11 SENIOR HIGH SCHOOL

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

First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Mary Ann C. Torres, MAED - Admin. & Supervision
Jean G. Fabugais, MAED-ELT, TMC-1
Editors: Esteria J. Macajelos
Reviewers: Esteria J. Macajelos
Illustrator: None
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Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Marcelo K. Palispis, EdD Maricel S. Rasid
Joelyza M. Arcilla, EdD Elmar L. Cabrera
Nilita L. Ragay, EdD
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 TABLE OF CONTENTS

CONTENT PAGES

WHAT I KNOW ------------------------------------------------------------------ 1

WHAT’S IN ------------------------------------------------------------------ 2
WHAT’S NEW ------------------------------------------------------------------- 3
WHAT IS IT ------------------------------------------------------------------- 3
WHAT’S MORE ------------------------------------------------------------------- 7
WHAT I HAVE LEARNED ---------------------------------------------------------- 8
WHAT I CAN DO ------------------------------------------------------------------- 8
ASSESSMENT -------------------------------------------------------------------- 8
ADDITIONAL ACTIVITIES ----------------------------------------------------------- 10
ANSWER KEYS -------------------------------------------------------------------- 11
GLOSSARY -------------------------------------------------------------------- 12
REFERENCES -------------------------------------------------------------------- 13

1
 What I Know

Task 1.
Directions: Read each item carefully. Write TRUE if the statement is true
and write FALSE if the statement if false. Write your answers in your Activity
Notebook/ 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.

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 What’s In

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

Conceptual
Framework

Review of Related
Literature

Hypothesis

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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.

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 to
aid 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 a
researcher, 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 the
study.

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).

Paradigm

Profile of respondents:
a. Age
b. Sex
c. Family Income
Academic
Performance in
Student’s Motivation: SHS

a. Intrinsic
b. Extrinsic

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 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).

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, 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

65
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.

Searching and selecting appropriate articles

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 consider
and 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

76
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 added
to 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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 Answer Key

Activity 1
1. True 6. True
2. True 7. True
3. True 8. false
4. True 9. True
5. True 10. True
Activity 2 (answers may vary)
Activity 3 (answers may vary)
Activity 4 (answers may vary)
Activity 5 (answers may vary)
Activity 6
1. B 6. B
2. A 7. D
3. A 8. A
4. D 9. D
5. D 10. D
Activity 7 (answers may vary)

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Glossary

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

comprehensive understanding of a phenomenon.

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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References

Adom, Dickson & Hussein, Emad & Adu-Agyem, Joe. (2018). THEORETICAL
AND CONCEPTUAL FRAMEWORK: MANDATORY INGREDIENTS OF A
QUALITY RESEARCH. International Journal of Scientific Research. 7.
438-441.
Camp, W. G. (2001). Formulating and Evaluating Theoretical for Career and
Technical Education Research. Journal of Vocational Educational
Research, 26 (1), 27-39.
Carnwell, R., & Daly, W. (2001) Strategies for the Construction of a Critical
Review of the Literature. Nurse Educ Pract 1: 57-63
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(1): 38-43.
Evans, M. (2007). Recent Research (2000 - 2006) into Applied Linguistics and
Language Teaching with Specific Reference to L2 French. Language
Teaching, 40: 211 -230.
Grant, C. & 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, Pp. 12-22 DOI: 10.5929/2014.4.2.
Hart, C. (1998). Doing a Literature Review. London: Sage Publications.
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. & Smith M. J. (1999). Middle Range Theory: Spinning Research and
Practice to Create Knowledge for the New Millennium. Advances in
Nursing Science, 21(4): 81-91.
Luse, A., Mennecke, B., & Townsend, A. (2012). Selecting a Research Topic:
A Framework for Doctoral Students. International Journal of Doctoral
Studies, 7, 143-152.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An
Expanded Source Book (2nd ed.). Newbury Park, CA: Sage.
Peshkin, A. (1993). The Goodness of Qualitative Research. Educational
Researcher, 22(2), 23-29

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Ramdhani, Abdullah & Ramdhani, Muhammad & Amin, Abdusy. (2014).
Writing a Literature Review Research Paper: A step-by-step approach.
International Journal of Basic and Applied Science. 3. 47-56.
Sally. (2013). A Synthesis Matrix as a Tool for Analyzing and Synthesizing
Prior Research. Retrieved from
http://www.academiccoachingandwriting.org/dissertation-
doctor/dissertation-doctor-blog iii-a-synthesis-matrix-as-a-tool-for-
analyzing-and-synthesizing-prior-research.

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Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

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