Practical Research 2 – Grade 11

Quarter 3 – Module 15: A Narrative Explanation of Conceptual Framework

First Edition, 2020

Republic Act 8293, Section 176 states that no copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Renee Rose C. Reyes
Editor: Cynthia J. Tamayo
Reviewers: Liza A. Alvarez, EPS – Research
Illustrator: Renee Rose C. Reyes, and Edison P. Clet
Layout Artist:
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Revera, CESE
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 Practical
Research 2 11
Quarter 3
Self-Learning Module15
A Narrative Explanation of
Conceptual Framework
Introductory Message

For the Facilitator:

Welcome to Practical Research 2 Self-Learning Module on Conceptual

Framework (cont.)!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to Practical Research 2 Self-Learning Module on Conceptual

Framework (cont.)!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

In the previous module (module 14), we have discussed how to create the
diagram version of the conceptual framework. In this lesson, we will learn how to
write the explanation of the conceptual framework diagram.

At the end of this module, you are expected to:

1. discuss how to explain the conceptual framework;
2. write the explanation of the given conceptual framework; and
3. create a narrative explanation of your created conceptual framework
from previous module.

PRETEST

DIRECTIONS: Read the sample narrative conceptual framework below and identify
the contents of it from the choices written in the box. Write your answers in your
notebook.

CONCEPTUAL FRAMEWORK

The researchers aim to know the effect of parenting styles on the school
performance of select grade 12 humanities and social sciences students (HUMSS) of
Rizal High School-Senior High School (RHS-SHS). Figure 1 shows the plan of the
researchers in answering their research problem. They need the demographic profile
of the students like their order in the family (if they are the eldest or the youngest)
and their family’s economic status. Aside from that, the researchers will also identify
what parenting styles their family has through a set of questions.

The information needed will all be included in one survey questionnaire and
will be analyzed if the demographic profile has a direct correlation with the parenting
style. Additionally, they will also confirm if the parenting style has a significant effect
on the school performance of the student. School performance covers not just their
performance inside the classroom or during the discussion but also their extra-
curricular activities or even non-curricular activities and records in guidance.

Based on the study conducted by Dornbusch, et.al., 1987, both authoritative

and permissive parenting styles have the negative effect on the school performance
of students and the researchers would like to know if this is still the same given a
different generation and set of students.
thResearch topic Explanation Input
what
Reference Methodology

_______________1. Based on the study conducted by Dornbusch, et.al., 1987, both

authoritative and permissive parenting styles has negative effect on the school
performance of students.

_______________2. The researchers aim to know the effect of parenting styles on the
school performance of select grade 12 humanities and social sciences students
(HUMSS) of Rizal High School-Senior High School (RHS-SHS).

_______________3. The information needed will all be included in one survey

questionnaire and will be analyzed if the demographic profile has a direct correlation
with the parenting style.

_______________4. They need the demographic profile of the students like their order
in the family (if they are the eldest or the youngest) and their family’s economic
status.

_______________5. The researchers will also confirm if the parenting style has a
significant effect on the school performance of the student. School performance
covers not just their performance inside the classroom or during the discussion but
also their extra-curricular activities or even non-curricular activities and records in
guidance

RECAP

DIRECTION: Before proceeding with the lesson proper, create a conceptual

framework from this given statement of the problem. You can use the input-process-
output format. Write your answer in your notebook.

Statement of the Problem

This study aims to determine the most effective educational software for Visual
and Aural Learners of Grade 12 ICT Students.

Specifically, this study seeks to answer the following questions:

1. What are the learning styles of selected students from the ICT strand?
2. What are the different software used by the teachers of ICT students?
3. What educational software is more helpful in the learning capacity of ICT
students?
 LESSON

CONCEPTUAL FRAMEWORK
As mentioned in the previous module, a narrative form of the conceptual
framework is also included in the research paper. The main goal of this is to further
explain the plan of the researcher in his/her research study. It is expected to be more
detailed than the diagram form. Let us know more about the narrative format.

Purposes of Narrative Conceptual Framework

Writing a narrative form will be easier if you already drafted your diagram for
the conceptual framework. We have already learned in module 14 that conceptual
framework in general serves as the “plan” or “blueprint” of the researcher. It will guide
the researcher in completing the whole paper.

Here is the list of purposes of the narrative form of conceptual framework:

1. A walkthrough. In this part of the research paper, you are expected to give
more detailed information of what is shown in the diagram format. You should
start with your topic to the variables, your plan methodology, and the expected
results of the research.

2. Clarifies connections and relationships. Since the diagram form shows

boxes and arrows, you are expected to explain those arrows and lines between
the boxes. This is very important for those people who aren’t familiar with the
rules of using arrows and lines in a conceptual framework.
 3. Literature and Studies. Since the diagram may only show phrases or just
illustrations, you can state here the literatures or studies you have used in
creating that diagram and its connection to your study.

Guidelines in composing your narrative conceptual framework

1. State your topic. You should always start in stating your topic though it is
already mentioned in other parts. This will help the readers follow the flow of
your explanation.

2. Refer to your diagram. Since this is the narrative format, your content here
should match the diagram. However, referring to the diagram should not limit
you from giving more information about your plan for your research. You can
state the methodology that you plan to use and the expected results of your
study.

3. Use the literature. Before creating your diagram, you have gathered all the
related literature and studies, and these will still be helpful in this part. You
can use the information gathered in explaining and giving off the details of
your plan.

4. Return and revise. Though your conceptual framework serves as your guide
and plan, it doesn’t mean that you will stick to it no matter what. If changes
arise or a new plan is necessary, return to your conceptual framework and
make those changes or explain the changes.

Examples of a Narrative Conceptual Framework

There would be two examples that will be presented here. The first one is the
IPO format of the diagram and the other one is the DIY format of a researcher.

Figure 1. Input-Process-Output sample of Conceptual Framework

 The researchers aim to compare the traditional library set up and the learning
commons in terms of the number of visitors, the ambiance inside the library, and
the feedback of the select students on its effect on their academic performance.
Figure 1 shows the plan of the researchers in achieving their goal in this study. They
will be getting the demographic profile of select students of Rizal High School-Senior
High School (RHS-SHS). They are the ones who already visited both libraries. This
would be helpful in knowing the preference of males and females in the library setup
and also would confirm their answer in their feedback on academic performance.

The researchers would also gather the information on how many students
visited the library from June 2021 to January 2022. Knowing the number of visitors
will be helpful in discussing the comparison of the two libraries.

Aside from that, the researchers will include in the survey form the feedback
of students on the ambiance of both libraries and their perceived effect on their
academic performance. Ambiance is one of the factors that the researchers think
would affect the number of visitors thus will affect their performance as well as
academically.

The researchers will then compare the results of the survey and identify which
of the two libraries has (1) more visitors, (2) has a significant effect t academic
performance of students, and (3) great ambiance. Though not one of the main
purposes, the researchers will also identify what is the preferred library set up of
male and female students.

Figure 2. Example of Conceptual Framework

The researchers aim to know the effect of parenting styles on the school
performance of selected grade 12 humanities and social sciences students (HUMSS)
of Rizal High School-Senior High School (RHS-SHS). Figure 1 shows the plan of the
researchers in answering their research problem. They need the demographic profile
of the students like their order in the family (if they are the eldest or the youngest)
and their family’s economic status. Aside from that, the researchers will also identify
what parenting styles their family has through a set of questions.

The information needed will all be included in one survey questionnaire and
will be analyzed if the demographic profile has a direct correlation with the parenting
style. Additionally, they will also confirm if the parenting style has a significant effect
on the school performance of the student. School performance covers not just their
performance inside the classroom or during the discussion but also their extra-
curricular activities or even non-curricular activities and records in guidance.

NOTICE
The examples above show no literatures cited and revisions because of the limited
information given (diagram conceptual framework alone). Keep in mind that
inclusion of literatures is very important as it will strengthen the validity of your
study.

ACTIVITIES

ACTIVITY 1

DIRECTIONS: Identify the important contents of the narrative format of the

conceptual framework based on the discussion above. Write your answers in your
notebook.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

ACTIVITY 2

DIRECTIONS: With help from a family member or a friend (through a group chat),
explain the given conceptual framework following the guidelines you’ve learned
today. Write your answer/work in your notebook.
RESEARCH PROBLEM: The researchers want to know the advantages and
disadvantages of the computer shops near the school to students’ school
performance and attitude towards studying.

Gatchalian et.al., 2019

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

ACTIVITY 3

DIRECTIONS: In this activity, you have to create a narrative explanation of the

conceptual framework you created in module 14. Draw the diagram first then follow
the narrative explanation. Write your answer/work in your notebook.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

WRAP – UP
DIRECTIONS: Complete these phrases above referring to what you have learned in
this module. Write your answers in your notebook.

I now know something about _____________________________________________________

First, __________________________________________________________________________

________________________________________________________________________________

Second, _______________________________________________________________________

________________________________________________________________________________

Further, _______________________________________________________________________

________________________________________________________________________________

Finally, ________________________________________________________________________

________________________________________________________________________________

Now you know what I know something about ___________________________________

________________________________________________________________________________

VALUING

DIRECTIONS: Explain the quote below relative to the discussion in this module.
Write your answer in your notebook.

“Tell the story of the mountain you climbed. Your words could be a page in
someone else’s survival guide.”
~Morgan Harper Nichols
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 POSTTEST

DIRECTIONS: Compose a narrative conceptual framework from these two (2) given
conceptual diagrams. Write your answers in your notebook.

1. RESEARCH PROBLEM: The researchers want to know if the learning

module is effective in enhancing the learning competencies of TVL
students in Practical Research 2.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. RESEARCH PROBLEM: The researchers aim to identify grade 12 ICT

students’ level of awareness of 7s of good Housekeeping and its effects
on their study habits.

Laggui, et.al., 2019

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 KEY TO CORRECTION

Explanation 5.
Input 4.
module will be part of the discussion (online class).
Methodology 3.
The answers for the rest of the activities in this
Research Topic 2.
FOR ACTIVITIES AND POST TEST Reference 1.

PRETEST

REFERENCES
Ballera, Charlene B., Jonalyn D. Gungon, Mary Jane A. Dalisay and Renee Rose C.
Reyes Practical research 2: learning module for senior high school.
Unpublished, 2019.

Dornbusch, Sanford M., Philip L. Ritter, P. Herbert Leiderman, Donald F. Roberts,

and Michael J. Fraleigh. "The Relation of Parenting Style to Adolescent School
Performance." Child Development 58, no. 5 (1987): 1244-257. Accessed July
30, 2020. doi:10.2307/1130618.

Gatchalian, Bryzon, Patrick R. Datul, Aldrin O. Gentiles, Lester G. Valdez, Sweet M.

Estolas, and Kyle D. Lim. Advantages and Disadvantages of Having Computer
Shops Near School and Its Impact to Students’ Performance. Unpublished
Research Paper, Rizal High School-Senior High School, 2019.

Laggui, Alexis J., Aldrin T. Bonet, John Nickholas L. Santana, and Jeiko Francine
M. Robale. RHS-SHS ICT-CSS Students’ Level of Awareness of 7s of Good
Housekeeping and Its Effect To Their Study Habits. Unpublished Research
Papers, Rizal High School-Senior High School, 2019.