together and looking directly to
each other.
Online. It is controlled by or connected to
another computer or network.
 Definition of Terms
2. Operational Definition
Face to face. This refers to one of the modalities
used in learning delivery in which the teacher and
students should be in the same place, or setting, such as
the classroom.
Online. It refers to another form of distance
learning wherein the teacher and students will have
their lessons using internet connectivity.
 Activity: Spot the error

Mean. The average score within a distribution

Median = The center score in a distribution.

MODE. The most frequent score in a distribution.

 RESEARCH
HYPOTHESIS
 HYPOTHESIS
It is a tentative statement about the
relationship between two or more
variables.
 HYPOTHESIS
It is a specific and testable prediction on
what you expect to happen with the
variables in your study.
 HYPOTHESIS
It proposes a possible relationship between
the independent variable and the
dependent variable.
 HYPOTHESIS
It is an “educated guess” of what possibly
the result would be of your research.
 HYPOTHESIS
It states a tentative answer to your research
question that can be tested by further
investigation using statistical analysis.
 HYPOTHESIS
It is employed when conducting
correlational, ex-post facto, quasi
experimental and experimental studies.
 Simple Hypothesis
It is a prediction of the relationship
between two variables (dependent and
independent). It shows connection between
one independent variable and a single
dependent variable.
 Simple Hypothesis
EXAMPLE:
The higher the poverty rate in society
(one independent variable), the higher the
number would be out of the school youth
(one dependent variable).
 Complex Hypothesis
It reflects the relationship between two
variables (dependent and independent). It
expresses a connection between two or
more independent variables and two or
more dependent variables.
 Complex Hypothesis
EXAMPLE:
Eating more vegetables and fresh fruits
(independent variables) leads to boost
immune system and enhanced blood
circulation and digestion (dependent
variables)
 Empirical Hypothesis
It is also called as “working hypothesis”. It is
presumed to explain certain facts and
relationship of phenomena. It comes when
a theory is being put to the test, using
observation and experiment.
 Empirical Hypothesis
From the word itself “working”, it means
that it can be changed or replace anytime as
soon as it is no longer supported or
accepted based on the experimentation
being done. It employs TRIAL and ERROR.
 Empirical Hypothesis
EXAMPLE:
Plants watered everyday grow faster than
plants watered once a week.
(Here, trial and error are leading to a series
of findings).
 Logical Hypothesis
It expresses explanation with limited
evidence that can be verified logically. It
reflects a relationship of variables which
anchored based on logical phenomena.
 Logical Hypothesis
EXAMPLE:
Tomato plants bear fruit faster in Earth than
Moon.
(Until we can test the soil and plant growth in Moon’s
ground, the evidence for this claim will be limited, and
the hypothesis will only remain logical.)
 Statistical Hypothesis
It is an analysis of a population. It can be
verified statistically. The variables can be
transformed in quantifiable sub-variable to
asses it statistically.
 Statistical Hypothesis
EXAMPLE:
If your research is about K-3 pupils of public and private
schools in the city, you would want to examine every single
K-3 pupil in the city. It is not practical. Therefore, you would
conduct your research using statistical hypothesis or a
samole of the K-3 pupil POPULATION.
 A hypothesis is a prediction of the possible outcomes of a study (Fraenkel &
Research Wallen, 2009).
Hypotheses are statements in quantitative research in which the investigator
Hypothesis makes a prediction or a conjecture about the outcome of a relationship
among attributes or characteristics (Creswell, 2012)

Question: Is there a significant

relationship between the Grade 11
student-respondents’ availability of
internet connection at home and
their average sleeping time?
Null Hypothesis: There is no
significant relationship between the
Grade 11 student-respondents’
availability of internet connection at
home and their average sleeping
time?
 RQ: Does a SHS student’s academic performance in Math
have any association with his/her stress tolerance?

This study generally aims to determine if a SHS students’ academic performance in

Mathematics have any association with his/her stress tolerance.

Specifically, this study shall seek answers to the following questions:

1. What is the demographic profile of Grade 11 students of DLSAU in terms of:
a. sex?;
b. SHS strand?; and
c. final grade in General Mathematics?
2. What is the level of stress tolerance of Grade 11 students of DLSAU?
3. Is there a significant relationship between the DLSAU Grade 11 students’ final grade
in General Mathematics and their level of stress tolerance?

71
 RQ: What traits of a professor do SHS students consider
important?

This study generally aims to identify the traits or characteristics of a professor that SHS
students believe are important.

Specifically, this study shall seek answers to the following questions:

1. What is the demographic profile of SHS students of DLSAU in terms of:
a. sex?;
b. grade level?; and
c. SHS strand?
2. What is the degree of importance of the following traits of a professor according to
SHS students of DLSAU:
a. physical appearance?;
b. intelligence?;
c. humor?;
d. strictness?;
e. communication skills?
3. Is there a significant difference between the male students’ preferred professor traits 72
 RQ: Can a new packaging improve the selling power of
<product>?

This study generally aims to determine if a new packaging can improve the selling power
of <product>.

Specifically, this study shall seek answers to the following questions:

1. What is are the packaging preferences for <generic product> of DLSAU students in
terms of:
a. color?;
b. material?;
c. Shape?; and
d. size?
2. What is the level of selling power of <product>
a. Prior to the change in packaging?
b. With the new packaging?
3. Is there a significant difference between the level of selling power of <product> prior to
change in packaging and with the new packaging?
73
 Variables and sub-variables or values in conceptual framework are defined,
Definition of except very common variables like grade level, gender, school type where the
values are indicated in the framework itself.
Terms
Format:
The following terms are defined as used in the study:
(followed by list of terms with conceptual and operational
definitions, if appropriate)
Conceptual definition – original author’s qualitative
definition.
Terms defined operationally are variables measured
using instruments, e.g., test or rating scale.
Example: Millennials’ attitude – total rating in a rating
scale.