Prac Res 2_Q1M6.pdf

Senior High School
Practical Research II
Quarter 1 – Module 6
Conceptual Framework
S L M
SELF -LEARNING MODULE

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Office Address: Peñaranda St., Surigao City
Tel. No.: (086) 826-8216
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Development Team of the Module
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Reviewer: Krystel Grace L. Calderon
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Dominico P. Larong, Jr.
Gemma C. Pullos
Manuel L. Limjoco, Jr.

2
Practical Research II
Quarter 1 – Module 6
Senior High School

1
Introductory Message
For the facilitator:
Welcome to the Practical Research II 12 Self-Learning Module on Conceptual
Framework.
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also aims
to help learners acquire the needed 21st century skills 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:
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. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:
Welcome to the Practical Research II 12 Self-Learning Module on Conceptual
Framework.
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 resource while being an active learner.
Notes to the Teacher
This contains helpful tips or strategies that will help
you in guiding the learners.

1
CONTENT STANDARD
The learners demonstrate understanding of the formulation of the conceptual
framework, the research hypotheses, and the definition of terms as used in the
study.
PERFORMANCE STANDARD
The learners should be able to formulate clearly conceptual framework,
research hypotheses, define terms used in the study and present objectively
written review of related literature and conceptual framework.
LEARNING COMPETENCY
● The learners illustrate and explain the conceptual framework (CS_RS12-if-
j-6).
LEARNING OBJECTIVES
At the end of the module, you should be able to:
1. Define a conceptual framework;
2. Appreciate importance of conceptual framework as well as its
relationship to the theoretical framework; and
3. Formulate a sample theoretical and conceptual framework.
INTRODUCTION
Research is considered as a fun academic activity. It requires a great deal of
formation of concepts or ideas in your mind about things and surroundings. This
activity in all its stages interests you into performing varied higher-order thinking
strategies of interpreting, criticizing, applying and creating. In this module you will
encounter different exercises related to the topic.
This self-guided module is focused on understudies in the 'new normal'
instructive setting as endorsed by the Department of Education. It tends to a wide
scope of learning targets intended to advance students' information and sensational
learning involvement with Practical Research II. With its credible and genuine
exercises, you get skill through picking up bits of knowledge and comprehension of
the idea of life science for more profound appreciation.

2
PRE-TEST
Directions: Write the letter of the correct answer on the space provided.
____1. It is an academic activity that requires a great deal of abstraction or
formation of concepts or ideas in your mind about things in your
surroundings.
A. Concept
B. Problem
C. Research
D. Framework
____2. It shows the organization, order and direction of your research study.
A. Research problem
B. Conceptual problem
C. Research framework
D. Conceptual framework
____3. It is made up of varied figures: lines, circles, boxes and other marks or
symbols representing your concepts.
A. Concept
B. Concept map
C. Conceptual framework
D. Theoretical framework
____4. The following are pointers in writing a conceptual framework, except:
A. Let other read your conceptual framework for feedbacks
B. Orient yourself with the objective of the conceptual framework
C. Base the contents of the conceptual framework on your own
understanding of the elements
D. See to it that all aspects of the conceptual framework are related to
the subject of the research
____5. It makes people know and understand evidence-based truths, concepts,
speculations and assumptions underlying each aspect of the research and
the relationships of these research features with one another.
A. Research problem
B. Research framework

3
____6. The following are the purposes of conceptual framework, except:
A. It is made up of varied figures.
B. It is an essential initial activity of your research.
C. It shows the organization, order, and direction of your research
study.
D. It serves the purpose of clarifying concepts and their relationships
with one another in a research study.
surroundings.
A. Problem
B. Concept
C. Research
D. Framework
____8. This is one of the pointers in writing a conceptual framework.
A. Orient yourself with the objective of the conceptual framework.
B. See to it that all aspects of the conceptual framework are related to
the objective of the research.
C. Let your quantitative research problem state the variables and their
relationships with one another
D. Let others read your conceptual framework for comments or
feedback for improvement purposes.
A. Research framework
B. Conceptual framework
C. Research problem
D. Conceptual problem
A. Concept
B. Concept map
D. See to it that all aspects of the conceptual framework are related to
the subjective of the research

4
____12. It makes people know and understand evidence-based truths,
concepts, speculations and assumptions underlying each aspect of the
research and the relationships of these research features with one
another.
B. Research problem
____13. It looks like a map showing the main features of a plan or project.
A. Concept
B. Concept map
____14. You will read here the basis or foundation of the research.
A. Concept
B. Concept map
____15. The conceptual framework in a research is also called as ________.
A. Concept
B. Concept map
C. Research Paradigm
REVIEW OF THE PREVIOUS MODULE
As previously discussed, statement of the problem tells what is done to make
a situation that exists more like what it should be. Write in two sentences the things
you’ve learned from the previous topic. Write your answer on the space provided.

5
PRESENTATION OF THE MODULE
This new module introduces a conceptual framework which serves as the
outline that you can follow in doing your research. It may also be useful to you in
analysing a particular research or study. Part of the lesson is the step by step guide
on how to write a conceptual framework. Likewise, terms related to the writing of a
conceptual framework are defined.
ACTIVITY
Directions: Define the two terms in the box. Write your answer in the space
provided.
“I know you can do it. Now it’s time for you to EXPLORE. You’re doing great!
Conceptual
Framework
Theoretical
Framework

6
ANALYSIS
Directions: Answer the question below. Write your answer in 5 sentences only.
1. For you, is there a relationship between the two words in the previous
activity? Why or why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Good job! I told you, you can do better! It is time to know it all. Read on.
ABSTRACTION
Conceptual framework is like a recipe or blueprint. It provides an outline of the
plan on how to conduct the research. It is presented in a flow chart, map or diagram.
In each component of your research, you should show the variables that
influence it. For example, if you are studying childhood development outcomes, you
might study home life, schools and community which would be influenced by different
variables. For school, your variables might be peers, teachers, and learning
disabilities. The more detailed you are with your diagram, the more thorough your
conceptual framework will be.
Not all concepts need to include a diagram or graphic. You can present the
same information by writing a narrative. Your narrative should summarize the variables
and explore how they may change your hypothesis.
Even if you use a diagram in your conceptual framework, the narrative still
explains the details. Write your draft, then, revise if necessary. It should be considered
as an adaptable guide.
Writing a conceptual framework cannot only help to guide your paper/research
to ensure that your research stays on track, but it also helps to guide fellow
researchers or advisers who are analysing your research. Your framework introduces
the relevant research and studies that show how your study will help to contribute to
the field of research.

7
NATURE AND PURPOSES
● Consists of concepts that are placed within a logical and sequential
design.
● Represents less formal structure and used for studies in which existing
theory is insufficient.
● Based on specific concepts and propositions and taken from practical
observation and intuition.
Purposes of a Conceptual Framework
● To clarify concepts and propose relationships among the concepts in a
study.
● To provide a context for interpreting the study findings
● To explain observations
● To encourage theory development that is useful and practical
A conceptual framework is used in research to outline possible courses of
action or to present a preferred approach to an idea or thought.
Step by Step Guide on How to Write the Conceptual Framework
There are five preparations you have to do before you make your conceptual
framework.
1. Choose your topic. Decide on what will be your research topic. It should
be within the field of your specialization.
2. Do a literature review. Go over relevant and updated studies related to
your own research. Use reliable sources of information and use
appropriate documentation.
3. Isolate the important variables. Identify the specific variables mentioned
in the literature and show their interrelationships.
4. Generate the conceptual framework. Build your conceptual framework
using the variables studied in the scientific articles you have read. Your
problem statement serves as a reference in constructing the conceptual
framework. In effect, your study will attempt to answer a question that
other researchers have not explained yet.
A conceptual framework is the researcher’s idea on how the research problem
will have to be explored. This is founded on the theoretical framework, which lies on a
much broader scale of resolution. The theoretical framework dwells on time tested
theories that embody the findings of numerous investigations on how phenomena
occur.

8
The theoretical framework provides a general representation of relationships
between things in a given phenomenon. The conceptual framework, on the other hand,
embodies the specific direction by which the research will have to be undertaken.
Statistically speaking, the conceptual framework describes the relationship between
specific variables identified in the study. It also outlines the input, process and output
of the whole investigation. The conceptual framework is also called the research
paradigm.
Below is an example of Theoretical and Conceptual Framework based on the
research study presented in the previous module:
Research Title:
Assessment on the Level of Disaster Awareness and Preparedness of the
Students’ in Gregorio Memorial National High School
Theoretical and Conceptual Framework
This study was anchored on the stakeholder’s theory, the decision-making
theory, Structural Functionalism Theory, and Social Contract Theory.
Disasters affect not only communities, but also physical assets and the built
environment due to lack of stakeholders’ awareness before, during and after natural
disasters (Bosher et al. 2009). Although there had been efforts to measure different
aspects of natural disaster management including preparedness, resilience, mitigation
efforts, social vulnerability, and hazard exposures, there was little work on stakeholder
approaches against disasters in the built environment. There were potential benefits
from measuring stakeholders’ approaches, such as a clearer understanding of their
preparedness, and providing a means to encourage stakeholders that are more
vulnerable and less prepared to improve their preparedness efforts. Better
measurement also may lead to more efficient allocation of scarce resources, and
assist in assessing risk more effectively and accurately.
Stakeholder theory was a theory of organizational management and business
ethics that addresses morals and values in managing an organization. This theory was
originally detailed by Freeman (1984), and it has been a popular heuristic for
describing the management environment for years. Stakeholder theory argues that an
institute's welfare is optimized by meeting the needs of the institute’s key stakeholders
in an appropriate way (Mitchell et al., 1997).
Decision making has always been a significant matter for all humans. People
need to make decisions individually and in groups constantly. In a decision making
process they are supposed to choose one or some choices over different alternatives
with considering deficiency of knowledge and uncertainty about the future (Shih,

9
2007). There were two distinguished decision-making paradigms namely: value
maximization paradigm and intuitive reasoning paradigm (Ariely 2008). The first
paradigm assumed that humans had a great tendency towards maximizing the value
of selected alternatives based on their desires. The latter paradigm assumes that
humans’ decisions were influenced by complicated factors. Therefore, in the value
maximization paradigm people had rational behavior but in the intuitive reasoning
paradigm humans might involve irrelevant factors in their decision-making process
(Levy 1992, Ariely 2008).
Through stakeholder theory, it determined power and legitimacy of
stakeholders whether they have a tendency towards proactive or reactive approaches.
Through decision-making theory, we’re able to provide optimized decisions for
stakeholders in order to minimize all negative consequences of disasters.
Furthermore, stakeholders take rational behaviors in reactive approaches in recovery
and post-disaster reconstruction activities with considering expectation, asset
integration, and risk aversion (Mojtahedi and Lan-Oo, 2006).
Figure 1 shows the interplay of the two variables in the study and the output of
this study. The independent variable which are the profile of the students, their age,
sex and year level, and the independent variable which is the students’ level of disaster
awareness and preparedness.
Figure 1. Flow chart of the study showing the interplay of the independent and dependent
variables as well as the output of the study.
DEPENDENT
VARIABLE OUTPUT
INDEPENDENT
VARIABLE
Students’ Profile
Year level;
Age; and
Sex.
Students’ Level of
Disaster Awareness
and Preparedness
Training on
disaster
preparedness

10
APPLICATION
Directions: In the previous module 4.2, you have formulated your research title. In
your previous module (5.2) you have formulated your scope and delimitation of the
study and statement of the problem. Now, it’s time for you to write your own
theoretical and conceptual framework. Make sure to consider the things you have
learned in this module. “You can do it!” (Use separate sheet if necessary)
“That was excellent! Keep it up!

11
POST-TEST
Directions: Choose the letter of the correct answer. Write your answer before the
number.
A. Concept
B. Concept map
____2. The following are the purposes of conceptual framework, EXCEPT:
A. It is made up of varied figures.
B. It is an essential initial activity of your research.
C. It shows the organization, order, and direction of your research
study.
D. It serves the purpose of clarifying concepts and their relationships
with one another in a research study.
surroundings.
A. Concept
B. Problem
C. Research
D. Framework
A. Research problem
B. Conceptual problem
C. Research framework
D. Conceptual framework
surroundings.
A. Problem
B. Concept
C. Research
D. Framework

12
A. Concept
B. Concept map
____7. The following are pointers in writing a conceptual framework, EXCEPT:
D. See to it that all aspects of the conceptual framework are related
to the subject of the research
speculations and assumptions underlying each aspect of the research
and the relationships of these research features with one another.
A. Research problem
B. Research framework
____9. This is one of the pointers in writing a conceptual framework.
A. Orient yourself with the objective of the conceptual framework.
B. See to it that all aspects of the conceptual framework are related
to the objective of the research.
C. Let your quantitative research problem state the variables and
their relationships with one another
D. Let others read your conceptual framework for comments or
feedback for improvement purposes.
D. See to it that all aspects of the conceptual framework are related
to the subjective of the research

13
speculations and assumptions underlying each aspect of the research
and the relationships of these research features with one another.
B. Research problem
____12. You will read here the basis or foundation of the research.
A. Concept
B. Concept map
____13. The conceptual framework in a research is also called as ________.
A. Concept
B. Concept map
C. Research Paradigm
B. Conceptual framework
C. Research problem
D. Conceptual problem
____15. It looks like a map showing the main features of a plan or project.
A. Concept
B. Concept map
Congratulations, you made it!

14
REFERENCES
Baraceros, E. 2017. Practical Research 2. Rex Book Store
Faltado, R,.et.al 2016. Practical Research 2. Lomari Publishing
Ruto, Enock. (2016). Re: What are the differences between conceptual
framework
and theoretical framework?. Retrieved from: https://www.researchgate.
net/post/What-are-the-differences-between-conceptual-framework-and-
theoretical-framework/56c47ab87c1920fbe28b45be/citation/download.
Prieto, N., et al. (2017). Practical research 2 for senior high school. Lorimar
Publishing, Inc. pp.76-80.

15
For inquiries or feedback, please write or call:
Department of Education – Schools Division of Surigao del Norte
Peñaranda St., Surigao City
Surigao del Norte, Philippines 8400
Tel. No: (086) 826-8216
Email Address: surigao.delnorte@deped.gov.ph

Prac Res 2_Q1M6.pdf

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