Conceptual Framework

Figure 1
Conceptual Paradigm: A Comparison of the Effect of Online Learning and Face-to-Face
Learning in the Sleeping Habits of Grade 12 Students in Falcon School

Independent Variable Dependent Variable

Online Learning and Sleeping Habits of

Face-to-Face Learning Grade 12 Students
1. Number of hours 1. Sleep schedule and
students spend in using pattern
devices that emit blue
light (Synchronous and 2. Pre-sleep routines
asynchronous) students practice before
going to bed
2. School activities
(contests, programs, and 3. Sleep quality and
etc.) environment

3. Learning environment

1. Students’ productivity
2. Tasks (Assignments,
Quizzes, etc.) and deadlines
3. Devices and internet
connection

Intervening Variable

  Figure 1 shows the conceptual framework of the study. It represents how factors in online

learning and face-to-face learning cause an effect on the different sleeping habits of students.

The arrow pointing towards the next box on the right indicates that the independent variable
affects the dependent variable. The number of hours students spend on their devices that emit

blue light, school activities, and the learning environment will serve as the independent variable.

The sleep schedule and pattern, pre-bed routines, and sleep quality and environment of the

student as the dependent variable. The factors given provide an understanding that transitioning

to online learning from face-to-face learning affects the student’s personal life which could be

manipulated by the preferred learning style. Adjusting to new normal because of the pandemic

has taken a toll on the student’s productivity, accomplishing their tasks and meeting deadlines,

and adapting to their devices and internet connection as their classroom and workplace will serve

as the intervening variable that might impact the independent and dependent variable.