How to write a theoretical framework and formulate hypotheses

How do I write down what I have read
about my chosen topic in a clear and
logical manner?
What do I need to include in my review
of related literature write-up in order to
surface the arguments of the study?
Is there a need for me to frame my
arguments graphically in order that I
could convey my research problem
effectively? What is the proper way to
do it?

LESSON 1
Writing the
Theoretical
Framework

Theoretical Framework defined
• Serves as basis as to how the study will be
investigated
• Refers to the theory, principle or model that the
researcher chooses to guide him in the conduct
of the study.

Theories are formulated to explain, predict,
and understand phenomena and, in many cases,
to challenge and extend existing knowledge within
the limits of critical bounding assumptions.

•The structure that can hold or support a theory of
a research study.
•Introduces and describes the theory that explains
why the research problem under study exists

Importance of a
Theory
•Consists of concepts, and,
together with their
definitions and reference to
relevant scholarly literature,
and existing theory that is
used for your particular
study.

Importance of a
Theory
•Must demonstrate an
understanding of theories
and concepts that are
relevant to the topic of your
research paper and able to
related to the broader
areas of knowledge being
considered.

Theoretical Framework strengthens
the study in the following ways:
An explicit statement of theoretical assumptions
permits the reader to evaluate the research
critically.
It connects the researcher to existing knowledge.
Guided by a relevant theory, you are given a
basis for your hypotheses and choice of research
methods.

Articulating the theoretical assumptions of a
research study forces you to address questions of
why and how. It assists you in the intellectual
transition from a simple description of a
phenomenon you have observed to a
generalization about various aspects of that
phenomenon.

Having a theory helps you identify the limits to
those generalizations. A theoretical framework
specifies which key variables influence a
phenomenon of interest and highlights the need
to examine how those key variables might differ
and under what circumstances.

Developing the
Theoretical Framework
Examine the research topic, title,
statement of the problem and
research questions. In one
statement, what is the concern of
the investigation?
List down the keywords that show
the focus of your research.

Developing the Theoretical
Framework
Identify prominent authors who have advanced the same
area of inquiry.
List down variables relevant in the study and label them as
dependent and independent variables.
Read and review related
literature on the topic
using a keyword search to
locate research articles
related to the topic.

Developing the Theoretical
Framework
Select a theory in your field or in
the other fields that can help
explain how the identified
variables behave and serve as
basis for the conduct of the
research.
Discuss the assumptions or
propositions of each theory
taking into consideration its
relevance in the research
investigation.

Essential Elements of a
Description of the theory. State the ff.:
- chosen theory;
- who is/are the proponent/s; and
- The year when it was developed
Describe the what the theory is all about, its
historical background and the assumptions or
propositions it was able to prove.

Essential Elements of a
Relevance of the theory to the investigation.
The chosen theory/ies will be of no use if it could
not be related to the current investigation. This
portion of the theoretical framework discusses the
relevance of the theory to the current study. It
provides the basis as to how the situation will be
investigated.

LESSON 2
Formulating the Hypothesis

What is
The role of the hypothesis is to provide a tentative
explanation to these questions which serves as
basis of the solutions of the identified problems in
investigation

What is
“logical supposition, a reasonable guess, an
educated conjecture” that is based on an
extensive review of an extensive review of
literature.”

What is
It is usually triggered by constant recurring
situations in our daily life that prompts the normal
reaction of the brain.

What is
Whenever something happens, the natural
tendency is to give possible reasons for its
occurrence.

What is
We then try to gather data so as to prove which of
these reasons are correct.

Characteristics of a Usable
Hypothesis
It should be conceptually clear.
-Easily understood by the reader
-Use plain or simple words which has a
universal meaning.
- Operationally defined (in accordance to
how it is used in the study)

Hypothesis
It should be capable of being tested.
- Deductions can be made which can be
established or refuted by a survey,
experiment, or observation.
- Done within a reasonable period of time
so that its result will be timely to serve its
purpose.

Hypothesis
-Resulting data may support or may not
support the hypothesis. There is no need to
intentionally prove that the hypothesis is
correct even if it is not.
(bear in mind that a hypothesis is just a
possible explanation of the research question
or sub-problems which may or may not be
true.)

Hypothesis
It should have empirical referents.
-hypothesis should have a basis or empirical
evidence. It should not be formulated out of
gut-feel or moral judgements.
(the need to hypothesize it may come from
contradictory results of previous researches or
it may not have been done yet.)

Hypothesis
- An extensive review of related literature
should have been undertaken first.
Additionally, a good hypothesis should be
able to refute, qualify or support an
existing theory in the field.

Hypothesis
It must be specific.
- All the operations and predictions
indicated in the hypothesis must be
clearly stated if it deals with the
differences, relationships or effects.

Typologies
Several types of variables depending on how it is
used in a hypothesis;
-independent, dependent, mediating, moderating
variables.

Typologies
In a study dealing with cause and effect
relationship, the goal is to look at the extent to
which one variable (the hypothesized cause)
influences another variable (the hypothesized
effect).

Typologies
The causal variables are referred to independent
or exogenous variable.
Variables which are affected are referred to as
dependent or endogenous variable.

Typologies
The cause and effect relationship can be
shown in the following figure:
Independent
Variable
Dependent
Variable

Typologies
In formulating our hypothesis, our null hypothesis
will be:
There is no significant relationship between
the independent and dependent variables.
Alternative Hypothesis:
There is a significant relationship between
independent and dependent variables.

Typologies
Independent
Variable
Dependent
Variable
Mediating
Variable
Hypothesis may involve more than two variables.
It needs a third variable to determine the indirect effect
of one variable to the other.
the exogenous variable affects the mediating variable,
which in turn affects the endogenous variable.

Typologies
Example
Consider the organizational climate in a company.
The better the relationship among the
administration and the employees, the better will
be their work performance.
How could it be represented in a following
manner?

Typologies
Independent Variable Dependent Variable

Typologies
Organizational Variable
(Independent Variable)
Dependent Variable

Typologies
Organizational Variable
(Independent Variable)
Work Performance
(Dependent Variable)

Typologies
Organizational
Climate
(Independent
Variable)
Work
Performance
(Dependent
Variable)
Job Satisfaction
(Mediating
Variable)
Job satisfaction can be considered as a mediating
variable.

Typologies
The third variable may not intervene with the
exogenous and endogenous variable, but rather it
will either enhance or retard the nature of strength
of its effect.
Independent Variable Dependent Variable
Moderating Variable

Typologies
Stress
(Independent
Variable)
Work Performance
(Dependent Variable)
Coping Mechanism
(Moderating Variable)

Typologies
“Is the exogenous variable A affecting variable
B? If the answer is YES, then B could be an
endogenous or mediating variable. If the answer is
NO, then B could be moderating variable.

Typologies
If the answer to the first question is YES, to
determine whether B is a mediating or an
endogenous variable, we ask the question,
“Does B affect another variable C?” If the
answer is YES, then B is a mediating variable. If
the answer is No, then B is an endogenous
variable.

Types of
Possible expected relationships between among
variables will focus only on three possibilities,
namely:
Correlations
Differences
effects
according to relationship among the variables

Types of
Correlation deals with the relationships in the
behavioral patterns between two variables without
any implied causality, while on the other hand,
hypothesis showing effect deals also with
behavioral patterns as well but causality is implied.
It shows that independent variable has an
influence on the dependent variable.

Types of
These are opposing adjectives that indicate the
positive and negative direction of a variable.
BEHAVIORAL INDICATORS
(+) (-)
Increase Decrease
Higher Lower
Presence Absence
More Less
Better Worse
Greater Lesser

Types of
Correlation: The more a student is good in
English, the less is his performance in math.
Here we are not implying that the performance in
English is affecting the performance in Math but
the relationship is assumed to exist.

Types of
Differences should explicitly state the test
variable and the grouping variable.
The test variable indicates the variable to
which difference are taken.

Types of
Differences may be measured using any of the
variable scale:
Nominal, ordinal, interval, or ratio.
Grouping variables indicates the number of
groupings or samples that are being compared.
This is only measured in the nominal scale.

Types of
Examples of Hypothesis on difference:
There is no significant difference in the Math
performance of the students when grouped
performance of the students when group
according to gender.

Types of
Examples of Hypothesis on difference:
There is a significant difference in the growth
of the plants using three different types of
fertilizer.

Types of
Null Hypothesis.
Indicates no relationship between and among
the variables under investigation (not
correlated, no difference, no effect).
Alternative Hypothesis.
Indicates a significant relationship.
according to form

Types of
Example 1
Researcher Situation: The researcher
would like to know the effect of private
tutoring in the academic performance of the
students availing it.
according to form

Types of
Example 1
Null Hypothesis: Private tutoring has no
significant effect on the academic
performance of the students availing it.
Alternative Hypothesis: Private tutoring
significantly affects the academic
performance of the students availing it.
according to form

Types of
Example 2
Researcher Situation: A researcher is
interested in whether the order of questions in
a multiple-choice test affects the number of
items answered correctly. The researcher
make three forms of test: one with easy items
first and difficult items last;
according to form

Types of
another with easy items last, difficult items
first; and a third with no order at all, easy and
difficult items mixed together. The three forms
of test were given to 60 students, with each
student getting only one form of test (20
students per form of test). The researcher
then compares the scores of the students
taking the three forms of test.
according to form

Types of
Example 2
Null Hypothesis: There is no significant
difference in the test scores of the students when
grouped according to the test from taken.
Alternative Hypothesis: There is a significant
difference in the test scores of the students when
grouped according to the test from taken.
according to form

Deriving the
Researchers derived hypothesis either
inductively from observations of behavior or
from practical situations.
It requires the researcher to begin with
specific observations and end with
general conclusions.
Inductively and Deductively

Deriving the
Deductively derived hypothesis from
previous researchers or existing theories.
The researcher begins with the
generalization which allow the researcher
to make some predictions.
Inductively and Deductively

LESSON 3
Developing
the
Conceptual
Framework

It is a tentative theory regarding the topic
under investigation usually shown in a
diagram (Punch, 2009).
It explains the hypothesized relationships
among the variables thus making it easy to
understand the arguments advanced by the
study.
CONCEPT
UAL

In a diagram, there is a need to associate
certain shapes with the elements of the
conceptual framework, namely:
The type of variable under investigation
grouped according to how readily it can be
measured; and
The hypothesized relationship between any
two variables.
CONCEPT
UAL

Typologies in a
Conceptual Framework
Manifest variables. These are which can be
readily measured. They are observable
variables like the profile of respondents and
thus will need only one question to measure
the said variables. Represented by a
rectangular shape to illustrate.

Typologies in a
Conceptual Framework
Latent variables. These cannot be readily
measured in a single question. There are
several indicators of a latent variable and
there is a need to ask several questions
before one can measure it. It is represented
by an oval in the conceptual framework.

typologies in a
Correlation expressed in double bladed
arrow ( )
Differences make us of a straight line ( )
Effect using the single-bladed arrow ( )
from independent to dependent variables.

typologies in a
A direct or positive relationship means
that the behavior of the variables are either
both positive or negative,
An inverse or negative relationship
denotes opposite behavior between the two
variables.

typologies in a
Examples
Direct Relationship:
The more time a student devotes to his
studies, the better his grades will be.
The lesser the use of cellphones while
driving, the lesser the occurrence of
accidents.

typologies in a
Examples
Inverse Relationship:
The less psychological stress a person
experiences, the better he can perform at work.
The more involved parents are of their children,
the lesser chances they will be involved in
bullying.

Express the following hypothesis as a conceptual framework.
Adopted from Push and Pull factors affecting Filipino students’ Shadow
Education (SE) participation by Belinda de Castro and Allan de Guzman, 2010
H1: Regardless of Parent’s Educational Attainment, students still participate in SE activities.
H2: SE participation is not determined by family income.
H3: Higher sibship size creates less participation in SE activities.
H4: Sibship structure does not affect SE participation.
H5: Academic Performance is not a predictor of SE participation.
H6: Gender parity is manifested in the availment of SE services.
H7: The higher the education level students, the greater is their need for SE services.
H8: Factors such as diploma disease, high stakes tests, school quality, peer pressure and mass
media promotions tend to increase demand for SE services.
H9: SE provider attributes such as accessibility, diverse program typologies and teacher pedagogy
contribute to the increase in demand for such service industry.

Push Factors
(Personal and Family
Profile)
Parent’s Educational
Attainment
Family Income
Sibship Size
Sibship Structure
Academic
Performance
Gender
Student’s Educational
Level
Shadow
Education
Participation
Push Factors
(Environment Profile)
Diploma Disease, High
Stake Tests,
Deteriorating School
Quality, Peer Pressure,
Mass Media
Pull Factors
(SE service provider
attributes)
Accessibility, Program
Diversity, Teacher
Pedagogy
H1 (+/-)
H2 (+/-)
H3 (-)
H4 (+/-)
H5 (+/-)
H6 (+)
H7 (+)
H8 (+)
H9 (+)

typologies in a
Relationship involving difference may involve 2
or more groups. The conceptual framework
should indicate the test variable and the
grouping variable.
The test variable is the construct being
investigated while the grouping variable will
show the clusters or interventions compared.

typologies in a
Example
Express the following hypothesis as a
conceptual framework.
There is a significant difference in student’s
academic performance when grouped
according to the teaching strategy used.

typologies in a
Academic
Performance
ModuleLectures

LESSON 4
Writing the
Review of
the Related
Literature

Points to Consider when
Provides context of the study and clarifies the
relationship between the proposed research
and previous research, both empirical and
theoretical.
Show how the proposed study is unique from
previous research.
Review of
Related
Literature

Convince the reader that your study is timely
and worthwhile.
Demonstrate your critical ability as a scholar,
not your knowledge of others’ works. Formulate
an argument from your perspective.
Review of
Related
Literature

Make assertions and convince the reader of
their legitimacy by providing logical and
empirical support. All assertions must be
accompanied by empirical support.
Review of
Related
Literature

of a Essential Elements
LITERATURE
All the variables in the conceptual framework
should be discussed in a separate section in
the literature review, with the goal of surfacing
the argument stated in the hypothesis,

of a Essential Elements
LITERATURE
Research articles reviewed when the conceptual
framework was developed, each section should
contain two essential elements:
Synthesis part
Argument part

SYNTHESIS Part of a
LITERATURE
Should contain the definition of the variables and its
historical development.
Should likewise contain a synthesis of the findings from
previous researches that will either support or contradict
the hypothesis relative to the variable or its difference
when grouped according to a certain profile.

SYNTHESIS Part of a
LITERATURE
• In order to have more concise and logical write-up, the
researcher should consider the assertion-proofs
formula.
(assertion portion will contain a summary or the
researcher’s perceived manifestation of the findings from
previous researches and then provide the proofs of such
assertion as stated by the authors of the said researches)

ARGUMENT Part of a
LITERATURE
Transition statements vis-à-vis the analysis of such
synthesis should be indicated.
This will surface the rationale for the hypothesis
concerning the variables or a statement leading to the
argument of the study should be explicitly written.
Indicate whether the said hypothesis has not been
investigated yet or had produced conflicting results as
indicated in the synthesis.

Standards of Adequacy
LITERATURE
Adequacy of the review of related literature is judged
using three categories:
1. Selection of source
2. The synthesis and analysis of the literature
3. Relevance of the literature to the current study.

SYNTHES
IS
Is the review organized by the topics or ideas, not by
the author?
Is the review organized logically?
Are major studies discussed in detail and the actual
findings cited?
Are minor studies with similar results or limitations
summarized as a cluster?
ANALYSIS Literatureof

SYNTHES
IS
Is there adequate analysis or critique of the
methodologies of important studies so that the
reader can determine the quality of previous
research?
Are the studies compared and contrasted and that
conflicting or inclusive results noted?
Are the conceptual framework and the theory that
guides the study well explained?
ANALYSIS Literatureof

to CURRENT
STUDY
Does the synthesis provide an overall interpretation
and understanding of prior research?
Does the review of major studies relate explicitly to
the research problem and method?

to CURRENT
STUDY
Does the analysis of the findings of previous studies
provide a rationale for the argument raised in the
study?
Does the review of literature help establish the
significance of the study?

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