Research Framework (Example #1)

Bullying, according to Daniel Oltheyus (1993; 1994), is a pretty common phenomenon

among children in schools. He defined it as something that can be identified through aggressive
behavior that are repeated and done with consistency. The bullies may be identified if they have
never stopped in bullying or doing such atrocious acts to the victim. The victim may be deeply
offended and hurt by the actions of the inflictor. This involves an imbalance favoring of potheyr
as one can simply be seen as superior and the other one as an inferior.

Oltheyus (1993; 1994) sees bullying mostly as victimization in such generalization. A

person is being bullied when he or she is exposed, repeatedly and over time. Such negative
actions are inflicted to the victim. These negative actions are given emphasis and definition as
when someone intentionally inflicts or attempts to inflict or discomfort upon another, as
described as the definition of aggressive behavior on his statement. These negative actions are
mostly done with physical contact, or in making faces or obscene gestures failing to comply the
other person’s wishes.

Bullying and victimization are mostly seen when there is an asymmetric balance of
potheyr bettheyen two people. Bullying and victimization are not used when two person has the
same strength or potheyr, that’s why it is identified by an imbalance favoring of potheyr. It is
when one is more potheyrful than the other. The person who is exposed in such negative actions
fails or has difficulty to defend himself or herself to the inflictor, thus, is somehow helpless to
the harassers. Dan said that it is useful to distinguish bettheyen direct bullying or victimization,
with relatively open attacks on the victim, than indirect bullying or victimization, in the form of
social isolation or exclusion from the group. (Oltheyus, 1973, 1978).
 Roles in Bullying
> infictor
> victim
> witness

Common
Components of
Reasons of bullying
bullying
> age Occurrence according to
> gender Dan Oltheyus
> year level of bullying > involves an aggressive
behavior
> religion > typically involves a
> ethnicity pattern of behavior
> skin color repeated over time
> class ranking >imbalance of potheyr
or strength

Bullying Prevention or
Intervention Program

Figure 1.0 Research Paradigm

The diagram above shows the important factors that are dealt with this study. The
occurrence of bullying considers three important factors: the roles, common reasons and
components of bullying. The roles of bullying in schools are seen as being the victim, witness, or
inflictor. The victim is the one who is being inflicted upon the negative actions, the witness is the
one who sees the whole act or scene of bullying, and the inflictor is the one who does the
negative action upon the victim. The inflictor is mostly seen as someone who is superior on the
victim. The victim is somehow, inferior and lacks potheyr most of the time.

The common reasons of bullying is identified as the differences of the students in school
in terms of age, gender, year level, ethnicity, skin color and class ranking. It is the distinction of
two people that mostly causes such contrast on a certain class, resulting to an imbalance of
potheyr and the rest, as the diagram shows. At the end of the study, researchers came up with an
intervention program to address the issue of bullying.
Research Framework (Example #2)

Community engagement and service learning are terms often used interchangeably. As
such, they are synonymous with each other. A legitimate source of an initial theory on service
learning can be rooted upon John Detheyy’s theory of learning. How They Think (1933) and
Experience and Education (1938), two of his definitive philosophical works on pedagogy, places
emphasis on the principles of experience and engagement as key elements for knowledge. For
Detheyy, learning is “situational learning” (Giles, 1991).

Kolb’s model (1984) guided the development of experiential education for more than two
decades. Kolb conceptualizes Detheyy’s six stages as a four-step experiential learning cycle,
which involves abstract conceptualization, active experimentation, concrete experiences, and
finally reflective observation. Learners are engaged in a cycle wherein their works in the
community form the basis of their reflection.

Moreover, the nature of service learning dictates that it has no definitive theory; due to
this, they can also draw its foundations from contextual learning and problem-based learning.
Contextual learning is based on a constructivist (a theory of knowledge arguing that humans
generate knowledge from an interaction bettheyen their experiences and their ideas) theory of
teaching and learning, (Hull, 1993). Examples of these learning experiences include internships
and study abroad programs. Problem-based learning is a similar although more self-directed
learning pedagogy.

Though service learning is heavily anchored in Kolb’s model of experiential education as

theyll as the learning foundations mentioned in the past paragraph, Furco (1996) and Seifer
(1998) argue that it is deeper in meaning than its other forms. Unlike most internships or field
students, whose collaboration with the community lies on more technical or individual
development, service learners focus more on an engaged civic sector and lasting social change.
They can therefore say that Furco’s and Seifer’s service learning model is a more humane and
personal approach to Kolb’s experiential education model.
Since the group’s study focuses on the students’ character education instead of the more
technical anstheyrs, the group will anchor its research project on the Furco and Seifer’s service
learning theory. Along with Kolb’s model, it will be a basis for the study’s conceptual
framework.

E
X Learners
P with new
The CAT Immediate Application Over all
E integrated
Activities Reflection to daily life Reflection
R concepts
I and
E developed
N moral
C character
E
S

Figure 1.0 Schematic Diagram

Figure 1.0 shows the flow of important details that is tackled in this study. The students
would first undergo the process of the CAT Activities. The result of the process would be the
student’s experience. What he/she had gone through will be vital in determining the impact of
the activity to the character of the student. Another crucial stage is the Reflection. The students
will reflect on what they had done, seen and what they will do now after the activity. After
reflecting, the students will now see how they could apply their reflections into their daily life.
The values they learnt are then applied in all aspects of their life. A repetition of these actions
will now result to a newly developed character.
In line with Kolb’s model, the researchers started with an abstract conceptualization
(CAT Activities), they then push through to active experimentation (the students’ experiences),
then they go to concrete experiences (application to daily life) and finally the reflection. When
these stages are complete, the learners will now have new integrated concepts that contribute to
their newly acquired developed moral character.
Research Framework (Example #3)

The researchers gathered different references to support their study. In doing so, they
were able to discover its boon and bane to the time management of Grade 11 students.
Students nowadays encounter heavy workload to mold them into competent workers
someday. In some cases, employers examine a student’s educational background and academic
performance as their basis in hiring employees. That’s why most students strive to be the best in
their class.
Some students sacrifice hours of sleep to accomplish their home works, performance tasks,
and other responsibilities. Sadly, some students do not. The following studies prove that mobile
phones may or may not harm a student’s time management.
Murai, S. (2015) was able to show evidence that excessive usage of mobile phones cause
students to fare poorly. In the research, it was shown that the students tend to change their
sleeping habits if the spend several hours using their mobile phone daily. That’s why Murai S.
(2015) concluded that students lose hours of sleep.
According to Junichi Sato (2016), lack of sleep has an impact to a student’s school
performance. In some cases, previous researches view mobile phones in a negative light – seeing
it only as a mere distraction to students rather than a helpful device and medium in learning.
Kuznekoff and Titsworth (n.d) observed that students who abstain from using their mobile
phones during class to take pictures of their notes and lectures tend to learn more than those who
do.
While mobile phones clearly have its own dangers, specifically to the academic performance
of students, it also has its own advantages. In some schools, St. Paul College of Makati included,
they make use of social network-like website called Genyo where students are capable of
retrieving PowerPoint presentations that were sent by their subject teachers. The so-called
website has its own application that may be downloaded in mobile phones.
No matter how the students perform academically, they are still expected to balance their
time for their loved ones like their family and friends. Furthermore, the aforementioned studies
have also shown its impact to the amount of time they spend with their family and friends. It is
implied by most researchers that people find it easier to communicate and interact without the
presence of mobile phones. (Misra et. Al, 2014)
 Przybyiski and Weinstein (2012) were able to show similar results that also prove that mobile
phones interfere with human interaction. In their social experiment, they were able to conclude
that mobile phones harm the closeness, connection, and conversation quality of individuals.
On a different note, a study conducted by Campbell and Kwak in 2011 proved otherwise.
The study examines the influences of mobile communication and its extent in the engagement of
face to face with new people in public settings. By accounting for different types of cell phone
uses, the study proved that using ones phone in the public truly facilitated talking with strangers,
if and only if the person is speaking to those who rely on their mobile phones to retrieve and
exchange information about current events.

INPUT
A. Profile
- Gender
- 3rd Quarter
Conduct Grade
- 3rd Quarter
OUTPUT OUTCOME
Average Grade Impact of Intervention
B. Time allocation in a PROCESS mobile phones about time
day using mobile Analysis of on the time management
phones input data management in using mobile
- Academics of grade 11 phones
- Health students
- Family
- Relationship with
Peers
- Personal
Endeavors
- Overall use
C. Impact of mobile
phones towards
their different
concerns
D. Comments/
Suggestions

Figure 1.0 Schematic Diagram

 The input contains the demographic profile of the students/respondents in terms of
gender, conduct grade, and average grade. It also contains the time allocation in a day using
mobile phones in terms of academics, health, family, relationship with peers, personal endeavors,
and overall use of mobile phone in a day. The common reasons as to why students use their
mobile phones in an excessive amount, and its effect to their time management is also included
in the input.
The process involves the analysis of data wherein the researchers make use of the
information they gathered in the input. The output is where we finally discover or observe the
impact of mobile phones to the time management of students which will be used in the
intervention about time management in using mobile phones for Grade 11 students which is our
outcome.