CONCEPTUAL FRAMEWORK, SIGNIFICANCE OF THE STUDY, SCOPE AND DELIMITATIONS AND DEFINITION OF TERMS

What is a Conceptual Framework?

CONCEPTUAL FRAMEWORK is a schematic structure which illustrates the variables and their indicators to be studied. It is
a research paradigm which can best explain and represent how the variables might relate to each other. It is linked with the
concepts, empirical researches and important theories used in promoting and systemizing the knowledge espoused by the
researcher.
It serves as a “road map” that will guide the researcher towards realizing the objectives of the study.
CONCEPTUAL FRAMEWORK should be constructed before beginning to writing the research objectives. Research
objective serve as a basis in devising a research instrument needed in collecting data. Conceptual framework has two parts: (1)
Textual Description; and (2) Visual Representation. Visual representation of the conceptual framework is also known as research
paradigm.
A conceptual framework is a structure which the researcher believes can best explain the flow of the natural progression of
the phenomenon to be studied (Camp, 2001). It is the organization of research variables wherein research problem would be
explored. It is arranged in a logical structure to aid provide a picture or visual display of how ideas in a study relate to one another
(Grant & Osanloo, 2014).
Interestingly, conceptual framework shows the series of action the researcher intends carrying out in a research study
(Dixon, Gulliver & Gibbon, 2001). The framework makes it easier for the researcher to easily specify and define the concepts within
the problem of the study (Luse, Mennecke & Townsend, 2012). Miles and Huberman (1994) opine that conceptual frameworks can
be graphical or in a narrative form showing the key variables or constructs to be studied and the presumed relationships between
them.
The Importance of Conceptual Framework in Research
The conceptual framework guides the researcher in his investigation to achieve the objectives of the study. It offers many
benefits to a research. For instance, it assists the researcher in identifying and constructing his/her worldview on the phenomenon to
be investigated (Grant & Osanloo, 2014). It is the simplest way through which a researcher presents his/her asserted remedies to the
problem s/he has defined (Akintoye, 2015). It accentuates the reasons why a research topic is worth studying, the assumptions of a
researcher, the scholars s/he agrees with and disagrees with and how s/he conceptually grounds his/her approach (Evans, 2007).
Akintoye (2015) posits that the conceptual framework is mostly used by researchers when existing theories are not applicable or
sufficient in creating a firm structure for the study.

What is written in the Significance of the Study Section?

SIGNIFICANCE OF THE STUDY is written as part of the introduction section of the study. It provides details to the readers
on how the study will contribute to the respondents and the community or educational institution. It will state who will benefit from the
findings of the study. It also includes an explanation of the work’s importance as well as its potential benefits for future researches.

Working Title: Impact of Indigenous Peoples Education (IPEd) Curriculum to the Cultural and Socio-economic Development of
Teduray at Esperanza, Sultan Kudarat

Significance of the Study

Education is a significant step towards empowering Indigenous Peoples (IPs) to participate in their communities. Given the
importance of lands and natural resources to their livelihood, culture and well-being, IPs’ traditional knowledge about their lands
should be interconnected to education, where elders pass down knowledge, values and histories to new generations.
Further, this study will be a useful tool in improving the implementation of the Indigenous Peoples Education (IPEd)
curriculum in the Division of Sultan Kudarat. In addition to this, this study is deemed significant to the following stakeholders:
Indigenous Learners. This study will enhance learning capabilities and interests of the indigenous learners since topics are
being contextualized based on their local needs. Providing inclusive and quality education with the integration of indigenous
knowledge and skills, IP learners will be guided on how they can protect, appreciate and preserve their cultures.
Teachers. The obtained data in this study will help the teachers implement the IPEd curriculum and improve their teaching
pedagogies that can cater the needs and priorities of the indigenous learners. Indigenous education plays a major role on how the
ethnic minorities learn, their motivation to learn and how teachers improve their teaching pedagogy. This research will help the
teachers gain insight on how they can understand and address the needs of the indigenous learners and develop culture sensitive
skills and strategies in dealing with the diverse students and resources in the delivery of the indigenous education.
School Administrators. Through this study, school administrators will be able to analyze the strengths, weaknesses,
opportunities and threats (SWOT) in implementing the IPEd curriculum so that they could adjust with their management and
administration strategies. They will be able to determine the necessary improvements in order to sustain the quality of learning
opportunities and to instill to the indigenous learners the importance of their cultural heritage.
Parents. Engaging parents in the education of their children is likely to improve the latter’s educational attainment and on-
going engagement in school. Parents of indigenous learners will benefit from the findings of this study by understanding the
importance of school engagement in maximizing the learning opportunities of their children. This study will encourage their full
support for the effective implementation of all activities and programs pertaining to indigenous education.
Future Researchers. Future researchers can use the result of this study as their guide or reference to conduct a study
pertaining to the cultures and traditions of the ethnic minorities in the Philippines. This study will give confidence to them to expand
their knowledge and skills in the field of education and the advancement of research process. The research instrument being
produced
in this study can be utilized by them to replicate this research in other IP communities. This noble research would be helpful to future
researchers in developing an enhanced curriculum more effective and responsive to the unique needs of every IP learner in modern
learning environment.

What is written in the Scope and Delimitation of the Study Section?

SCOPE AND DELIMITATION are two important elements of a research paper. The scope of the study explains the extent to
which the research area will be explored in the work and it specifies the parameters within which the study will be operating. The
delimitation of the study is the characteristic that limits the scope and describes the boundaries of the study. It should explain why
specific choices will be made while others will be excluded and how this might affect the outcome of the research.

Working Title: Impact of Indigenous Peoples Education (IPEd) Curriculum to the Cultural and Socio-economic Development of
Teduray at Esperanza, Sultan Kudarat

Scope and Delimitation of the Study

 This study will determine only the impact of the implementation of Indigenous Peoples Education (IPEd) curriculum to the
cultures and socio-economic development of the Indigenous Peoples (IPs) of Esperanza, Bagumbayan and Senator Ninoy Aquino,
Sultan Kudarat. It will be limited only to the IP learners, IP parents, IP teachers, IP Government Office workers and IP Barangay
Officials. Purposive identification of the participants to this study will be employed. Only Grade 6 IP learners and all high school IP
students will be considered in this study since they have already the ideas on how they can assess the implementation of IPEd
curriculum in the public high schools.
What is written in the Definition of Terms’ Section?
DEFINITION OF TERMS is an important part of a research paper wherein key or important terms such as research
variables, their indicators and other significant terms in the research title are operationally defined. Operational definition of terms
means that definitions are based on how the terms are used in your study. Definitions should not be taken from dictionary.

Title: Impact of Indigenous Peoples Education (IPEd) Curriculum to the Cultural andSocio-economic Development of Teduray at
Esperanza, Sultan Kudarat

Definition of Terms
To better understand this study, key terms are hereby defined operationally.
Appreciation refers to the process employed by IPs in showing respect and value to their cultural heritage.
Capacity-Building refers to the training or retooling of teachers and school heads for IPEd implementation. This includes
workshops for teachers and technical assistance training for school heads in the implementation of IPEd curriculum.
Cultures are social behaviors and norms found in the Indigenous Peoples’ communities of Esperanza, Bagumbayan and
Senator Ninoy Aquino. These include cultural protection, appreciation and preservation.
Education refers to the implementation of Indigenous Peoples Education (IPEd) curriculum.
Education Planning refers to the orientation or training of school planning team and other stakeholders as well as planning
activities of schools’ division office and schools with IP learners on culture-responsive or ancestral domain-based School
Improvement Plan (SIP).
Educational Background refers to the baccalaureate degree and post-graduate education successfully earned by
Indigenous Peoples (IPs).
Implementation refers to the process of putting a decision or plan into effect or execution to improve the operation of IPEd
curriculum.
Income refers to the monthly family source of living of Indigenous Peoples (IPs). It is based from BIR Form No. 1701.
Indigenization refers to the teachers’ strategic and purposeful process of delivering the lessons to suit a local culture of the
indigenous peoples. This also refers to the integration of the cultures of indigenous peoples in the delivery of instructional activities.
Indigenous Peoples (IPs) refer to the learners, teachers, learners and community leaders whose ethnic affiliations are
Teduray.
IPEd Curriculum refers to the DepEd Order No. 62, s. 2011 which recognizes the right of IP’s to culturally rooted basic
education that provides a framework on DepEd engagement and approach to indigenous education. This includes curriculum and
learning resources development, capacity building, education planning, localization, indigenization and sustainable community
engagement.
IP Learners refer to the Grade 6 and high school learners who belong to the Teduray tribe living in Esperanza, Sultan
Kudarat.
Sustainable Community Engagement refers the participation or involvement of the teachers and indigenous learners in the
community.