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Conceptual Framework

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7 views

Conceptual Framework

Uploaded by

rhomaafricano2
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Input Process Output

1. What is the profile Process


of the teacher- Assessment of
respondents in terms “Integration of
of: Technology in the • Outcome level of
a. age; Classroom: A Study on influence of the
b. sex; its Influence on technology integration
c. length of service; Learner Engagement in the learners’
d. subject taught; and through Collaboration” engagement in
e. technology used in through: collaborative activities.
teaching.
 Data Gathering •Determine the most
2. What is the level of methods common barriers
influence of a. Survey encountered by the
technology integration Questionnaire Grade 6 teachers in
in the learners' using technology in
engagement in b. Likert-scale the classroom
collaborative survey activities.
activities?
 Simple random
3. What are the most sampling
common barriers
encountered by the  Descriptive
Grade 6 teachers in analysis:
using technology in statistical tools
the classroom
activities?
a. Mean, median
b. Frequency and
4. Is there a significant percentages
difference between c. Standard
the level of influence deviation
of the technology
integrationin the
learners' engagement
in collaborative
activities across the
profile of the teacher-
respondents?
Figure 1

Conceptual model of the study

In this Figure 1, presents an Input-Process-Output (IPO) model that


exemplifies a systematic research design for a study entitled “Integration
of Technology in the Classroom: A Study on Its Influence on Learner
Engagement through Collaboration.” This model provides a clear
framework for comprehending the research methodology, which will
center on the role of technology in the classroom and how it affects
students’ collaborative activities.

The input section lists important variables like the age, sex, years of
service, subject taught, and technology used by teacher-respondents; the
impact of technology on learner engagement; the typical obstacles Grade
6 teachers encounter when utilizing technology; and whether these
variables vary amongst teacher profiles.

The process outlines the methodology,which includes using simple


random sampling and a survey questionnaire with a Likert scale to collect
data. Descriptive statistical methods such as mean, median, frequency,
percentage, and standard deviation are utilized for analysis.

The output outlines the anticipated outcomes, which seek to ascertain the
general impact of technology on students’ participation in group projects
and to pinpoint the most typical obstacles that educators encounter.
Additionally, it evaluates whether any variations arise according to the
profiles of the teachers involved.

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