Group 15 – Mixed Majors

Francis D. Davalos Carina Labtic

MaEd – Science Education MaEd – Basic Education

Maria Ruth Cuazon

MaEd – Filipino Education
Laila Dalumpines Agullana Rushel L Caspe
MaEd – Science Education MaEd – Special Education

Topic3: Theoretical and Conceptual Framework

Tasks for Discussion/Pointers:

 How theoretical framework is differentiated from the conceptual framework?
A conceptual framework is the researcher’s idea on how the research problem will have
to be explored. This is founded on the theoretical framework, which lies on a much
broader scale of resolution. The theoretical framework dwells on time tested theories that
embody the findings of numerous investigations on how phenomena occur.

The theoretical framework provides a general representation of relationships between

things in a given phenomenon. The conceptual framework, on the other hand, embodies
the specific direction by which the research will have to be undertaken. Statistically
speaking, the conceptual framework describes the relationship between specific variables
identified in the study. It also outlines the input, process and output of the whole
investigation. The conceptual framework is also called the research paradigm.

Conceptual vs. theoretical framework

Here’s a summary of the key differences between the two frameworks.
Conceptual Framework Theoretical Framework
It is more about the approach that a researcher
It is developed from existing theory/theories.
takes in answering a research question.
It is derived from concepts. It is derived from theory.
A conceptual framework is composed of
several concepts. Further, a conceptual By itself, one theory alone can serve as a
framework may include a theoretical theoretical framework.
framework.
Conceptual frameworks identify factors
A theoretical framework arises from outcomes
influencing a particular field, e.g., exploration
beyond a single study, based on one or more
of ‘masquerade’ mimicry in animals based on
theories, e.g. Darwin’s theory of evolution by
phenomena such as protective mimicry, crypsis
natural selection.
and aposematism.

 Provide examples (at least 2) of the theoretical framework in educational research

and the corresponding research paradigm in diagram/figure form and explain.
Theoretical Framework
 Group 15 – Mixed Majors
Francis D. Davalos Carina Labtic
MaEd – Science Education MaEd – Basic Education

Maria Ruth Cuazon

MaEd – Filipino Education
Laila Dalumpines Agullana Rushel L Caspe
MaEd – Science Education MaEd – Special Education

This study is anchored in the following important theories:

The first theory that related in this study is the Theory of Hierarchy of Needs by Maslow
(1943) wherein one of the components of this is the Self Actualization which defined as
term that has been used in various psychology theories, often in different ways. The term
was originally introduced by the organismic theorist Kurt Goldstein for the motive to
realize one's full potential. Expressing one's creativity, quest for spiritual enlightenment,
pursuit of knowledge, and the desire to give to and/or positively transform society are
examples of self-actualization. He placed self-actualization on the final level of
psychological development that can be achieved when all basic and mental needs are
essentially fulfilled.
Since this study is all about the work performance of Deaf employees, the researchers
decided to relate this theory because at the end of the day we want to prove that Deaf
employees can develop their full potentials through the different learnings that they can
get in everyday interaction with their co-employees as well as with their manger in the
workplace. They can actualize their responsibilities for them to prove that they are
accountable in their work area.
Second Theory and also the last is the Social Learning Theory by Lev Vygotsky, the
main theme of this theory is that social interaction plays a fundamental role in the
development of cognition. Vygotsky (1978) states “every functions in the child’s cultural
development appears twice: first on the social level and later on the individual level; first,
between people (inter psychological) and the inside the child(intrapsychological). This
applies equally the voluntary attention, to logical memory and to the formation of
concepts. All the higher functions originate as actual relationships between individual.” It
is also known the Zone of Proximal Development. To support these claims, the
researchers employed Social Development Theory by Lev Vygotsky. His theory
ascertained the importance of other people termed as More Knowledgeable Others
(MKOs) in the overall development of an individual. He also has given the role of social
interaction in the development of a person. He used the term Zone of proximal
Development (ZPD) which is a level of development attained when children engage in
social behavior.

CONCEPTUAL FRAMEWORK OF THE STUDY

The conceptual model will guide the researcher in conducting the study. This is presented in
Figure 1

Figure 1. Conceptual Model for the Construction of the Project Tool

 Group 15 – Mixed Majors
Francis D. Davalos Carina Labtic
MaEd – Science Education MaEd – Basic Education

Maria Ruth Cuazon

MaEd – Filipino Education
Laila Dalumpines Agullana Rushel L Caspe
MaEd – Science Education MaEd – Special Education

Work performance of Deaf Level of Accountability of

employees in the City Deaf employees in the City
Government of Calapan in Government of Calapan in
terms of: terms of:

 Work Skills  Transparency

 Work Competency  Acceptability
 Work Attitude  Accessibility
 Work Productivity

Independent Variables Dependent Variables

The framework of the study is presented by showing two different variables: independent and
dependent. The independent variables are 1) Work Skill, 2) Work Competency, 3) Work Attitude, and; 4)
Work

Scaffolding Model to hire Deaf Employees in the Government

Productivity. The dependent variables are the 1) Transparency, 2) Acceptability, and; 3) Accessibility

The arrows as used in the conceptual framework represent the relationship between the
independent variables and dependent variables. While the line arrows represent the model that will be
developed by the researchers after interpreting all the data that they have been gathered.
 Group 15 – Mixed Majors
Francis D. Davalos Carina Labtic
MaEd – Science Education MaEd – Basic Education

Maria Ruth Cuazon

MaEd – Filipino Education
Laila Dalumpines Agullana Rushel L Caspe
MaEd – Science Education MaEd – Special Education

Theoretical Framework

There are three theories supporting this research namely: Constructivism Learning
Theory, Triarchic Theory of Intelligence, and Mastery Learning Theory.

Constructivism Learning Theory was introduced by Bruner (1990) and Piaget (1972).
Two of the key concepts within the constructivism learning theory which create the construction
of an individual's new knowledge are accommodation and assimilation. Assimilating causes an
individual to incorporate new experiences into the old experiences. Accommodation, on the other
hand, is reframing the world and new experiences into the mental capacity already present. It
will allow students, at an early age or a late age, develop the skills and confidence to analyze the
world around them, create solutions or support for developing issues. Applying constructivism in
teaching word problems will support the philosophy of learning which build a students' and
teachers' understanding. It causes the individual to develop new outlooks, rethink what were
once misunderstandings, and evaluate what is important, ultimately altering their perceptions in
solving word problem.

Triarchic Theory of Human Intelligence of Sternberg 1980, this includes three facets
or subtheories: Analytical (componential), Creative (experiential), and Practical (contextual).
This study is focusing in Analytical Facet link to the variable Analytical Ability. Analytical
Intelligence similar to the standard psychometric definition of intelligence e.g. as measured by
Academic problem solving: analogies and puzzles, and corresponds to his earlier componential
intelligence. Sternberg considers this reflects how an individual relates to his internal world.
Sternberg believes that Analytical Intelligence (Academic problem-solving skills) is based on the
joint operations of metacomponents (organization) and performance components and knowledge
acquisition components of intelligence. Metacomponents, these are the executive functions to
order and organise performance and knowledge acquisition components. Performance
components, they are the cognitive processes that enable us to encode stimuli, hold information
 Group 15 – Mixed Majors
Francis D. Davalos Carina Labtic
MaEd – Science Education MaEd – Basic Education

Maria Ruth Cuazon

MaEd – Filipino Education
Laila Dalumpines Agullana Rushel L Caspe
MaEd – Science Education MaEd – Special Education

in short-term memory, make calculations, perform mental calculations, mentally compare

different stimuli, retrieve information from long-term memory.

Mastery Learning Theory by Bloom 1971, it differs from conventional classroom

instruction in that: It emphasizes mastery of all objectives in each learning unit, it uses diagnostic
progress test (formative test) to identify each learner’s errors, and it uses systematic feedback i.e.
correctives for helping learners overcome learning difficulties. Giving feedback to the student’s
performances about word problem will be successful to learning experiences which can be
provided for learners. For a meaningful and positive change to be achieved, Bloom’s learning
theory is quite useful. Because learning word problem must be in details, guiding the students
will help them to improve their performances and it even provides additional time for those
learners who need it, allows variation in learning-time and emphasizes high level of achievement
for all learners

Three theories support the conceptual framework – wherein it focuses in variables

Reading Comprehension, Analytical Ability, and Academic Performance. Constructivism
Theory is linked to Reading Comprehension variable, which it reframes the directed
understanding word problems to a structured way. It also helps the understanding in the concept
of the students to reorganized. Triarchic Theory: Analytical Facets is, of course, relatively in
Analytical Ability variable – which the cognitive ability of student is developed mathematically
and logically by retrieving long-term memory. And lastly, Mastery Learning Theory is
associated in Academic Performance of the student, by giving a daily feedback in students’
performance. Feedbacking is detailed, also in how discussion of word problem would be.
Learners will be encouraging to love math more.

Conceptual Framework
 Group 15 – Mixed Majors
Francis D. Davalos Carina Labtic
MaEd – Science Education MaEd – Basic Education

Maria Ruth Cuazon

MaEd – Filipino Education
Laila Dalumpines Agullana Rushel L Caspe
MaEd – Science Education MaEd – Special Education

Structured Literacy Instruction Direct Instruction

Reading Comprehension Reading Comprehension
Analytical Ability Analytical Ability

BASIS FOR INNOVATIVE

STRATEGY IN TEACHING
WORD PROBLEM

This framework shows uncorrelated variables. The double-headed arrow tells the differences of the two
groups. The single-broken headed arrow signifies as the basis for solution of the problem. The first box,
Structured Literacy Instruction with indicators are Reading Comprehension and Analytical Ability, is the
experimental group- exposed to changes in the independent variable being tested. The second box, Direct
Instruction (traditional way of teaching word problem) with indicators Reading Comprehension, and
Analytical Ability, is the control group- which isolates the independent variable's effects on the
experiment. The proposed integration in teaching word problem will be the basis of this study which will
be coming from the investigation and interpretation of all data to be gathered to each one of the variables