The document provides information about conceptual frameworks including: - It defines a conceptual framework as a graphical presentation showing the key components and relationships in a research study. - It discusses different purposes of conceptual frameworks such as showing the organization of a study and clarifying relationships between variables. - It provides examples of common conceptual framework models including input-process-output, independent-dependent variable, and criterion-predictor models.

1. ©MELINA V. KAHULUGAN, 2019
CONCEPTUAL
FRAMEWORK

2. CONTENT: Learning from others and
Reviewing the Literature
CONTENT STANDARD: The formulation of
conceptual framework
PERFORMANCE STANDARD: Formulate clearly
conceptual framework, research hypotheses (if
appropriate).
LEARNING COMPETENCIES: Illustrates and
explain conceptual framework

3. OBJECTIVES:
•To explain the meaning of conceptual
framework
•Clarify the difference between a
conceptual framework and a
theoretical framework
•Justify the essence of a conceptual
framework

4. Let’s recall!
•Two forms of Research
Problem: ID
•Two approaches to
Quantitative Research
Questions: DI

5. SCHEMATIC
DIAGRAM

6. SCHEMATIC DIAGRAM
•A drawing showing all significant
components, parts, or tasks (and their
interconnections) of a circuit, device, flow,
process, or project by means of standard
symbols. Schematic diagrams for a project
may also be used for preparing preliminary
cost estimates.

7. GROUP ACTIVITY:
•Choose your Workshop Leader
•Fill up the activity form of a piece of paper with
your names and signature
•Create and build the tallest structure using only
one bond paper.
•You will present your structure to the other
teams providing its brief presentation.
•You will only have 5 minutes to build the
structure.

8. Rubric
Criteria Score
Stand the tallest/design (The tallest and the
design is clear)
3
Firmness (The structure is firm from the base) 2
Concise and clarity of report (weakness and
strength of structure is described)
3
Time (Accomplished on time) 2

9. PRESENTATION AND FEEDBACKS
•Each group presents their output and
hear from the other workshop leaders
their feedback
•The workshop leader of the assigned
group reporting should discuss the
weakness and strength of their
structure in 1 minute only.

10. DEBRIEFING:
1. How did you come up with your
structure?
2. What do you think were the reasons
why you came up with the strength
of your structure? How about the
weaknesses?

11. DEBRIEFING:
3. What could be the relationship of
this activity to our research
conceptual framework?
4. How do you understand now
conceptual framework?

12. DEBRIEFING:
5. What do you think is the purpose of
this conceptual framework in the
research?
6. How does it clarify the relationships
of each variable in the research?

13. •INTERCONNECTION
(interrelationships)
•PRELIMINARY “COST ESTIMATE”
SPECIFIED VARIABLES

14. A FRAMEWORK….
•A framework is similar to a skeleton; it is a
basic structure or a frame of reference
(Webster, 2016)
•A skeleton gives shape, form and strength to
the body so it can stand erect.

15. CONCEPTUAL FRAMEWORK
•It is a graphical presentation of your
concepts or ideas on the basic
structure or components of your
research as well as on the relationships
of these elements with one another.

16. CONCEPTUAL FRAMEWORK
•It is a graph or non-prose material,
specifically, a schematic diagram that
shows a well-ordered elements of the
research.

17. CONCEPTUAL FRAMEWORK
•Giving a careful constructed
arrangement of the components of
your study, conceptual framework is
abroad outline or plan to give shape to
your research. (Shields & Rangarjan
2013)

18. PURPOSES OF CONCEPTUAL
FRAMEWORK
•It shows the organization, order, and
direction of your research study.
•It enables the readers to obtain a
general understanding of the research.
•It gives us the notion on the research
activities we want to perform.

19. PURPOSES OF CONCEPTUAL
FRAMEWORK
•It serves as the purpose of clarifying
concepts and their relationships with
one another in research study.
•It is useful in illustrating the
relationships among the variables.

20. CONCEPT MAP
•Made up of varied figures: lines, boxes, and
other marks or symbols representing your
concepts on these varied features of your
research – research question, review of related
literature, research methodology, and variables,
among others – a conceptual framework, looks
like a map showing the main features of a plan or
project plus the relationship between or among
the features or variables in the research.

21. EXAMPLE OF CONCEPTUAL FRAMEWORK OF RESEARCH STUDY
RESEARCH TOPIC: “Improving Critical Thinking through
Systematic Functional Grammar”
Systematic Functional Grammar or SFG is a modern language
theory which states that man’s critical thinking increases
whenever he uses language for these reasons: first, for
ideational function or for knowledge acquisition; second, for
interpersonal function or creating human relationships, and
third, for textual function or for strategic and coherent
expression of ideas. In this case, the IV are the SFG
components(ideational, interpersonal and textual functions)
and the DV is critical thinking. Here is the conceptual
framework to present the concepts underlying this study.
(Ravich & Riggan 2012)

22. A Sample Conceptual Framework
SYSTEMATIC
FUNCTIONAL
GRAMMAR
Interpersonal
Function
Ideational
Function
Textual
Function
Critical
Thinking

23. Conceptual Framework vs Theoretical Framework
CONCEPTUAL FRAMEWORK THEORETICAL FRAMEWORK
- All your plans, concepts, ideas
about the many aspects of your
research shown and clarified
graphically and verbally.
- Enables the readers to clearly see
in their minds the basic structure
of the research and the
relationships of variables and
other factual things involved in
the study.
- Gives and explains the theories,
principles, generalizations, and
research findings, which some
connection to your research
study.
- Makes people know and
understand evidence-based
truths, concepts, speculations,
and assumptions underlying each
aspect of the research and the

24. POINTERS IN WRITING A CONCEPTUAL
FRAMEWORK
1. Familiarize yourself with the objective of the
conceptual framework.
2. Base the contents of the conceptual framework on
your own understanding of the elements and of the
relationships of the research features.
3. See to it that all aspects of the conceptual
framework are related to the objective of the
research.
4. Let others read your conceptual framework for
comments or feedback for improvement purposes.

25. Apply the Conceptual Framework in
your Research Topic
•Using a graph, place the IV and DV of
your research topic.
•Write on a piece of paper the title of
your research and the names of the
members.

26. My Take-away
•Conceptual framework is…. is like…
•Its purpose is…..

27. TRUE OR FALSE
1. CF is a graphical presentation of
your concepts or ideas on the
basic structure or components of
your research.
2. CF clarifies concepts and their
relationships in a research.

28. TRUE OR FALSE
3. In research, a house structure is
important like framework.
4. CF gives organization, order and
direction.
5. Conceptual Framework is part of
Chapter 1.

29. REFERENCES:
• http://ideasintoaction.eu/en/outputs/output-2-youth-training-
course/example-activities/
• http://www.businessdictionary.com/definition/schematic-
diagram.html
• Baraceros, E.L. 2016. Practical Research 2. Rex Printing Company Inc.,
Sta. Mesa Heights, Quezon City.
• https://www.computerhope.com/jargon/f/framework.jpg
• https://www.diydoctor.org.uk/project_images/replacelightfitting/ligh
t-circuit-in-house.jpg

30. CONCEPTUAL FRAMEWORK
VS
THEORETICAL FRAMEWORK

31. Conceptual Framework vs Theoretical Framework
CONCEPTUAL FRAMEWORK THEORETICAL FRAMEWORK
- All your plans, concepts, ideas
about the many aspects of your
research shown and clarified
graphically and verbally.
- Enables the readers to clearly see
in their minds the basic structure
of the research and the
relationships of variables and
other factual things involved in
the study.
- Gives and explains the theories,
principles, generalizations, and
research findings, which some
connection to your research
study.
- Makes people know and
understand evidence-based
truths, concepts, speculations,
and assumptions underlying
each aspect of the research and

32. ACTIVITY: CONCEPTUAL
FRAMEWORK
THEORETICAL
FRAMEWORK
1. Relationship of variables
2. Language has a social basis
3. Einstein’s ideas on nuclear energy
4. Conducting pre-test and post test
5. Analysis of rhetorical patterns
6. Reading as a psycholinguistic game
7. Universe formation through explosion
8. Seeing the link between the Science book and the
CHED syllabus.
9. Syllabus as the blueprint of the course
10. Testing the effects of Ebola virus on rats

33. CONCEPT EXPLANATION
1. In what stage of research is conceptual
framework written? Give reasons for your
answer.
2. Why should a research be given a conceptual
framework?
3. Compare and contrast these two: conceptual
and theoretical framework.

34. RELEVANT THEORIES
Title of the Research Study:__________________________
Theory Title: ______________________________________
Theorist/s: ________________________________________
Theory Statement: __________________________________
__________________________________________________
Theory Explanation: (in paragraph/s)_____________________
______________________________________
Relationship of the Theory to the present study or your research
problem: (in paragraph)_________________________________
____________________________________________________

35. CONCEPTUAL FRAMEWORK AS
PARADIGM: COMMON MODELS
•IPO – Input-process-output model
•IV-DV – independent variables –
dependent variables model
•CP – (criterion-predictor) model
•-P model stands for additional box.
•POM (proposed original model

36. INPUT-PROCESS-OUTPUT MODEL
• Largely used when the research
studies attempt to isolate the factor or
major variable that causes the
problem, subject, or phenomenon
under investigation.

37. INPUT-PROCESS-OUTPUT MODEL
• Profile of
Entrepreneurs
a. Age
b. Sex
c. Seminars attended
• Roles of
Entrepreneurs
a. Assessment
b. Planning
c. Implementation
d. Evaluation
• Specimen Collection
• Performance
Analysis of data
through the
questionnaire,
informal
interviews, and
statistical
treatment
Improved role of
Entrepreneurs
Higher returns
Better quality
services
Entrepreneurs’ Roles Toward Improved Work Performance

38. INDEPENDENT-DEPENDENT VARIABLE MODEL
Teaching methodology
used by instructors
• Computer-assisted
• Instruction
• Demonstration method
Level of performance of
College Students
• Academic grades
• Practicum grades
• Parent’s Satisfaction
The Effects of Computer-Assisted Instruction and Demonstration
Method to the Level of Performance of College Students

39. CP (CRITERION-PREDICTOR) MODEL
Teaching competence of
clinical instructors
• Knowledge level
• Pedagogical skills
• Classroom
management skills
Level of performance of
Nursing Students
• Academic grades
• Related Learning
Experience (RLE)
• Patient’s satisfaction
Relationship of the Teaching Competence of Clinical Instructors to
the Level of Performance of Nursing Students

40. -P MODE STANDS FOR ADDITIONAL BOX
• Profile of entrepreneurs
a. Age
b. Sex
c. Seminars attended
• Roles of entrepreneurs
a. Assessment
b. Planning
c. Implementation
d. Evaluation
• Specimen Collection
• Performance
Analysis of data through the
questionnaire and informal interviews
and statistical treatment
The Proposed Program for Improved Quality Service of
Entrepreneurs
Improved roles of entrepreneurs
Higher returns
Better quality of services
Proposed Intervention Program

41. -P MODE STANDS FOR ADDITIONAL BOX
Teaching
competence of
instructors
• Knowledge level
• Pedagogical
Skills
• Classroom
management
skills
Level of
performance of
Students
• Academic
grades
• Practicum
Performance
• Parent’s
satisfaction
Faculty
Development
Program
Relationship of the Teaching Competence to the Performance of
Nursing Students Towards Faculty Development Program

42. POM (PROPOSED ORIGINAL MODEL)
Student
respondent’s
Profile
• Age
• Gender
• Civil Status
• Hospital
Assignment
Infection control
practices
Preparation of IV fluids
Preparation of IV
medication
Assistance in the
administration of IV
medications
Extent of participation
in infection control
program
CI’s assessment of the
students’ extent of
participation in
infection control
practices
Extent of Participation of the Nursing Students in Infection Control Practices: Basis for Enhanced RLE
Supervisory Program
(Quaizon, 2007)
Enhanced Related Learning Experience (RLE) Supervisory Program

43. References:
• Baraceros, E.L. (2016). Practical Research 2. Sampaloc, Manila. Rex
Bookstore Inc.
• Cristobal, A.P. Jr. & Cruz-Cristobal, M.C. (2013). Research Made Easier:
A Step-by-Step Process. Quezon, City. C&E Publisher
• https://www.thoughtco.com › what-is-a-schematic-diagram-4584811
• Google