Holy Name University

City of Tagbilaran
Graduate Studies

Subject: Educ 342: Theory Development

Name: ALVIE ANN L. AYING

Course & year: Ph.D. ELT -I

1. Theories evolve based on fresh, evolving observations and facts. To accomplish this, one must
compare the theory's predictions with measures taken in the social world, or the world of
practice, in the capacity of both researcher and practitioner. There are three different levels of
theory: grand, middle‐range, and substantive, and the differences between them depend on a
theory’s capacity to change the way we think about the world, and its general applicability. They
contend that a theory is more than just a reference to (or description of) previously created
theories by academics. Instead, a new theory needs to develop a logical theoretical case by
drawing from the ideas, causal existing theory's relationships, and justifications. In addition,
Sutton and Staw (1995) also emphasize that theory is more than just facts. While research-
derived data can be used to describe what has been observed, highlighting patterns and offering
support, theory explains through reasoning why what has been observed or is expected to be
observed, occurs. Therefore, a theory's logic and justification are essential. Additionally, even
though a theory may be presented diagrammatically and include propositions or hypotheses, it
is more than just a diagram.

2. Concept, as opposed to theory, refers to an idea or abstraction of phenomena. Therefore, in the

broadest sense, a concept integrates thoughts or observations on all aspects of the mental
picture of the phenomenon, describing rather than rationally justifying.

3. Research is undertaken with stakeholders, not for them; hence, stakeholders are engaged in the
four stages, as follows:
• Problem formulation – you talk to those who experience the problem, as well as
reviewing the literature.
• Theory building – you create the theory either inductively or deductively, and
validate it by having discussions with knowledge experts from disciplines and
functions that have addressed the problem.
• Research design – you formulate an appropriate methodology, but also discuss this
with technical experts. You also talk to people who can provide access to data, as
well as respondents or informants.
• Problem-solving – you apply the findings, but also engage with the intended
audience to interpret meanings and uses.