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oilets or comfort rooms, electricfans, rest rooms or lounges, and the like. They may
also be callednon-instructional facilities.2.Terms should be
defined operationally, that is how they are used inthe study. For instance, a study is
made about early marriage. What ismeant by early marriage? To make the meaning
clear, early marriagemay be defined as one in which the contracting parties are
bothbelow eighteen years of age.3.The researcher may develop his own
definition from the characteristicsof the term defined. Thus, a house of light
materials may be defined asone with bamboo or small wooden posts, nipa, buri, or
nipa walls; split
Limitations of the study include the weaknesses of the study beyond the control
of the researcher. This is especially true in descriptive research where the variables
involvedare uncountable or continuous variables such as adequacy, effectiveness,
efficiency, extent,etc. The weaknesses spring out of the inaccuracies of the
perceptions of the respondents.For instance, library facilities may be rated as very
adequate by 50 students, fairly adequateby 30 students, inadequate by 20
students, and very inadequate by 15 students. Certainly,
with these ratings, not all of them could be correct in their assessment. Some could
haveinaccurate if not entirely wrong perceptions.
Conceptual Framework
From the review of related literature and studies, the researcher may formulate
atheoretical scheme for his research problem. This scheme is a tentative
explanation ortheoretical explanation of the phenomenon or problem and serves as
the basis for
theformulation research hypotheses. Thus, the conceptual framework consists of th
einvestigators own position on a problem after his exposure to various theories that
havebearing on the problem. It is the researchers new model which has its roots on
the previousmodels which the researcher had studied. (Sanchez, pp. 14-15)The
conceptual framework becomes the central theme, the focus, the main thrust of the
study. It serves as a guide in conducting investigation. Briefly stated, the
conceptualframework for the teaching of science can be: The effectiveness of a
science instructionalprogram depends upon the qualifications of the teachers, the
effectiveness of their
methodsand strategies of teaching, the adequacy of facilities, the adequacy of supe
rvisoryassistance, and the elimination of the problems hampering the
progress.Currently, however, most theses do not have a discussion of their concept
ualframeworks. Very few thesis writers endeavor to include an explanation of their
conceptualframework in their theses.
Paradigm.
A paradigm is a diagrammatic representation of a conceptualframework. It depicts
in a more vivid way what the conceptual framework wants to convey.Following are
examples of a paradigm for the conceptual framework for the teaching of science as
mentioned above. A paradigm may take different diagrammatic forms.
Example 1
InputsProcessOutputsQualifiedteachersScienceSuperiorscienceEffectiveknowledgem
ethodsInstructionalandAdequatefacilitiesskillsAdequateProgramof Supervisoryassist
anceFigure 8.Paradigm for science teaching in high school.