This conceptual framework outlines a study that will examine the effects of different learning modalities (technology learning approach using online videos vs modular learning approach using self-instructional modules) on Grade 10 students' physics problem-solving skills and attitudes during the COVID-19 pandemic. It hypothesizes that the different approaches will have different impacts on test scores and survey responses measuring skills/attitudes. It details the variables, groups, instruments, and statistical analyses that will be used to answer four research questions comparing the approaches' effectiveness.

1. CONCEPTUAL
FRAMEWORK

2. WHAT IS A CONCEPTUAL FRAMEWORK?
• CONCEPTUAL FRAMEWORK IS A SCHEMATIC STRUCTURE WHICH
ILLUSTRATES THE VARIABLES AND THEIR INDICATORS TO BE
STUDIED. IT IS A RESEARCH PARADIGM WHICH CAN BEST EXPLAIN
AND REPRESENT HOW THE VARIABLES MIGHT RELATE TO EACH
OTHER. IT IS LINKED WITH THE CONCEPTS, EMPIRICAL RESEARCHES
AND IMPORTANT THEORIES USED IN PROMOTING AND SYSTEMIZING
THE KNOWLEDGE ESPOUSED BY THE RESEARCHER. IT SERVES AS A
“ROAD MAP” THAT WILL GUIDE THE RESEARCHER TOWARDS
REALIZING THE OBJECTIVES OF THE STUDY.

3. • CONCEPTUAL FRAMEWORK SHOULD BE CONSTRUCTED BEFORE
BEGINNING TO WRITING THE RESEARCH OBJECTIVES. RESEARCH
OBJECTIVE SERVE AS A BASIS IN DEVISING A RESEARCH
INSTRUMENT NEEDED IN COLLECTING DATA. CONCEPTUAL
FRAMEWORK HAS TWO PARTS: (1) TEXTUAL DESCRIPTION; AND (2)
VISUAL REPRESENTATION. VISUAL REPRESENTATION OF THE
CONCEPTUAL FRAMEWORK IS ALSO KNOWN AS RESEARCH
PARADIGM.

10. EXAMPLE OF FULL CONCEPTUAL
FRAMEWORK OF EDUCATIONAL
EXPERIMENTAL RESEARCH
•RESEARCH TITLE: LEARNING MODALITIES AMID
COVID-19 PANDEMIC, PROBLEM-SOLVING SKILLS
AND ATTITUDES OF GRADE 10 STUDENTS IN
PHYSICS

11. CONCEPTUAL FRAMEWORK
• MATHEMATICS AND SCIENCE INSTRUCTION IS THE MAJOR TARGET OF
INCESSANT CHANGES IN THE PHILIPPINE EDUCATIONAL SYSTEM. AS PART OF
THE REFORM PLAN AND A STEP TOWARDS GLOBALIZING THE QUALITY OF BASIC
EDUCATION, THE PHILIPPINES, FOR THE FIRST TIME IN 2018, JOINED THE
PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) TO EVALUATE
THE STATUS OF THE COUNTRY’S EDUCATIONAL SYSTEM IN MATHEMATICS,
SCIENCE AND READING. PISA RESULTS REVEALED THAT THE PHILIPPINES
SCORED 353 IN MATHEMATICS, 357 IN SCIENCE, AND 340 IN READING; ALL
BELONG TO THE BOTTOM THREE (3) OF THE PARTICIPATING COUNTRIES. DUE
TO THESE VERY DISMAL RESULTS, THE DEPARTMENT OF EDUCATION (DEPED) IS
NOW LEADING THE NATIONAL EFFORT FOR QUALITY OF BASIC EDUCATION
THROUGH SULONG EDUKALIDAD BY IMPLEMENTING AGGRESSIVE REFORMS TO

12. • DUE TO THIS COVID-19 PANDEMIC, MOST STUDENTS ARE EXPECTED TO GET
DIFFICULTIES TO ADJUST WITH THE TEACHER’S PEDAGOGICAL APPROACHES
PARTICULARLY IN PHYSICS. IN ORDER TO PROMOTE ACTIVE PARTICIPATION OF
STUDENTS, PHYSICS TEACHERS SHOULD MODIFY THEIR STRATEGIES IN DOING
NEW NORMAL CLASS ACTIVITIES TO MORE LEARNER-CENTERED STYLES. AS
STATED BY PAGHUBASAN (2017), THE PROCESS OF DEVELOPING STUDENTS’
KNOWLEDGE, SKILLS, AND ATTITUDES (KSA) SHOULD REQUIRE INDEPENDENT
LEARNING STYLES AND THIS CAN BE EFFECTIVELY DONE THROUGH STUDENT-
CENTERED TEACHING APPROACHES. SIMPAL (2016) AND ABDULLAH (2020)
IDENTIFIED TECHNOLOGY LEARNING APPROACH (TLA) USING ONLINE VIDEO
PRESENTATION AND MODULAR LEARNING APPROACH (MLA) USING SELF-
INSTRUCTIONAL MODULE (SIM) AS TWO OF THE LEARNER-CENTERED TEACHING
APPROACHES THAT MAKE SENSE TO THE STUDENTS.

13. • FIGURE 1
SHOWS THE TWO GROUPS UNDER THE STUDY. THE EXPOSURE OF THE TWO
GROUPS TO TECHNOLOGY LEARNING APPROACH (TLA) USING ONLINE VIDEO
PRESENTATION AND MODULAR LEARNING APPROACH (MLA) USING SELF-
INSTRUCTIONAL MODULE (SIM) IS AN IMPORTANT ASPECT OF THE PRESENT
STUDY. THE GROUP EXPOSED TO TLA USING ONLINE VIDEO PRESENTATION WILL
BE DESIGNATED AS EXPERIMENTAL GROUP AND THE GROUP SUBJECTED WITH
MLA USING SIM WILL BE REGARDED AS CONTROL GROUP. THE EFFECT OF THESE
TWO PEDAGOGICAL APPROACHES IN IMPROVING STUDENTS’ PROBLEM-SOLVING
SKILLS AND ATTITUDES TOWARDS PHYSICS WILL BE DETERMINED BY THE PRE-
TEST/POST-TEST AND SURVEY QUESTIONNAIRE, RESPECTIVELY.

14. • THUS, THE EXPERIMENTAL GROUP THAT WILL BE EXPOSED TO TLA USING
ONLINE VIDEO PRESENTATION AND CONTROL GROUP WHICH WILL BE
SUBJECTED TO MLA USING SIM WILL SERVE AS THE INDEPENDENT VARIABLE OF
THE STUDY. ON THE OTHER HAND, PROBLEM SOLVING SKILLS AND ATTITUDES
OF GRADE 10 STUDENTS IN PHYSICS WILL BE DETERMINED USING THE RESULT
OF THEIR PRE-TEST/POST-TEST AND SURVEY QUESTIONNAIRE BEFORE AND
AFTER THE EXPERIMENTATION, RESPECTIVELY. FOR THE EXPERIMENTAL GROUP,
PRE-TEST/POST-TEST AND SURVEY QUESTIONNAIRE WILL BE ANSWERED
ONLINE. FOR THE CONTROL GROUP, PRE-TEST/POST-TEST AND SURVEY
QUESTIONNAIRE WILL BE DELIVERED TO THEIR HOUSES FOLLOWING THE
MINIMUM HEALTH STANDARDS SET BY THE DEPARTMENT OF HEALTH (DOH)
AND LOCAL INTER-AGENCY TASK FORCE (IATF). THE RESULTS OF THE TESTS
AND SURVEY QUESTIONNAIRE SERVED AS THE DEPENDENT VARIABLES OF THE

16. STATEMENT OF THE PROBLEM
• THIS STUDY AIMS TO DETERMINE THE EFFECT OF TECHNOLOGY LEARNING
APPROACH (TLA) USING ONLINE VIDEO PRESENTATION AND MODULAR
LEARNING APPROACH (MLA) USING SELF-INSTRUCTIONAL MODULE (SIM) AS THE
TWO MAJOR LEARNING MODALITIES AMID COVID-19 PANDEMIC IN IMPROVING
STUDENTS’ PROBLEM SOLVING SKILLS AND ATTITUDES TOWARDS PHYSICS AT
PRESIDENT QUIRINO NATIONAL HIGH SCHOOL FOR THE NEW NORMAL SCHOOL
YEAR 2020-2021. SPECIFICALLY, THIS STUDY WILL ANSWER THE FOLLOWING
QUESTIONS:

17. • 1. TO WHAT EXTENT IS THE PHYSICS ACHIEVEMENT OF STUDENTS IN
EXPERIMENTAL AND CONTROL GROUPS BEFORE AND AFTER THE
EXPERIMENTATION RELATIVE TO:
1.1 BOYLE’S LAW;
1.2 CHARLES’ LAW;
1.3 GAY-LUSSAC’S LAW;
1.4 AVOGADRO’S LAW;
1.5 COMBINED GAS LAW; AND
1.6 IDEAL GAS LAW.

18. • 2. TO WHAT EXTENT ARE THE ATTITUDES OF STUDENTS TOWARDS PHYSICS IN
EXPERIMENTAL AND CONTROL GROUPS BEFORE AND AFTER THE
EXPERIMENTATION IN TERMS OF:
2.1 DEPENDENCE ON PROCEDURES;
2.2 IMPORTANCE OF FORMULAS;
2.3 EXPLORATION IN PROBLEM SOLVING;
2.4 USE OF TECHNOLOGY;
2.5 RELATION TO REAL WORLD;
2.6 POSITIVITY;
2.7 CONFIDENCE IN LEARNING; AND
2.8 INDEPENDENCE IN LEARNING.

19. • 3. IS THERE A SIGNIFICANT DIFFERENCE IN THE PHYSICS ACHIEVEMENT OF
STUDENTS IN EXPERIMENTAL AND CONTROL GROUPS BEFORE AND AFTER
THE EXPERIMENTATION?
• 4. IS THERE A SIGNIFICANT DIFFERENCE IN THE ATTITUDES OF STUDENTS
TOWARDS PHYSICS IN EXPERIMENTAL AND CONTROL GROUPS BEFORE AND
AFTER THE EXPERIMENTATION?