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BUKIDNON STATE UNIVERSITY

Malaybalay City, Bukidnon, 8700Tel (088) 221-2237;
TeleFax (088) 813-2717www.bsc.edu.ph - presoffice@bsc.edu.ph

MODULE 1: CONCEPTUALIZATION OF A RESEARCH DESIGN THAT

EMPHASIS ON PHYSICAL AND HEALTH EDUCATION.

MODULE OVERVIEW:

This Module will provide an opportunity for students to establish or

advance their understanding of research through critical exploration of research
language, ethics, and approaches. The module introduces the language of research,
ethical principles and challenges, and the elements of the research process within
quantitative, qualitative, and mixed methods approaches. Students will gain an
overview of research intent and design, methodology and technique, format and
presentation.

LESSON 1: Elements and characteristics of a Research: Process, Methodology,

and Procedures.

SPECIFIC LEARNING OUTCOME:

Describe the Elements and characteristics of a Research process, and
Procedures.

A. ACTIVATE:

1. Are you familiarize with the different parts of a Research Paper?

2. How do you utilized Quantitative, qualitative and mixed methods for conducting
meaningful inquiry through research.
3. Could you describe and differentiate Quantitative, qualitative and mixed methods
approaches to research
4. Are you aware of the ethical principles, challenges and processes of research
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B. ACQUIRE:

1. Meaning of Research

Research seeks the answer of certain questions which have not been answered
so far, and the answers depend upon human efforts. In common parlance, it
refers to a search for knowledge. The Advanced Learners‘ Dictionary of current
English lays down the meaning of research as a careful investigation or inquiry
specially through search for new facts in any branch of knowledge. In this sense,
it is a voyage of discovery. We all possess the vital instinct of inquisitiveness for,
when the unknown confronts us, we wonder our inquisitiveness makes us probe
and attain full and fuller understanding of the unknown. This inquisitiveness is
the mother of all knowledge and the method that we employ to obtain the
knowledge that can be termed research (Kothari, 1990).

2. Definition of Research
The term ‗research‘ consists of two words:
Research: Re+ search
‗Re‘ means again and again and ‗search‘ means to find out something. The
following is the process:

Observes Collection of data

Person --------------------------> Phenomena ------------------------> Conclusions
Again and again Analysis of data

Therefore, research means to observe the phenomena again and again from
different dimensions. It is a process of which a person observes the phenomena
again and again and collects data on the basis of data s/he draws some conclusions.
Research is oriented towards the discovery of relationship that exists among
phenomena of the world in which we live. The fundamental assumption is that
invariant relationship exists between antecedents and certain consequents so that
under a specific set of conditions a certain consequences can be expected to follow
the introduction of a given antecedent:
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• According to Rusk

"Research is a point of a view, an attitude of inquiry or a frame of mind. It

asks questions which have hitherto not been asked, and it seeks to answer them by
following a fairly definite procedure. It is not a mere theorizing, but rather an
attempt to elicit facts and to face them once they have been assembled. Research is
likewise not an attempt to bolster up pre-conceived opinions, and implies a
readiness to accept the conclusions to which an inquiry leads, no matter how
unwelcome they may prove. When successful, research adds to the scientific
knowledge of the subject‖.

• According to George J. Mouly

"Research is the systematic and scholarly application of the scientific method

interpreted in its broadest sense, to the solution of social […] problems; conversely,
any systematic study designed to promote the development of social studies as a
science can be considered research‖.

• According to C. Woody

―Research is a carefully inquiry or examination in seeking facts or principles;

a diligent investigation to ascertain something; and this definition makes clear the
fact that research is not merely a search fortruth, but a prolonged, intensive,
purposeful search. It constitutes a method for the discovery of truth which is really a
method of critical thinking; it is comprising defining and redefining problems;
formulating hypotheses or suggested solutions; collecting, organizing and
evaluating data; making decisions and reaching conclusions to determine whether
they fit the formulating hypotheses‖.

• According to C.C. Crawdford

―Research is simply a systematic and refined technique of thinking,

employing specialized tools, instruments, and procedures in order to obtain a more
adequate solution of a problem than would be possible under ordinary means. It
starts with a problem, collects data or facts, analyses these critically and reaches
decisions based on the actual evidence. It evolves original work instead of mere
exercise of personal. It evolves from a genuine desire to know rather than a desire to
prove something. It is quantitative, seeking to know not only what but how much,
and measurement is therefore, a central feature for it‖.
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• According to P.M. Cook

"Research is an honest, exhaustive, intelligent searching for fact and their

meanings or implications with reference to a given problem. The product of findings
of a given piece of research should be an authentic, verifiable, and contribution to
knowledge in the field studied‖.

He has emphasised the following characteristics of research in his description:

− It is an honest and exhaustive process.
− The facts are studied with understanding.
− The facts are discovered in the light of a problem. Research is problem- centred.
− The findings are valid and verifiable.
− Research work should contribute new knowledge in that field (Cited in Singh,
2006).

• According to P.D. Leedy

―Research is the manner in which we solve knotty problems in an attempt to

push back the frontiers of human ignorance. Research is ultimately away of
thinking. It is a way of looking at accumulated fact so that a collection of data
speaks to the mind of the researcher‖.
She has insisted on that research has many discrete characteristics. These
characteristics comprise the particular approach to a probing for truth. These
latter include the following:

• Research begins with a question in the mind of the researcher.

• Research demands the identification of a problem, stated in clear,
unambiguous terms.
• Research requires a plan.
• Research deals with the main problem through appropriate sub-problems.
• Research seeks direction through appropriate hypotheses and is based upon
obvious assumption.
• Research deals with facts.
• Research is circular (Cited in Leeds, 1980).

3. Objectives of research

The purpose of research is to discover answers to questions throughthe

application of scientific procedures. The main aim of research is to find out the
truth which is hidden and which has not been discovered yet. Kothari (1990) sees
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that each research study has its own specific purposes. These objectives often fall
under a number of broad groupings. Some examples of these are as follows:

• To gain familiarity with a phenomenon or to achieve new insights into it.

Studies with this object in view are termed as exploratory or formulative
research studies.
• To portray accurately the characteristics of a particular individual, situation
or a group. Studies with this object in view are known as descriptive research
studies.
• To determine the frequency with which something occurs or with which it
is associated with something else. Studies with this object in view are known
as diagnostic research studies.
• To test a hypothesis of a causal relationship between variables. Studies with
this object are known as hypothesis-testing research studies.

On the same issue, Singh (2006) provides a different classification of

objectives. For him, there are three fundamental objectives of research. These are:

• Theoretical Objectives
Those researches whose objectives are theoretical aim to formulate new
theories, principles, or laws. Such type of research is exploratory because it
explains the relationships of certain variables. The researches contribute some
basic knowledge to the human knowledge.

• Factual Objectives
These researches whose objectives are factual aim to find out new facts.
This objective by nature is descriptive. These researches describe facts or
events which happened previously. Such type of research is done in history.

• Application objectives
The research having application objectives does not contribute a new
knowledge in the field of human knowledge but suggests new applications.
By application, we mean improvement and modification.

4. General Characteristics of Research

The following characteristics may be gathered from the definitions of
―research‖:
• It gathers new knowledge or data from primary or first-hand sources.
• It places emphasis upon the discovery of general principles.
• It is an extent systematic and accurate investigation.
• It uses certain valid data gathering devices.
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• It is logical and exact.

• The researcher eliminates personal feelings and preferences.
• Research is patient and unhurried activity
• Research is carefully recorded and reported.
• Conclusions and generalisations are arrived at carefully and cautiously
(Singh,2006).

5. Criteria of a Good Research

Whatever may be research is, one can state the qualities of good research
should be as under:

• Good research is systematic: It means that research is structured with

specified steps to be taken in specified sequence in accordance with the well-
defined set of rules. Systematic characteristic of the research does not rule out
creative thinking but certainly does reject the use of guessing and intuition in
arriving at conclusions.

 Good research is logical: This implies that research is guided by the rules of
logical reasoning and the logical process of induction and deduction are of
great value in carrying out research. Introduction is the process of reasoning
from a part to the whole; whereas, deduction is the process of reasoning from
some premise. In fact, logical reasoning makes research more meaningful in
the context of decision making.

• Good research is replicable: This characteristic allows research results to be

verified by replicating the study and thereby building a sound basis for
decisions (Kothari, 1990).

C. APPLY
Fill out the table below: Based on your personal understanding on the different
principles of research. transcribe at least (2) concrete answer in each description

Activity #1
Description Response
Eample: 1. Application objectives
Objectives of research The research having application objectives does not
contribute a new knowledge in the field of human
knowledge but suggests new applications.
2. Factual Objectives
These researches whose objectives are factual aim to
find out new facts.
Definition of Research
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Characterisitic of a good research

The purpose of research
What is the best Criteria of a
good research

D. ASSESS:

Activity #2
 What is the difference between Educational research from Scientific research.

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LESSON 2 THE RESEARCH PROBLEM

SPECIFIC LEARNING OUTCOME: Describe the Elements and characteristics of a

Research process, Methodology and Procedures.

ACTIVATE:
1. Does the concept is the heart of any research project-or- the research
problem?
2. Could you describe how a research problem is selected; is delimited,
and evaluated.

ACQUIRE:

1. Scientific Thinking
In social sciences, a research work is often oriented towards the solution of a
problem or to seek an answer of a question. The first step of this process is to
identify a problem. To do this, a researcher is required to use scientific thinking. But,
what is scientific thinking? Scientific thinking is usually defined as an inductive-
deductive mode of thinking or reasoning. In this sense, induction is to move from
particular to general; whereas, deduction is backward. It is to move from general to
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particular. Ultimately, in such a mode, a researcher is expected to explain the

uniformities of nature by appealing to experiences.

The scientific thinking starts with facts and continually returns to facts to test
and verify its hypotheses. It often aims to establish the relationships between the
variables through evidences. The sources of these evidences are based on some
methods. Examples of these methods are customs and traditions, authority, personal
experiences, self-evident, proposition, and scientific inquiry (Singh, 2006).

2. What is a Research Problem?

A research problem, in general, refers to some difficulty which a researcher
experiences in the context of either a theoretical or practical situation and wants to
obtain a solution for the same. Thus, a research problem is one which requires a
researcher to find out the best solution by which cause of action the objective can be
attained optimally in the context of a given environment. This stage requires an
enquiring mind, an imagination, and an eye for inconsistencies and inadequacies in
current measure. It is often useful in identifying a specific problem (Kothari 1990;
Walliman, 2001).
In particular, some components that make-up a research problem can be
examples like the ones that we state below:

• There must be an individual or a group which has some difficulty or the problem.
• There must be some objective (s) to be attained at. If one wants nothing, one cannot
have a problem.
• There must be alternative means for obtaining the objective (s) one wishes to
attain. This means that there must be at least two means available to a researcher for
s/he has no choice of means, s/he cannot have a problem.
• There must remain some doubt in the mind of a researcher with a regard to the
solution of alternatives. This means that research must answer the questions
concerning the relative efficiency of the possible alternatives.
• There must be some environment (s) to which the difficulty pertains (Kothari,
1990).

Thus, this initial stage in research requires an awareness of current issues in

the subject and inquisitiveness and questioning mind. On this point, Walliman
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(2001) suggests a list of features that one should follow and look for it in order to
obtain a research problem. This list concerns the following ideas:

• The research problem should be a great interest to you.

 The research problem should be significant.
• The research problem should be delineated.
• The researcher should be able to obtain the information required.
• The researcher should be able to draw conclusions related to the problem.
• The researcher should be able to state the problem clearly and concisely

3. Selecting a Research Problem

The research problem undertaken for study must be carefully selected. A
problem must spring from the researcher‘s mind. The factors which need to be
considered in the selection of research problem are both external and internal
criteria. External criteria have to do with matters, such as novelty, and importance
for the field. Internal criteria, on the other side, involve considerations as interest,
training, cost, and time.
According to Good and Scates cited in Sinh (2006), the criteria for the selection
of the problem include matters, such as:
• Is the problem really important?
• Is the problem interesting to others?
• Is the chosen problem a real problem?
• Am I able to state hypotheses from the problem?
• Do I understand something new from this problem?
• Will I be able to select a sample from which I can target the population?
 Will my proposed data-gathering instruments actually give the information which
I want?
• Is the study, including the application of its results, practical?

4. Sources of the Problem

To select a research problem, a researcher can consider some sources.
Examples of these are:
• Personal experience of the researcher in the field.
• Literature review on a research topic.
• New innovations, changes, and developments in a given research area.
• Research contacts with experts in a given research area.
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5. Defining a Problem
According to a number of research methodologies, a problem clearly stated is
a problem half-solved. This means that there is a need for defining a research
problem as an initial step in a research process. Besides, it is usually recommended
by research methodologists that the investigated problem must be defined
unambiguously to discriminate the relevant data from irrelevant data. A proper
definition of a research problem will enable the researcher to be on the right track;
whereas, an ill-defined problem may create hurdles (Kothari, 1990).
For Singh (2006), to define a problem means‘ to pinpoint the problem or
defining a problem to reach the core of a problem i.e., threads are analysis‘.
(a) Need of defining a problem:
The definition of a problem serves the following purposes:
• The definition of a problem sets the direction of the study.
• The definition reveals the methodology or procedure of the study.
• The definition helps the researcher to control subjectivity.
• The definition of the problem suggests and specifies the variables to be taken up
into the investigation through a problem involved in so many variables.
• The definition makes the research work practical.

(b) Precautions are to be taken in identifying the problem:

The following precautions should be taken into consideration for identifying a
problem.
• The words used for defining a problem should have a single meaning.
• The statement of the problem must be brief but comprehensive.
• The assumptions are to be recognised for the study.
 The problem should have practical importance in the field.
• The definition or statement of the problem should have certain rationale.

(c) The following steps are to be followed in defining a problem:

• The researcher should have to develop a conceptual framework of the problem.
• Delimiting the elements of the problem.
• Classifying the elements in the homogeneous group.
• Locating the key-concepts in the conceptual framework.
• Evaluating the theoretical security of the problem.
• The final form of the statement can be given into verbal form to a conceptual
framework of the problem.
• Deciding the practical difficulty in conducting the study
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6. Statement of the Problem

After selecting a problem, it should be stated carefully, Kerling (cited in
Singh, ibid) has identified three criteria of a good problem statement. These mainly
concern:
• A problem should be concerned with relation between two or more variables.
• It should be stated ‗clearly and unambiguously in right form‘.
• It should be amenable to testing

7. Delimiting a Problem
Delimiting a problem is very important. A study should be delimited by the
following aspects:
• A study should be delimited to certain variables that should be mentioned clearly
in the problem.
• The study should be delimited to the area or level as primary, secondary, or
university level.
• The study should be delimited to a size of sample considering time, energy,
money; but, it should be representative.
• The study should be delimited to the research approach, [strategies], and tools.

8. Evaluating of a Problem
Before the research problem can be considered appropriate, several searching
questions should be raised. It is only when these questions are answered in the
affirmative, one can say that the problem can be effectively solved through the
process of research. Such questions are those ones stated in below:
• Is the problem significant? Would the solution make any difference as far this
study is concerned?
• Is the answer to the main question already available?
• Is the problem feasible? This simply means will the researcher be able to carry out
the research? and will s/he be able to reach successful conclusions?
• Is the researcher skilful enough to collect and analyse data?
• Are pertinent data accessible?
• Does the researcher have enough time to carry out the research?
 Does the researcher have courage and determination to overcome the difficulties
s/he will encounter in his/her research? (ibid).

APPLY:
Case Study:
In a study on weight loss, researchers determined at the end of the study that
the scale that was used to measure participant‘s weight was inaccurate. The scale
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added 10 pounds to the person‘s actual weight every time the scale was used.
Because the researcher realized that the scale consistently added ten pounds to each
participant‘s weight, they adjusted for this problem when analyzing the results.
A clearly defined and well-understood problem is crucial to finding and
implementing effective solutions. In this case, the problem statement is usually a
stand-alone document.

ASSESS:

Activity #3
Based on the following principles mentioned earlier!
As a researcher,… How to select a good research problem, what are the
process to be considered in selecting or choosing a Research problem that is
inclined to your topic of Interest. Justify your answer?

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LESSON 3: ELEMENTS OF RESEARCH (VARIABLES)

SPECIFIC LEARNING OUTCOME: Describe the Elements and characteristics of a

Research process and Procedures.

ACTIVATE:
The purpose of all research is to describe and explain variance in the
world. Variance is simply the difference; that is, variation that occurs naturally in
the world or change that we create as a result of a manipulation. Variables are
names that are given to the variance we wish to explain.

1. Could you explain the function of variables?

2. Why a variable is important in research;
3. What are the different kinds/types varaibles in research paper

ACQUIRE:

What are variables?

Variables are things you measure, manipulate and control in statistics and
research. All studies analyze a variable, which can describe a person, place, thing or
idea. A variable's value can change between groups or over time. For example, if the
variable in an experiment is a person's eye color, its value can change from brown to
blue to green from person to person.

As we learned earlier in a descriptive study, variables are not manipulated. They

are observed as they naturally occur and then associations between variables are
studied. In a way, all the variables in descriptive studies are dependent variables
because they are studied in relation to all the other variables that exist in the setting
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where the research is taking place. However, in descriptive studies, variables are not
discussed using the terms "independent" or "dependent." Instead, the names of the
variables are used when discussing the study. For example, there is more diabetes in
people of Native American heritage than people who come from Eastern Europe. In
a descriptive study, the researcher would examine how diabetes (a variable) is
related to a person's genetic heritage (another variable).

Types of Variables
There are five types of variables. These are: (1) Independent Variables, (2)
Dependent Variables, (3) Intervening Variables., (4) Moderator Variables (5) Control
Variables, (6) Extraneous variables, (7) Quantitative variables, (8) Qualitative
variables, (9) Compounding variables, and (10) Composite variables.

Independent variables
An independent variable is a singular characteristic that the other variables in
your experiment cannot change. Age is an example of an independent variable.
Where someone lives, what they eat or how much they exercise are not going to
change their age. Independent variables can, however, change other variables. In
studies, researchers often try to find out whether an independent variable causes
other variables to change and in what way.
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Dependent variables
A dependent variable relies on and can be changed by other components. A
grade on an exam is an example of a dependent variable because it depends on
factors such as how much sleep you got and how long you studied. Independent
variables can influence dependent variables, but dependent variables cannot
influence independent variables. For example, the time you spent studying (dependent)
can affect the grade on your test (independent) but the grade on your test does not affect the
time you spent studying.

Intervening variables
An intervening variable, sometimes called a mediator variable, is a theoretical
variable the researcher uses to explain a cause or connection between other study
variables—usually dependent and independent ones. They are associations instead
of observations. For example, if wealth is the independent variable, and a long life span is a
dependent variable, the researcher might hypothesize that access to quality healthcare is the
intervening variable that links wealth and life span.

Moderating variables
A moderating or moderator variable changes the relationship between
dependent and independent variables by strengthening or weakening the
intervening variable's effect. For example, in a study looking at the relationship between
economic status (independent variable) and how frequently people get physical exams from a
doctor (dependent variable), age is a moderating variable. That relationship might be weaker
in younger individuals and stronger in older individuals.

Control variables
Control or controlling variables are characteristics that are constant and do
not change during a study. They have no effect on other variables. Researchers
might intentionally keep a control variable the same throughout an experiment to
prevent bias. For example, in an experiment about plant development, control variables
might include the amounts of fertilizer and water each plant gets. These amounts are always
the same so that they do not affect the plants' growth.
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Extraneous variables
Extraneous variables are factors that affect the dependent variable but that the
researcher did not originally consider when designing the experiment. These
unwanted variables can unintentionally change a study's results or how a researcher
interprets those results. Take, for example, a study assessing whether private tutoring or
online courses are more effective at improving students' Spanish test scores. Extraneous
variables that might unintentionally influence the outcome include parental support, prior
knowledge of a foreign language or socioeconomic status.

Quantitative variables
Quantitative variables are any data sets that involve numbers or amounts.
Examples might include height, distance or number of items. Researchers can further
categorize quantitative variables into two types:

 Discrete: Any numerical variables you can realistically count, such as the coins
in your wallet or the money in your savings account.
 Continuous: Numerical variables that you could never finish counting, such
as time.

Qualitative variables

Qualitative, or categorical, variables are non-numerical values or groupings.

Examples might include eye or hair color. Researchers can further categorize
qualitative variables into three types:

 Binary: Variables with only two categories, such as male or female, red or
blue.
 Nominal: Variables you can organize in more than two categories that do not
follow a particular order. Take, for example, housing types: Single-family
home, condominium, tiny home.
 Ordinal: Variables you can organize in more than two categories that follow a
particular order. Take, for example, level of satisfaction: Unsatisfied, neutral,
satisfied.
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Confounding variables
A confounding variable is one you did not account for that can disguise
another variable's effects. Confounding variables can invalidate your experiment
results by making them biased or suggesting a relationship between variables exists
when it does not. For example, if you are studying the relationship between exercise level
(independent variable) and body mass index (dependent variable) but do not consider age's
effect on these factors, it becomes a confounding variable that changes your results.

Composite variables
A composite variable is two or more variables combined to make a more
complex variable. Overall health is an example of a composite variable if you use other
variables, such as weight, blood pressure and chronic pain, to determine overall health in
your experiment.

APPLY

Example 1:

In an experimental study looking at classical music exposure and reading

ability in children, the researcher divided the children into two groups (Groups A
and B). In Group A, the children listened to Mozart for one hour every day for one
month. In Group B, parents were instructed to refrain from playing classical music
around the child for one month. At the end of the month, all children were given a
reading comprehension test. Those who listened to Mozart daily (Group A) scored
significantly higher on the reading test. In this case, the reading comprehension test
score is the dependent variable and exposure to Mozart‘s music is the independent
variable. This is because the test score is dependent on whether or not the child listens
to Mozart‘s music. The independent variable, exposure to Mozart‘s music,
is independent because it is something that can be manipulated or changed by the
researcher.
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Example 2:
In a study with a similar design as the previous example, Researchers looked
at the effects of nutrition on reading ability. In Group A, children ate at least three
ounces of dark green vegetables every day for one month. In Group B, children
were fed their regular diet. At the end of the month, the children took a reading
comprehension test. Those who ate the green vegetables every day for one month
(Group A) did not vary in their test scores when compared to Group B.

ASSESS:

The importance of dependent and independent variables is that they guide

the researchers to per sue their studies with maximum curiosity. ... Dependent and
independent variables are also important because they determine the cause and
effects in research
Variable importance refers to how much a given model "uses" that variable
to make accurate predictions. The more a model relies on a variable to make
predictions, the more important it is for the model. It can apply to many different
models, each using different metrics.

Activity #4

Section 1: Discussion Questions

1. In the second example what is the independent variable? Why?
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2. In the second example, what is the dependent variable? Why?
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3. What is the signinficant difference between dependent variable and

independent variable?
_____________________________________________________________________
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Activity #5
Complete the table below and Identify which variables are dependent and
independent in the following examples:
Research Title Dependent Variable Independent Variable
Example: Weigh t loss Physical activity
Physical activity and weight loss
1. Positive feedback and self confidence
2. Headache and aspirin
3. Muscle mass and weight-training
4. Calcium consumption and bone
density
5. Blood pressure and salt intake

LESSON 4: THEORITICAL AND CONCEPTUAL FRAMEWORK

SPECIFIC LEARNING OUTCOME: THE RESEARCH METHODOLOGY

ACTIVATE:
1. Is there a significant difference between theoretical and conceptual
frameworks?
2. Does it necessary and important that the theory aligns with the research
question in conceptualizing theoretical and conceptual frameworks
.

ACQUIRE:

1. Purposes of the Conceptual/Theoritical Framework

In the course of preparing your research paper as one of the requirements for
your course as an undergraduate or graduate student, you will need to write the
conceptual framework of your study. The conceptual framework steers the whole
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research activity. The conceptual framework serves as a ―map‖ or ―rudder‖ that will
guide you towards realizing the objectives or intent of your study.

As stated by Grant and Osanloo (2014), ―Without a theoretical framework, the

structure and vision for a study is unclear, much like a house that cannot be
constructed without a blueprint. By contrast, a research plan that contains a
theoretical framework allows the dissertation study to be strong and structured with
an organized flow from one chapter to the next.‖

Theoretical and conceptual frameworks provide evidence of academic

standards and procedure. They also offer an explanation of why the study is
pertinent and how the researcher expects to fill the gap in the literature. (Imenda, S.
2014).

2. What is a Conceptual Framework:

A conceptual framework represents the researcher‘s synthesis of literature on

how to explain a phenomenon. It maps out the actions required in the course of the
study given his previous knowledge of other researchers‘ point of view and his
observations on the subject of research. In other words, the conceptual framework is
the researcher‘s understanding of how the particular variables in his study connect
with each other. Thus, it identifies the variables required in the research
investigation. It is the researcher‘s ―map‖ in pursuing the investigation.

As McGaghie et al. (2001) put it: The conceptual framework ―sets the stage‖
for the presentation of the particular research question that drives the investigation
being reported based on the problem statement. The problem statement of a thesis
presents the context and the issues that caused the researcher to conduct the study.
Furtheremore, "Miles and Huberman (1994) defined a conceptual framework
as a visual or written product, one that ―explains, either graphically or in narrative
form, the main things to be studied—the key factors, concepts, or variables—and the
presumed relationships among them‖.

The conceptual framework lies within a much broader framework called

theoretical framework. The latter draws support from time-tested theories that
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embody the findings of many researchers on why and how a particular phenomenon
occurs.

3. What is a Theoritical Framework:

"The theoretical framework is the ―blueprint‖ for the entire dissertation

inquiry. It serves as the guide on which to build and support your study, and also
provides the structure to define how you will philosophically, epistemologically,
methodologically, and analytically approach the dissertation as a whole. Eisenhart
defined a theoretical framework as ―a structure that guides research by relying on a
formal theory…constructed by using an established, coherent explanation of certain
phenomena and relationships‖ (1991, p. 205).

Thus, the theoretical framework consists of the selected theory (or theories)
that undergirds your thinking with regards to how you understand and plan to
research your topic, as well as the concepts and definitions from that theory that are
relevant to your topic. Lovitts (2005) empirically defines criteria for applying or
developing theory to the dissertation that must be appropriate, logically interpreted,
well understood, and align with the question at hand." (Grant, C & Osandloo A.
2014).

4. Choosing a Conceptual or Theoritical Framework:

It's very important that the theory aligns with the research question. Consider the
following when searching for a theory or conceptual model for the conceptual
framework.

Step By Step Guide On How To Make The Conceptual Framework

Before you prepare your conceptual framework, you need to do the following
things:

1. Choose your topic. Decide on what will be your research topic. The topic should
be within your field of specialization.

2. Do a literature review. Review relevant and updated research on the theme that
you decide to work on after scrutiny of the issue at hand. Preferably use peer-
 22

reviewed and well-known scientific journals as these are reliable sources of

information.

3. Isolate the important variables. Identify the specific variables described in the
literature and figure out how these are related. Some abstracts contain the variables
and the salient findings thus may serve the purpose. If these are not available, find
the research paper‘s summary. If the variables are not explicit in the summary, get
back to the methodology or the results and discussion section and quickly identify
the variables of the study and the significant findings.

4. Generate the conceptual framework. Build your conceptual framework using

your mix of the variables from the scientific articles you have read. Your problem
statement serves as a reference in constructing the conceptual framework. In effect,
your study will attempt to answer a question that other researchers have not
explained yet. Your research should address a knowledge gap.

Quantitative. Select the theory or conceptual model that best aligns with the
research question and provides an interrelated set of constructs, variables,
hypotheses, or propositions that offer an explanation for phenomenon.

Qualitative. Select the theory or conceptual model that best aligns with the research
question.

5. Characteristics of Framework

Testing research
Whether constructing a conceptual framework will be a helpful exercise
depends on the type of research you are doing. Conceptual frameworks are
particularly common when the research involves hypothesis testing. In this situation,
a framework can be used to review your hypotheses or explore if you can
scientifically prove a particular idea.
 23

Cause-effect relationship
The basis of testing research – and thus the start of constructing a conceptual
framework – is often a cause-effect relationship. If your dissertation involves this
kind of research, your goal is to try to prove such a relationship.

Example of a cause-effect relationship

Ben, a student, gets a perfect 100% on the big exam, which surprises his classmates.
However, Ben has a very good explanation: he studied for many hours (the cause) and
therefore scored well (the result).

Ben is so excited when he realizes that his hard work has resulted in a great score that
he decides he wants to write his dissertation on the experience. His goal is to demonstrate
scientifically that his high score was not just the result of luck, but rather of a cause-effect
relationship.

Variables
The first step in scientifically demonstrating a cause-effect relationship is to
map your expectations using a conceptual framework. Before doing so, it‘s
important to identify the relevant variables.
Variables are simply the characteristics that the cause-effect relationship is
describing. In our example, the two variables are ―hours of study‖ and ―exam score.‖

Independent and dependent variables

A cause-effect relationship always involves two types of variables:
independent and dependent. In our example, ―hours of study‖ is the independent
variable, while ―exam score‖ is the dependent variable. In other words, ―exam
score‖ depends on ―hours of study.‖

Cause-effect relationships frequently include several independent variables

that affect the dependent variable. Another independent variable that we could add
to our example would be ―enough time to answer all of questions during the exam
period.‖ However, to keep things simple we‘ll work with just one independent
variable, namely ―hours of study.‖
 24

Designing a conceptual framework

Now that we have identified both an independent variable and a dependent
variable, we can begin constructing a conceptual framework. The basic design
components are boxes, arrows, and lines:

Create a box for each variable. Use arrows to indicate cause-effect

relationships. Each arrow should start from the variable that has causal influence
and point to the variable that is being affected. Use a line when you expect a
correlation between two variables, but no cause-effect relationship.

These components can be summarized as follows:

Component Meaning

Box Variable

Arrow Causal influence (cause-effect

relationship)

Line Connection (correlation)

Here is a sample conceptual framework that represents the relationship

between the independent variable of ―hours of study‖ and the dependent variable of
―exam score‖ from our example with Ben:

6. Expanding the conceptual framework

A conceptual framework doesn‘t have to be limited to just independent and
dependent variables; other types of variables can be incorporated as well.
Depending on your research, you may wish to show additional facets of a cause-
effect relationship by introducing one or more of the following:
 Moderator variables
 25

 Mediator variables
 Control variables

Next steps
Once your conceptual framework is complete, you‘re ready to start undertaking
scientific research that will prove the relationships you have illustrated. You can
select from a number of qualitative and quantitative research methods, including:
 Literature reviews
 Interviews
 Surveys

APPLY:

A conceptual framework is used to illustrate what you expect to find through

your research, including how the variables you are considering might relate to
each other. Evaluate the sample framework before you actually begin your investigation.

Study the sample conceptual framework

1. Quantitative Study
 26

2.

3. Qualitative Study
 27

3. Mixed Method

ASSESS:

Activity #6

1. What is a significant difference between theoretical and conceptual

frameworks? Justify your answer!
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2. Does it necessary and important that the concepts or theory aligns with the
research question/topic in conceptualizing theoretical and conceptual
frameworks in doing a research? Why? Justify your answer.

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 28

How to write a research paper introduction

by Jack Caulfield (2020)

The introduction to a research paper is where you set up your topic and
approach for the reader. It has several key goals:

 Present your topic and get the reader interested

 Provide background or summarize existing research
 Position your own approach
 Detail your specific research problem
 Give an overview of the paper‘s structure

The five steps in this article will help you put together an effective introduction for
either type of research paper.

Step 1: Introduce your topic

The first job of the introduction is to tell the reader what your topic is and
why it‘s interesting or important. This is generally accomplished with a strong
opening hook.

The hook is a striking opening sentence that clearly conveys the relevance of
your topic. Think of an interesting fact or statistic, a strong statement, a question, or
a brief anecdote that will get the reader wondering about your topic.

Step 2: Describe the background

This part of the introduction differs depending on what approach your paper is
taking.

In a more argumentative paper, you‘ll explore some general background here.

In a more empirical paper, this is the place to review previous research and establish
how yours fits in. Provide only the most relevant background information. The
introduction isn‘t the place to get too in-depth; if more background is essential to
your paper, it can appear in the body.

Step 3: Establish your research problem

The next step is to clarify how your own research fits in and what problem it
addresses.

In an empirical research paper, try to lead into the problem on the basis of your
discussion of the literature. Think in terms of these questions:
 29

 What research gap is your work intended to fill?

 What limitations in previous work does it address?
 What contribution to knowledge does it make?

Step 4: Specify your objective(s)

Now you‘ll get into the specifics of what you intend to find out or express in your
research paper.

The way you frame this varies. An argumentative paper presents a thesis
statement, while an empirical paper generally poses a research question (sometimes
with a hypothesis as to the answer).

The thesis statement expresses the position that the rest of the paper will
present evidence and arguments for. It can be presented in one or two sentences, and
should state your position clearly and directly, without providing specific arguments
for it at this point.

Research question and hypothesis

The research question is the question you want to answer in an empirical research
paper.

Present your research question clearly and directly, with a minimum of

discussion at this point. The rest of the paper will be taken up with discussing and
investigating this question; here you just need to express it.

A research question can be framed either directly or indirectly.

 This study set out to answer the following question: What effects does daily use of
Instagram have on the prevalence of body image issues among adolescent girls?
 We investigated the effects of daily Instagram use on the prevalence of body image
issues among adolescent girls.

If your research involved testing hypotheses, these should be stated along with
your research question. They are usually presented in the past tense, since the
hypothesis will already have been tested by the time you are writing up your paper.

Step 5: Map out your paper

The final part of the introduction is often dedicated to a brief overview of the rest of
the paper.

In a paper structured using the standard scientific ―introduction, methods,

results, discussion‖ format, this isn‘t always necessary. But if your paper is
 30

structured in a less predictable way, it‘s important to describe the shape of it for the
reader.

If included, the overview should be concise, direct, and written in the present tense.

 This paper will first discuss several examples of survey-based research into
adolescent social media use, then will go on to …
 This paper first discusses several examples of survey-based research into adolescent
social media use, then goes on to …

file:///C:/Users/Mr.%20E.Namoc/Desktop/BPED%205%201st%20Sem%20Module%2
02021-22/Writing%20a%20Research%20Paper%20Introduction%20_%20Step-by-
Step%20Guide.html

Terminal Output # 1

Write the Introduction of your research paper/topic by following the

different sequence:

a. Proposed topic or title :

b. Introduction
 Content of introduction of research
- The opening statement
- The supporting sentences, and
- The introductory topic sentence
 Conceptual and Theoretical framework
- Objectives of the study
- Statement of the problem
 Other related content of Chapter-1
 Significance, delimitation of the study , and definition of terms

https://youtu.be/vBJhYYsw5gA
 31

RESEARCH RUBRICS for CHAPTER – 1

Title of the Study:

_________________________________________________________________
_________________________________________________________________

Researcher:_____________________________________

The main purpose of this rubric is it's ability to assess student's performance or work.
The performance tasks or output of students will be eveluated though the following scale
( 5 as the highest and 1 as the lowest) that indicate the level of evaluation.

Chapter – 1 INTRODUCTION

Indicators 5 4 3 2 1
1. The introduction consists of an adequate introductory discussion of the
problem
2. Factors that led to the problem are well-discussed in paragraph 1
3. The aims/ purposes or objectives were thoroughly presented
4. The in-text citations are properly and clearly presented in the literature
review.
5. The gap of knowledge of the study is clearly and specifically stated in
paragraph 3 to convince the readers of the need to conduct such
study.
6. Conceptual and theoretical framework adequately supports the main
problem of the study.
7. The research paradigm is able to provide the direction and skeletal
framework of the study.
8. The Literature Review is comprehensively done by the researchers
and they only stated researches relevant to their study.
9. The definition of terms in the study are clearly defined either
Theoritically or Operationally to ensure that the reader will understand
the components of the study.
10. In general, the manuscript is scholarly written and has global impact
in educational context as a whole.

Score:______
Rating :______

Remarks

Signature over Printed Name

Rater