Week 4 FRAMEWORK and Definition 1

NATIONAL TRAINING OF TRAINERS FOR SHS
TEACHERS
ON SCHOOL-BASED RESEARCH
SESSION 3:CONCEPTUAL
FRAMEWORK
REX C. BRIONES
Region VIII, LEYTE DIVISION
DEPARTMENT OF EDUCATION
SESSION OBJECTIVES
1. Differentiate the theoretical and
conceptual framework of the study
2. Defines operationally important terms
used in the study
Framework as the “skeleton” of a
research study using different
concepts and theories served as
the buildings blocks for the
foundation or bases of the study
(Cristobal & dela Cruz-Cristobal,
2017).
Activity 1:
THE FRAMEWORKS
Guide Question:
What is the difference between a conceptual
and a theoretical framework?
Why is a framework compared to a key?
Guide Question:
What is the difference between a
conceptual and a theoretical framework?
Why is a framework compared to a key?
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THEORETICAL FRAMEWORK
It may be formulated from an existing
theory/ies and serves as the
foundation of the study.
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-is a lens or model that you adopt/adapt

to guide your research
-links the theory, conceptual definitions
adopted and the relevant literatures
Making Connections
Advantages of using theoretical framework
1. Theory usually comes with all the essential

components present.
2. Well established theories have typically
been used and tested extensively in other
studies.
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CONCEPTUAL FRAMEWORK
Links together key concepts in a
sequential and logical manner
and provides explanation for the
subject being studied.
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Typically, it can be developed by
yourself or adopted from other studies
The “research problem” is a part of conceptual
framework, and formulating the research
problem is often seen as a key task in designing
a study.
Another way of putting this is that a
conceptual framework for your research is
something that is constructed, not found.
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ACTIVITY 3:
BRICOLAGE
(Construction of anything at hand)
1. In your group, brainstorm and share ideas
about the pictures.
2. Create the concept map out from these
presented pictures using the manila papers.
3. You may use words, pictures, shapes, lines and
arrows to present your map
4. Assign a representative to present the outputs.
THE CONCEPTUAL FRAMEWORK
https://www.charterededucation.com/ifrs/understanding-the-purpose-of-conceptual-framework-for-ifrs/
Sources of Concepts: The pieces of the conceptual framework are borrowed but the
researcher provides the structure.
Guide Questions:
1. How are the pictures connected to
one another?
2. What are the commonalities
among the pictures?
Concepts may be borrowed from:
 existing theories
 previous research models
 personal real life experiences
 findings of the previous study
 concepts of the several theories
and models
Functions of Conceptual Framework
 defines the research problem;
 establishes theoretical coherence;
 organizes research design and
implementation; and
 frames conceptual conclusions
Functions of Conceptual Framework
 provide researchers with a :
 means of setting out an explanation set that might
be used to define and make sense of the data that
flow from the research question;
 filtering tool for selecting appropriate research
questions and related data collection methods; and
 reference point/ structure for the discussion of the
literature and methodology.
SPECIFIC FORMS OF CONCEPTUAL
FRAMEWORK
1. flow charts
2. tree diagrams
3. shape based diagrams
• Triangles
• Concentric circles
• Overlapping Circles
• Mind maps
Example:
Input 1. Profile of the Entrepreneurs 3. Specimen Collection
2. Roles of Entrepreneurs 4.Performance
Process Analysis of data through the questionnaire, informal

interviews, and statistical treatment
Improved role of entrepreneurs Higher returns

Output Better quality of services
Entrepreneurs roles toward improved work performance

Example:
Teaching Methodology used by
instructors:
Level of Performance of College
1. computer-assisted Students
2. Instruction
3. demonstration
Effects of Computer-Assisted Instruction and Demonstration Method

to the Level of Performance of College Students
Example:
Teaching Level of Performance of
Competence of Nursing Students
Clinical Instructors
-Academic Grades
- Knowledge Level
-Related Learning
-Pedagogical Skills
Experience
-Classroom
Management Skills -Patients’ Satisfaction
Relationship of the Teaching Competence of Clinical Instructors

to the Level of Performance of Nursing Students
Example:
Teaching Competence Level of Performance
of Instructors of Students
-Knowledge -Academic Grades FACULTY
-Pedagogical Skills -Related Learning DEVELOPMENT
-Classroom Experience PROGRAM
Management Skills -Patients’ Satisfaction
Relationship of the Teaching Competence of Clinical Instructors

to the Level of Performance of Nursing Students Towards Faculty Development Program
LET’S APPLY!
Instructions:
1. Using the research topic you have chosen from the previous
sessions, design a conceptual framework.
2. You are given 15 minutes to do the activity.

3. Post your work on the assigned area.
4. Assign a representative to share your output.
LET’S APPLY!
Two ways of defining the key terms used in the
study.
1. Conceptual definition. The definition of terms is
based on concepts of or is hypothetical.
2. Operational definition. The definition explains how
the researcher decides to measure the variables in
the study (variable = anything that can be measured).
Term Dictionary/conceptual Sample Operational Definitions
Definition
Punishment Harsh or injurious treatment for Presentation of 3 milliamp shock for 0.5
an offense seconds following certain specified
behavior
Learning Acquiring knowledge or skill Change in behavior ( specify kind of
behavior) as a function of practice
Anxiety State of being uneasy, Sweat gland activity (amount) heart
apprehensive or worried rate (amount) physiological changes
(specify), self-reported anxiety on a
scale of 1-7.
Intelligence Ability to learn or understand Score on the Stanford-Binet
from experience Intelligence Test, score on the
Wechsler Intelligence Scale for
Children
Thirst Distressful feeling causes Eighteen hours (or other value)
by a desire or need for without access to water
water
Activity
1. Define the terms used in your study using

operational definition
Thank you!

Week 4 FRAMEWORK and Definition 1

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NATIONAL TRAINING OF TRAINERS FOR SHS

Why is a framework compared to a key?

-is a lens or model that you adopt/adapt

1. Theory usually comes with all the essential

Process Analysis of data through the questionnaire, informal

Improved role of entrepreneurs Higher returns

Entrepreneurs roles toward improved work performance

Effects of Computer-Assisted Instruction and Demonstration Method

Relationship of the Teaching Competence of Clinical Instructors

Relationship of the Teaching Competence of Clinical Instructors

2. You are given 15 minutes to do the activity.

4. Assign a representative to share your output.

1. Define the terms used in your study using

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