12 SENIOR HIGH SCHOOL

Practical Research 2
Quarter 3 – Module 3:
Conceptual Framework
& Review of Related Literature

NegOr_Q3_Practical Research2_Module3_v2
NegOr_Q3_Practical Research2_Module3_v2
Practical Research 2 for Grade 11
Alternative Delivery Mode
Quarter 3 – Module: 3 Conceptual Framework & Review of Related LiteratureSrst

Second Edition, 2022

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NegOr_Q3_Practical Research2_Module3_v2
 Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will
tell you if you need to proceed on completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the end
of each module, you need to answer the post-test to self-check your learning. Answer
keys are provided for each activity and test. We trust that you will be honest in using
these.
In addition to the material in the main text, Notes to the Teacher are also provided to
our facilitators and parents for strategies and reminders on how they can best help you
on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM.
Use a separate sheet of paper in answering the exercises and tests. And read the
instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Thank you.

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 What I Know

Task 1.
Directions: Read each item carefully. Write TRUE if the statement is true
and write FALSE if the statement is incorrect. Write your answers in your
ActivityNotebook/ Activity Sheets.
1. Conceptual frameworks give life to a research.
2. If theoretical framework and/or conceptual framework are applied
wrongly, the result their research findings become weak.
3. It is the researcher’s explanation of how the research problem would be
explored.
4. The research activities are planned to verify the hypothesis and not to
find out the solution of the problem or to seek an answer to a question.
5. Hypothesis is called also a leap into the dark.
6. Hypothesis predicts what the researchers expect to see, the goal of
research is to determine whether this guess is right or wrong.
7. The goal literature review is to bring the reader up to date with
current literature on a topic and form the basis for another goal, such
as the justification for future research in the area.
8. A good literature review gathers biases information about a particular
subject from any sources.
9. The introduction and conclusion to your review of the literature
should show how your research project will join the on-going
conversation.
10. The main aim in structuring your review of the literature is to lead
your reader to understand the need to precisely conduct the form of
literature review or research paper that you propose or have done.

What’s In 2

Task 2:

Complete the KWL Chart based on your knowledge on the

following topics provided below. Accomplish the last column after reading
the content of this module.

Topics What I already What I want to What I Have

know know Learned

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 Conceptual
Framework

Review of Related
Literature

Hypothesis

Task 3

Study the diagram below and answer the questions that follow.

Modular Print Modality and College Preparedness of Selected Senior High

School Students of Siaton 3 Disrict

Modular Print Academic Performance of

Approach Selected SHS Students

• Sense of • Good grades

Responsibility • Pass qualifying exam
• Honesty for college
• Conscientiousness • Qualified in the
• Enthusiasm chosen courses

1. What do you call this diagram?

2. Formulate at least 2 questions based on the title given above.
3. If the title above is to be undertaken, what do you think will be the
result? Answer in a paragraph form.

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 What is It

What is a Conceptual Framework?

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 toaid 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 &
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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 aresearcher, 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 thestudy.

The following is an example of a conceptual framework of the study on

Student’s Motivation and Academic Performance of Senior High Students of
Bolocboloc High School, SY 2017-2018 (Deguit, Salinas, Catherine, Samson, Don,
2018). The study posited that that academic performance of senior high school
students is affected by the profile (age, sex, family income) and Motivation
(intrinsic, extrinsic).

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Paradigm

Profile of Respondents
a. Age
b. Sex
c. Family Income Academic
Performance in
SHS
Student’s Motivation
a. Intrinsic
b. Extrinsic

Figure 1. Conceptual Framework on Student’s Motivation and Academic

Performance of Senior High Students of Bolocboloc High School, SY 2017-
2018

What is a research hypothesis?

A research hypothesis is a statement of assumption or prediction that
will be tested by research.
Before formulating your research hypothesis, read about the topic of
interest to you. From your reading, which may include articles, books and/or
cases, you should gain sufficient information about your topic that will enable you
to narrow or limit it and express it as a research question. The research question
flows from the topic that you are considering. The research question, when stated
as one sentence, is your Research Hypothesis. In some disciplines, the
hypothesis is called a “thesis statement.” Other words for “hypothesized” are
“posited,” “theorized” or “proposed”. Remember, your hypothesis must REQUIRE
two or more disciplines, one of which is law. This is essential, since your paper
is interdisciplinary and a demonstration of the interdisciplinary process.
In your hypothesis, you are predicting the relationship between
variables. Through the disciplinary insights gained in the research process
throughout the year, you “prove” your hypothesis. This is a process of
discovery to create greater understandings or conclusions. It is not a strict
proof as in logic or mathematics.
Example Research Question:
Is there a significant relationship between profile (age, sex, family income)
and academic performance of senior high students?

Statement of Research Null hypothesis (Prediction is not true).

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 There is no significant relationship between profile (age, sex, family
income) and academic performance of senior high students.

What is a Literature Review?

A literature review is an objective,
6 thorough summary and critical
analysis of the relevant available research and non-research literature on the
topic being studied (Hart, 1998; Cronin, et al., 2008). Its goal is to bring the
reader up to date with current literature on a topic and form the basis for
another goal, such as the justification for future research in the area. A good
literature review gathers information about a particular subject from many
sources. It is well written and contains few if any personal biases. It should
contain a clear search and selection strategy (Carnwell and Daly, 2001;
Cronin, et al., 2008). Good structuring is essential to enhance the flow and
readability of the review (Colling, 2003).

Systematic Literature Review

The purpose of a systematic literature review is to provide as complete

a list as possible of all the published and unpublished studies relating to a
particular subject area. It is different with traditional reviews that attempt to
summarize results of a number of studies, systematic reviews use explicit and
rigorous criteria to identify, critically evaluate and synthesize all the literature
on a particular topic (Cronin, et al, 2008). Primary purpose of this article is to
provide the reader with a comprehensive background for understanding
current knowledge and highlighting the significance of new research. It can
inspire research ideas by identifying gaps or inconsistencies in a body of
knowledge, thus helping the researcher to determine or define research
questions or hypotheses. Equally, however, it can help refine or focus a broad
research question and is useful for both topic selection and topic refinement.
It can also be helpful in developing conceptual or theoretical frameworks
(Coughlan, et al, 2007; Cronnin, et al, 2008). A systematic review should
feature the time frame within which the literature was selected, as well as the
methods used to evaluate and synthesize findings of the studies in question.
In order for the reader to assess the reliability and validity of the review (see
figure 1), the reviewer needs to present the precise criteria used to:
(a) Formulate the research question;
(b) Set inclusion or exclusion criteria;
(c) Select and access the literature;
(d) Asses the quality of the literature includes in the review;
(e) Analyze, synthesize, and disseminate the findings.

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Searching and selecting appropriate articles
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The next step after selected a topic is to identify, in a structured way, the
appropriate and related information. A systematic approach is considered most
likely to produce a review that will be advantageous in notifying practice. The
comprehensiveness and relevance are what reviewers need to considerand
add that the more specific the topic or question being searched is, the more
focused the result will be (Cronin et al, 2008). The types of articles that are
selected for a good review of literature are theoretical presentations, review
articles, and empirical research articles. Choosing the work of a single
researcher may be one method for starting a literature review. Your presentation
will be more powerful if conflicting theoretical positions and findings are
presented along with the position or prediction that you support in your paper.
You should choose several researchers' works that have addedto the knowledge
base in a specific area. Strive to eliminate (or explain away) articles that have
faulty methods or that use faulty reasoning to support their findings.

Analyzing and synthesizing the literature

After you have collected the articles, you intend to use in your
literature review, you are ready to analyze each one (break it down and identify
the important information in it) and then synthesize the collection of articles
(integrate them and identify the conclusions that can be drawn from the
articles as a group). Initially, it is advisable to undertake a first read of the
articles that have been collected to get a sense of what they are about. Most
published articles contain a summary or abstract at the beginning of the
paper, which will assist with this process and enable the decision as to
whether it is worthy of further reading or inclusion. At this point, it may also
be of benefit to undertake an initial classification and grouping of the articles
by type of source (Cronin, et al, 2008).

What’s More

Activity 3: Let us do it…

Directions. Answer the following questions comprehensively in your task

sheet or activity notebook.

1. Describe the relationship of hypothesis and research questions.

2. What is the importance of conceptual framework in the research study?

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 What I Have Learned

Activity 4: Let us reflect…

Directions. Write a short reflection in your Activity Notebook.

I thought

I learned that

What I Can Do

Activity 5. Let us prove it…

Directions. Write a conceptual framework of your chosen topic. Provide a

paradigm and textual explanation.

Assessment

Activity 6. Let us check it out…

Directions. Read each item carefully. Write the letter that corresponds to
your answers.

1. A structure which the researcher believes can best explain the natural
progression of the phenomenon to be studied .
a. hypothetical b. conceptual
c. theoretical d. assumed theory
2. A prediction of the outcome of a study is .
a. hypothesis b. scope
c. concept d. summary

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3. 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 is .
a. Conceptual framework b. theoretical framework
c. hypothetical framework d. conjectural framework
4. It is well written and contains few if any personal biases is .
a. theories b. hypothesis
c. assumption d. literature
5. The reviewer/researcher needs to present the precise criteria except:
a. Formulate the research question
b. Set inclusion or exclusion criteria
c. Select and access the literature
d. provides opportunity to jump into conclusion
6. A is considered most likely to produce a review that will be
advantageous in notifying practice.
a. simplified approach b. systematic approach
c. Basic approach c. organized approach
7. The following are main purposes of systematic review of literature
except:
a. To provide the reader with a comprehensive background for
understanding current knowledge.
b. Highlighting the significance of new research.
c. It can inspire research ideas by identifying gaps or
inconsistencies in a body of knowledge.
d. To providing the common blunders in identifying the solution
of the problem
8. The key to a good or research paper is the ability to present the
findings in such a way that it demonstrates your knowledge in a clear
and consistent way.
a. literature review b. conceptual framework
c. Theoretical framework d. hypothesis
9. The following are overall aims of theoretical and conceptual framework
except:
a. Explains the path of a research
b. Grounds it firmly in theoretical constructs.
c. To make research findings more meaningful
d. summarizes the findings and conclusions of the study

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10. The following are components of hypothesis except:
a. The variables
b. The population
c. The relationship between the variables
d. The significance of the study

Additional Activities

Activity 7. Let us go beyond…

Directions. Go back to your research topic for a quantitative study, start

formulating hypothesis (if applicable) based on your research problem.

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Activity 1 (answers may vary)
Activity 2 (answers may vary)
Activity 3 (answers may vary)
Activity 4 (Answers may vary)
Activity 5 (Answers may vary)
Activity 6
1. B 12
2. A
3. A
4. D
5. D
6. B
7. D
8. A
9. D
10. D
Activity 7 (answers may vary)
Answer Key
Glossary

Conceptual Framework -an analytical tool that is used to get a

comprehensive understanding of a phenomenon.
A diagrammatical representation of the relationship
among variables

Hypothesis - an assumption, an idea that is proposed for the

sake of argument so that it can be tested to see if it
might be true.
Review of related literature (RRL) - a detailed review of existing literature
related to the topic of a thesis or dissertation.

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.
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Bibliography
Adom, Dickson, Hussein, Emad, Adu-Agyem, Joe. 2018. "International Journal of Scientific
Research."
Camp, W.G. 2001. "Formulating and Evaluating Theoretical for Career and Technical Education
Research." 26-39.
Camp, WG. n.d.
Carnwell, R. and Daly, W. 2001. Strategies for the Construction of a Critical Review of the Literature.
Nurse Educ Pract 1.
Colling, J. 2003. Demystifying the Clinical Nursing Research Process: The Literature Review. Urol
Nurs 23 (4)297-9.
Cronin, P., Ryan, F., Coughlan, M. 2008. "Undertaking a Literature Review: A Step by Step
Approach." British Journal of Nursing, 17 38-43.
Evans, M. 2007. Recent Research (2000-2006) into Applied Linguistics and Language Teaching with
Specific Reference to L2 French. Language Teaching.
Grant, C. and Osanloo,A. 2014. "Understanding, Selecting, and Integrating a Theoretical
Framework in Dissertation Research: Creating the Blueprint for 'House.'." Administrative
Issues Journal: Connecting Education, Practice and Research 12-22DOI:10.5929/2014.4.2.
Hart, C. 1998. Doing a Literature Review. London: Sage Publication.
Imenda, S. 2014. "Is there a Conceptual Difference Between Conceptual and Theoretical
Frameworks?" Journal of Social Science,38 (2) 185-195.
Kabir, Syed Muhammad. 2016. Formulating and Testing Hypothesis.
Liehr, P. and Smith, M.J. 1999. Middle Range Theory: Spinning Research and Practice to Create
Knowledge for the New Millennium: Advances in Nursing Science.
Luse, A., Mannecke, B., and Townsend, A. 2012. "Selecting Research Topic: A Framework for
Doctoral Students." International Journal of Doctoral Studies, 7. 143-152.
Miles, M.B. and Huberman, A.M. 1994. Qualitative Data Analysis: An Expanded Source Book .
Newbury Park, CA.
Peshkin, A. (1993). 1993. The Goodness of Qualitative Research: Educational Researcher.

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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