The Problem and its Background

The first chapter of the research paper, its purpose is to introduce the problem and clarify
important variables, its delimitations and its significance of the field of study. It has the following
essential elements:

1. Introduction
2. Statement of the Problem
3. Scope and delimitation
4. Significance of the study
5. Notes in the Chapter I

It should also be noted that the researcher has to introduce the different elements to the
first chapter by giving a brief description of each elements, so that the reader knows what to
expect from the chapter:

Example:

This chapter presents the different essentials: the introduction, which contains the rationale (an
explanation of the reasons to the conduct of the research); the review of literature and statistical
foundation; the statement of the general and specific problems; the scope and delimitation
which identifies the major variables, sub - variables and the indicators; the significance of the study
which enumerates the beneficiaries of the study and the corresponding benefits each will receive;
and lastly, the notations.

Introduction

The introduction is important in establishing the cognitive setting of the research. It has the
following elements:

1. Rationalization of the need to research on the problem.

2. Clarification of the important terminologies for the reader to easily understand what the
research is about.
3. Establishment of the degree of seriousness of the problem which prompted the researcher
to look for solution.
The following question can aid the researcher in formulating the introduction:

1. What is the rationale of the problem? This question is answered by sharing the reasons
why the researcher decided to look for solution to the problem. A rationale may
include the narration of personal experiences, a description of an article read, a scene
witnessed, a news heard, or theory that needs to be clarified. The researcher should
describe the existing and prevailing problem based on his or her experience. The
scope may be local, national, or international, ideally, the rational can starts from a
global perspective more personal one.

2. What is the setting of the problem? The setting forms part of the delimitation of the
study. It defines the geographic boundaries and certain demographic characteristics
of the research. This describe the place where the research. This describes the place
where the research was conducted, since the setting has a significant bearing on the
variables being studies. In the description of the settings, its distinctive characteristics
must be highlighted.
3. What is the literature foundation of the study? This is difference from the review of the
related theories, conceptual literature, and research literature. His part seeks to
provide the researcher clarity on the terms or variables used in the study. The terms
and variables must be clear to the researcher for an easy understanding of the
readers. As such, sufficient background can assist the investigator in determining the
boundaries of the study. This part is derived from different literature sources. The use of
various references is crucial in this part of the chapter.
4. How serious is the chosen research problem? The researcher is tasked to identify the
intensity and magnitude of the problem. When the gravity of the problem has already
been described, he or she may then gauge the kind of action to use to identify the
problem. In most cases, the researchers at this point look for statistical or quantitative
evidence to assess the significance of the problem at hand.
5. What is the general objective of the problem? This is the general statement of the
problem or the major tasks of the researcher to discharge and should also be the basis
of the enumerated statements of specific problems.
6. What is overall purpose of the problem? It is important to note that the researcher must
be totally aware of the purpose of the research problem. He or she must fully
understand the implication of the resulting finding of the study.
 Introduction
Predictors of Student’s Performance in Chemistry Laboratory of Selected Private Schools (Estrella,
2009)

Rationale

Experimenting is one of the tasks in a science class. No science course in ever complete
unless each student has been given the opportunity to conduct an experiment. It opens
opportunities to students to be exposed to hand - on activities where they discover the other
scientific process skills like observation, measurements, inference, prediction, and generalization.

All levels of students from primary, secondary, and tertiary levels conduct laboratory
activities. It is a well - known fact that college students taking up professional courses cannot do
away with science as one of their basic subjects. However, it has been observed that students still
find difficulties even in identifying common laboratory apparatus and following simple
 procedures. This is despite the fact that they have been already exposed to science activities
during their high school years.

Setting of the problem

To cite, they have Integrated Science in their first year, Biology in their second year,
Chemistry in third year, and Physics in their fourth year. It is therefore, expected that they are
already familiar with the basics in science experiment. However, this is not the case. Most of the
time, the teacher repeats simple laboratory procedures, whereby, it must be explained properly
“to letter”, and all the observations would lead the teacher to teach the “ABCs” of doing a
laboratory activity so that they can perform it correctly. In addition, the teacher would have no
orient the students on the basic and the most commonly laboratory apparatus.

Literature foundation

However, as cited by Cuyengkeng (2008), in the Philippine educational system, one of the
most disturbing problems is the poor achievement of Filipino students in the areas of science and
technology. Educators agree that one of the major causes of this problem has to do with the
method of facilitating the learning of science concepts, processes, and poor laboratory practices
inside the classroom. Somehow, this indicates that the current methods do not fully develop the
skills of both students and teachers. Also, Puno (2005), citing specific issues concerning higher
education, mentioned that academic excellence must be viewed in terms of excellence in
practical or applied learning theories. Application of these theories and concepts will make the
learner a productive member of society. It is not the quantity of knowledge but more importantly
how much of these knowledge can be put to good use. We need graduates whose lives will be
full action and not merely have heads which are just full of facts.

Seriousness of the Problem

 Earlier studies show that one of the problems of students, in general, is the failure to
connect the chemistry principles they have learned in class with the problems in the real world.
They fall to appreciate chemistry concepts and draw connections between them, because
chemistry is usually presented as a very theoretical, abstract body of knowledge. This is especially
true if the teacher is not properly trained, which the sad plight of Philippine secondary schools is
often. Coupled with poor learning facilities and materials, the result is a failure in science
education.

All these ideas point to the significance of learning by doing. For this research, it is viewed
that in studying science, students that may be conducted and performed in any science units of
study, and yet conducting them not be that effective and the mark of knowledge is absent.

General Objective

At present, the researcher, as a college instructor, is experiencing the above-mentioned

scenario in science education. If not dealt with properly, it might result to poor performance in
science laboratory activities. It is in this light that this research was conducted to determine the
factors affecting the student’s performance in Chemistry laboratory.

General Purpose

To improve the performance of science instructors, which will result to improved student
performance in achievement examination and a positive impact on school effectiveness.

Statement of the Problem

 After the investigator has clarified the rationale, identified the degree of seriousness of the
problem, provided the literature review, and set the overall objectives, the formulation of the heart
of the thesis - the statement of the general and the specific problems- must be done . This is the
basic difficulty, the issue, the area of concern, the circumstances which exist, then, how they
ought to be. The researcher should give the background which led to this circumstance that exists.
Briefly describe the condition or a situation that exists which is perceived as something less than
the ideal; or what it should be and how you see it to be. Answer the following questions: what are
the reasons for this circumstance? Is it answerable or possible to be solved or changed? What are
the specific problems that the study aims to answer?

The statement of the problem tells what is done to make the situation that exists more like
what is should be. It exposes anything that is wrong with the situation or condition or circumstances
which is being described. It has two main elements:

1. The General Objective - is the first part of the problem where the researcher states the
objectives. This is a statement of a long - term objective expected to be achieved by
the study. This is derived by the identification and crystallization of the research
problem and as reflected in the title.

This study will undertake to compares the application of Cooperative learning

principles through the use of the Barman Learning cycle model with the Direct
Instruction Approach of Slavin among the Grade 11 Senior High School Student.

The study sought to determine the effectiveness of cooperative learning

approach using the learning cycle methods against convectional teaching or the
transmission mode of teaching.

2. Research Questions - the specific question which are to be answered in the study are
called research questions or investigative question, and are all in question form. The
answers to the research question should lead to the solution of the research problem.
Is the objective or purpose of the study observable, measurable or verifiable? Focus
on a clear goal or objective. State the precise goal. The problem should be limited
enough in making a definite conclusion possible.
 Specifically, the research tries to answer the following questions:

1. Does the academic achievement of the students in Earth and Life

Science who were exposed to cooperative learning approaches differ
from those in Direct Instruction Approaches as measured by a
standardized test as describes in the following?
a) Pre – achievement scores
b) Post – achievement scores
c) Gain scores
2. What is the attitude of students towards Earth and Life Science after being
exposed to cooperative learning approaches and the achievement of
the student in Science who were taught using the Direct Instruction
Approaches?
a) Pre – achievement scores
b) Post – achievement scores
c) Gain scores
3. Do the process skills of the students in Earth and Life Science who were
exposed to cooperative learning approaches differ from those in Direct
Instruction Approaches?
4. Is there a significant difference between the attitudes survey scores,
process skills and standardized achievement test of the students who
were exposed to cooperative learning approaches and those who were
taught using the Direct Instruction Approaches as describe in the
following?
a) Gender of the students
b) Time of the day
5. Based on the experiment what teaching guide in Cooperative Learning
Approaches could be developed for the effective use of Cooperative
Learning Approaches in teaching.

Classification of Research Questions

Dickoff et al. (as cited by Wilson, 1989) provide further classification to research
questions. These are as follows.
 A. Factor - isolating question - These ask the question “what is this?” these question are
sometimes called factor - naming question because they isolate, categorize,
describe, or name factors and situations.
Examples:

1. What is the profile of school principals in terms of the following?

i. Age
ii. Management experience
iii. Civil status
2. What are the levels of competencies of school principals as described by
their respective teachers and themselves in terms of the following?
i. Intrapersonal
ii. Interpersonal

B. Factor - relating questions - these ask the question ‘what is the happening here?” The
goals of this question are to determine the relationship among factors that have
been identified.
Examples

a. What is the relationship of the level of performance of the senior high school
teachers to the OJT performance of the students enrolled in the business track
of Saint Paul School of Professional Studies?
b. How does the performance level of volleyball teams of boys differ to the girls?

C. Situation - relating questions - these questions asks the question “what will happen
if…? These questions usually yield hypotheses testing or experimental study design in
which the researcher manipulates the variables the variables to see what will
happen.
Examples
 a. What are the effects of computer - learning assisted methods of teaching to
the interest level of the sophomores to their history subjects?
b. How significantly different is the performance of the call center agents who
well rested than those who are not?

D. Situation - producing questions - these ask the question “how can I make it happen?”
these question establish explicit goals for action, develop plans or prescriptions to
achieve goals, and specify the conditions under which these goals will be
accomplished.
Examples:

a. Based on the findings, what human relation intervention program can be

adopted to enhance or improve effectiveness of existing teaching methods?
b. What faculty development activities can be sponsored by the PTCA to
improve the performance of graduating students’ in the UP College
Admission Test (UPCAT)?

Guidelines in Writing the Statement of the Problem

a) The problem should be stated both in general and in specific terms. The general
statement of the problem is usually a reiteration of the title of the study
b) The problem is always in an interrogatory form, hence, it must ask a question and sub-
problems must follows the main problem which are the key points for investigations in
the research.
c) The problem should be stated in the infinitive to (action words in research) such as
examine, analyze, determine, measure, assess, evaluate, recommend, find out,
among others; setting 4 - 5 research objectives is deal for research problem.
d) Specific questions should be stated using the following guide question words: “How,”
“Will”, “What,” Is there”.
Setting of the Scope of the study (Cristobal & Cristobal, 2017)

The scope of the study is determined primarily by the selection of variables that the
research study will focus on. Defining the scope of the research requires the careful selection of
variables that will be investigated, as well as the attributes that will define and measure these
variables.

Delimitation of the study

The delimitation of the study describes the various limitations that arose during the design
and conduct of the study. These include the characteristics of the research design and
methodology that affected or influenced the findings of the study. These limitations are constrains
on certain aspects of the research, such as the interpretation of data and the applicability and
usefulness of the results and findings.

The limitations of the study are defined primarily by the scope of the study. While the scope
of the study defines the variables that are the focus of the research, the delimitation of the
identifies the other variables that were not consider for the study. The limitations that are identified
are only those that are significant or may have had an impact on the findings of the study.

The following may be the possible limitations that may arise from the research design and
methodology:

1. Sample size - The research design and methodology will determine whether the research
will have a small or large sample size. The sample size will determine the quality of data
and the relationships that will be identified among the variables.
2. Lack of available and /or reliable data - Missing and unreliable data will limit the scope of
analysis of the researcher to determine meaningful trends and relationship among the
data.
3. Lack of prior studies - this will limit the effectiveness of the literature review and may limit
the initial understanding of the research problem. This, however, can be a basis for
identifying for further research.
4. Chosen data collection method - limitations in the data collection instrument may affect
the quality of data collected. Unclear or vague questions in a questionnaire will result to
unclear erroneous answer from the respondents. The methods employed in data
collection may also affect the quality of the data. For example, the researcher may have
conducted an interview or survey at a time the respondents may be busy or preoccupied;
 there may be possibility that the respondent may not have accomplished the survey form
or answered the question thoroughly and the responses given may been vague.
5. Nature of the information collected - relying on preexisting data may impose limits on the
researcher as he or she can no longer clarify certain data. Self - reported data have the
risking of being false and cannot be easily verified.

Apart from the design and methodology, the characteristics of the researcher and the limits
that he or she experiences in the conduct of the research will also give rise to limitations. These
are as follows:

1. Access - the amount and quality of data will depend on the ability of the researcher
to access people, organizations, libraries, and documents that can provide him or her
best available data.
2. Time period - the length of time devoted to the study will affect almost all aspect
research. It is advisable to select a research problem and design that gives to a more
manageable time period.
3. Bias - this refers to a way of viewing a certain thing, issue, or idea, and may be
influenced by the researcher’s background. The researcher, therefore, should be
aware of his or her personal biases and how these affect the conduct of the research.
Biases may affect the way the researcher states and defines the research problem,
the selection of research design and methodology, the variables chosen, data
collection, methods, and the interpretation of data.
4. Language - this may have an effect on data collection, especially if the researcher
involved with respondents that speak a variety of languages. This is especially a
challenge in studies that involve documents that are written in different languages.

It is important to state the limitations of the study in detailed but concise terms. The
researcher should also explain why such limitations arose in the conduct of the study and provide
a reason why these could not be overcome by the researcher method employed. The impact of
the limitation on the data collected, as well as its effects on the interpretation and analysis, should
also be assessed. The limitations can also lead to further research, and the researcher should
include a brief explanation of how these can help future researcher improve their research design
and methods.

Scope and delimitation of the study Example 1:

 Cooperative Learning Approach in Teaching Earth and Life Science using Barman’s Learning
Cycle Model

The study is limited to the investigation of the effectiveness of the cooperative learning
approach in teaching Earth and Life Science using Barman's learning cycle model.

The research compares the Barman's learning cycle models as against the use of Slavin
direct instruction approach with the associated lecture and textbook driven methods or
traditional teaching. It ground its conclusion on the relationships of the group's scores in the
standardized achievement tests. The effects of the two approaches on the attitudes of the two
groups towards the subject area of Earth and Life Science are looked into using an attitude survey
scale.

The participants of the study are 25 males and 25 females studying in Jocelyn V. Cacas
Montessori School Inc. and all belonging to the middle - income group. Thus, this study could not
generalize its findings on the students who do not come from the socio-economic background as
the participants of the study. A longer term study may aim to explore these issues. The effect
studied is limited to the standardized achievement test and the attitudes of the students. It does
not attempt to compare the two groups on other means of assessment associated with
cooperative learning approach like portfolio assessment or performance based evaluations. Due
to the limited scope of the study, restricted investigations on the student's views which may have
influenced their performance are not analyzed. Student's own views in teaching Earth and Life
Science and their belief about teacher, can affect their perceptions and responses and may
have had impact on the attitude towards teaching earth and life science and learning in general.
Similarly, the "novelty effect" acknowledges that a simple change in environment for students may
increase their motivation and affect consequent positive learning. The main way to control this is
to undertake the research studies for an extended period of time. Then again, possibility that the
students ‘perception and actions were affected by this novelty effect represent a limitation in this
finding of this study.

Scope and delimitation of the study Example 2:

 Predictors of Student’s Performance in Chemistry Laboratory of Selected Private Schools (Estrella,
2009)

This study was focused on the factors affecting student’s performance in chemistry
laboratory in selected schools in Balanga City for the school year 2008 -2009).

In this study, the student’s performance refers to the average grade of the students in their
chemistry laboratory form first to third grading period. Chemistry, the chosen field for the study, is
the science with more abstract theories which must be proven with actual performance through
experiments by the students.

The grade point average (GPA) were gathered and tabulated to measure performance
in the chemistry laboratory.

The study considered the following school in Balanga City Schools as the research locale
of the investigation: Tomas del Rosario College, Asia Pacific College of Advanced Studies, and
the Bataan Christian School. This is because these schools belong to same category as private
institutions.

Specifically, the factors in this research were student - related ones which pertain to the
attitude of students in the chemistry laboratory. Teacher - related factors pertain to the teaching
strategies, competencies, and teacher’s attitude in conducting experiments availability, and
usability of the laboratory equipment and the laboratory manual and facilities.

Significance of the Study

In this part of the research, the researcher defines who will benefits out of the findings of
the study. He / She describe how the problem will be solved and specifically pinpoints who will
benefit from such findings or results. Usually the beneficiaries of the study are those experts
concerned about the problem, the administrators or policy - makers who make the decisions or
implement the programs, the subjects themselves, future researchers and those who are directly
or indirectly affected by the problem. One may also look into any contribution of the study to the
field of specialization or discipline, any advancement or new knowledge that the study
contributes to the science or the state - of - the arts. In this portion of the study one may also state
the specific sectors that will benefits from the study. This part justifies the rationale of the
undertaking.

Tips in Writing the Significance of the Study (Faltado, et al. 2016)

1. Refers to the statement of the problem - your problem statement can guide you identifying
the contribution of your study. You can do this by observing a one - to - one
correspondence between the statement of the problem and the significance of the study.
2. Write from general to specific - write the significance of the study by looking into the
general contribution

Significance of the Study Example:

Cooperative Learning Approach in Teaching Earth and Life Science using Barman’s Learning
Cycle Model

For administrators and curriculum Planners. Principals, as key instructional leaders in educational
institutions, are responsible for designing and implementing successful learning environments for
the pupils and students. To achieve this goal, they must be equipped with empirical data to help
them make decisions towards the improvement of classroom instruction, student learning and the
curriculum in general. In the recent year much promise had been placed on cooperative
Learning and principals and decision makers are found with making choices on implementation
Changes in favor of the cooperative learning pedagogy. The research provides the decision
makers in schools which such empirical evidence on the efficacy of these practices and thus helps
in making these choices.

For Educators/Teachers. This research tests the ideas about cooperative learning in the classroom
and provides models or design that could be used as a general framework for many kind of
cooperative learning structures to science teachers. This research also looks at the challenges
encountered by the teacher in the practice of cooperative learning approach and have they
can be addressed. Practice of cooperative learning approach could also be paramount in
building positive attitude toward learning and perhaps teachers will be enthused to move away
from primarily using didactic methods and try out more cooperative learning approaches not only
in the teaching biology but in other subjects as well.
 For students. Student empowerment has always been a by word in many educational institutions
but the issue on how this could best be done have also been on gray area in terms of practicable
issues. Cooperative learning, if proven the way for students take responsibility and be more self-
actualizing in their quest for learning and education.

For Future Researcher. Result of this study can be used by future researchers to further explore the
learning experiences of the students especially for the different types of learners today.

Research Framework

A framework is defined as “a set of idea that provides support to something” (Merriam-

Webster, n.d). Essentially, any concept or theory requires a strong framework to establish its
general feasibility. In case of research, it serves as the building blocks for the foundation of the
study. There are two types of research framework: theoretical and conceptual framework.

Theoretical framework
According to Reyes (2004), the term theoretical framework is a detailed discussion of the
organized body of knowledge or a set of propositions firmly based on a series of observed
phenomena and empirical data that are duly supported by the thinking of well - known authorities
on the subject. In the field of scientific research the theoretical framework may be the basic
anchor upon which the researcher’s is moored to gain a total critical perspective of the
investigation he would like to pursue. It becomes the basis on which the legitimacy of his study is
placed and as such identifies the academic discipline where he is conducting his study.
Moreover, the theoretical framework provides the researcher just the knowledge, the
issues, the data he needs to focus on. It stipulates the specific frame of mind the researcher should
take; the concepts he should explore as he brainstorms through the fields of academic discipline
he is interested in, the specific variables and their corresponding relationships; and the subsequent
new knowledge he should generate as the final outcome of his study.
The theoretical framework shapes the justification of the research problem or research
objectives in order to provide the legal basis for defining its parameters. It is desirable for an
investigator to identify key concepts that are used in the study for better understanding of the role
of the theory in research.
According to Calmorin & Calmorin (2007), theoretical framework is a symbolic construction
which uses abstracts concepts, facts or laws, variables and their relations that explain and predict
how an observed phenomenon exist and operates. A researcher is required to formulate existing
theories which link, the study because theories are useful devise for interpreting, criticizing, and
unifying established scientific laws or facts that serves as guide in discovering new generalizations.
Garcia (2003) cited that, a researcher should formulate his theoretical framework because
of the following reasons:
1. It helps the researcher see clearly the variables of the study.
2. It can provide him with a general framework for data analysis.
3. It is essential in preparing a research proposal using descriptive and experimental methods.
Elements of the Theoretical Framework
Since the theoretical framework prefaces the entire study of the by providing background
information, it should be supported by established facts from different resources materials. In order
to formulate the framework of the study, the following major elements should be present (Cristobal
& Cristobal, 2017).
1. Relevant theories - these are theories that are partially or fully relevant to the present study
and are discussed to provide a basis for the variable being tested.
2. Review of related literature - these are published materials that compare the study with
the existing knowledge on the research topic. This part defines, classifies, and facilitates
objective comprehension of the variables being studied.
3. Review of related studies - this part includes the theses or dissertation on research topic
carrying the same variables. The findings from the previous studies define the approach
that the researcher took in measuring the variables.
4. Paradigm of the study - this is a diagrammatic presentation of the study used to visually
summarize the whole study. It is the result of a clear understanding of the theoretical or
conceptual framework. It is usually comprised of symbols and figures such as lines, shapes,
and arrows.
In a study on the personal values and job performance of the non - teaching personnel in
one university in the NCR, Bermejo (1998) presented his theoretical framework in this manner.

The study was premised on the theory that values affect an individual’s performance
on the job. Values according to Bernard and Haijzler (1993) are ideas, belief, and thought we
hold ourselves, other people, and the world. Such conceptions determine how we think, feel
and act. Furthermore, these attitudes and ideas people hold can determine strongly their
direction, adjustment and satisfaction. They are factors that can determine the levels of an
individual performance of his work.
 According to Andres (1991), values help behavior modification, such as improving job
performance. He further stated that each worker brings to his job certain likes and dislikes, as
well as personality traits, which make up his value set. When this value set conflicts with those
on the job, then the job suffers. This conflict can result in poor work attitude, absenteeism,
tardiness, low productivity, and general discontentment for the worker, as well as those around
him.

Relative to values and attitudes, a number of factors a person’s performance of his job.
Cooper (1991) and D’ Sauza (1990) mention power, friendship and stress as some of them.
Human connectedness, a positive and supportive social network also helps to make an
employee work more productively. Personal relationship can also make a difference on how
one feels at work, and how effective a person is on the job.

INDEPENDENT DEPENDENT VARIABLE

VARIABLE
JOB PERFORMANCE
PERSONAL VALUES

Paradigm of the theoretical Frame work

The researcher, therefore, theorized that the personal values of the respondents can
affect their job performance.

Based on the foregoing example, how was the theoretical framework formulated. An
analysis of the above illustration reveals that the researcher did the following:
● Specified the theory used as basis for the study;
● Mentioned the proponents of the study;
● Cited the main points emphasized in the theory
● Supported his exposition of the theory by ideas from the other experts;
● Illustrated his theoretical framework by means of a diagram or paradigms;
● Ended up the reiterating his theoretical proposition in the study.
Developing the Theoretical Framework
A theoretical Framework serves as the basis of the research. It points out, through its cited
theories, which specific variables will be the focus of the study. In doing so, the approach that the
researcher will adopt in evaluation and interpretation of the data is better established. It also
prefaces the new knowledge introduced in the research by validating or challenging theoretical
assumptions. Thus writing theoretical framework provides the readers a better understanding of
the research study.
The University of South California (2016), provides the following strategies in formulating the
theoretical framework:
1. Examine your thesis title and research problem - the research problem should be well -
founded since it serves as the foundation of the theoretical framework.
2. Brainstorm about what is considered as the key variables in the research - the factors that
are presumed to have significant bearing on the results of the study should be identified.
3. Review related literature and studies - the basis of the research should be supported by
relevant literature and studies from the authors who had conducted an extensive research
on the topic.
4. List the constructs and variables. Constructs are information from observation while
variables are research factors that are measured in the study. These should be identified
to create the framework.
5. Review the theories - the theories that best explain the relationship between the key
variables in the study should be identified.
6. Discuss the assumptions or propositions - the relevance of the cited theories to the
research should be established to effectively the framework of the study.
Conceptual Framework
Generally a study is based on the concepts or ideas of the person making the study. From
the review of related literature, the researcher can formulate a theoretical scheme for his/her
research problem. This scheme is a tentative or theoretical explanation of the phenomenon or
problem he /she is going to investigate and it serves as the basis of formulating the research
hypotheses (Elequin et al., 1977). Thus, the conceptual framework consists of the investigator’s
own position on a problem after his /her exposure to various theories that have bearing on the
problem. It is the researcher’s new model which has its roots in the previous models the researcher
has read.
Conceptual Framework is the basic structure that serves as a mental window of the
researcher because it depicts the research design and the relationship of the variables involved.
 According to Reyes (2004), the crystallization of the research brought about by the
variables and their indicated dimension and relationship will be reflected in a conceptual
framework. It becomes a concrete guide to research that will follow. Basically, the framework must
reflect structure, causal mechanism, and prediction. Structure refers to the variables considered
with their corresponding relationships. These relationships must reveal a causal mechanism
involved as to what causes what; what factor factors or correlative relations are suspected to
come about; or what significant differences may exist in the ensuring interplay of such relations.
The causal mechanism as reflected in the framework must lead to a predicted set of result
as a consequence of the investigation. Hence, new concepts and new relations will be
formulated at the conclusion of the study.
Hence, the conceptual framework is considered an important component of any
research process. A well defined framework becomes a firm factor upon which the whole
research activity is based. It is a refinement of a well - focused study with detailed specification of
the once abstract concepts but now operationalised to result into an empirical observation.
Moreover, the conceptual framework provides the scope and delineation of the research
activity, showing the extent of the parameters of the variables under investigation. Again, a well -
defined framework provides the linkage between the relations of the past researches relevant to
the present study by showing what variables have been excluded or have not been considered
such variables were not considered significant in the past, or what other factors have been missed
out in past researchers but are now considered.
A conceptual framework is a written or visual presentation that explains geographically or
in narrative form, the main things to be studied, the key factors, concepts or variables and the
presumed relationship among them (Almeida et al, 2016).
What specific forms might a conceptual framework take?
The possibilities include: flowcharts, tree diagram, shaped - based diagram, triangles
concentric circles, overlapping circles, mind maps, and software systems.
Examine a sample conceptual framework developed by Hernandez in 1998, for his
research conceptual framework academic performance in high school mathematics.
 Attitudes in Mathematics

Academic Performance
in Mathematics
Teaching Strategies

Teaching Strategies

Student variables

Teacher variables

Correlates of academic Performance in High School Mathematics

Scrutiny of the afforested figure reveals that the independent variables of the study are
attitudes in Mathematics and teaching strategies used in teaching the subject. These attitudes
may take any of the following forms: positive, neutral, or negative. On the other hand, teaching
strategies utilized in Mathematics were reckoned in terms of the following dimensions of
cognitive learning: knowledge, comprehension, application, analysis, synthesis, and
evaluation.

Academic performance, however, was the dependent variable in this study. The
Grade - point - Average (GPA) in Mathematics was used as indicator of academic
performance in the aforementioned subject. Students’ GPA was categorized into the following
levels of performance: outstanding, very satisfactory, fair, and needs improvement.

Further examination of aforementioned figure shows that there two sets of intervening
variables in this study, namely: student variables, and teacher variables. Student variables
 included the following: curriculum level, gender, and interest in Mathematics. On the other
hand, teacher variables centered on the following: year level assignment, performance rating,
and educational attainment. The first set of intervening variables was used in accounting for
possible differences in the respondents’ attitudes and performance in mathematics.
Conversely, the second set of intervening variables was employed in explaining possible
variances in the teaching strategies utilized by high school teachers in teaching the
aforementioned subject.

Based on the example cited above, what procedures did the researcher follow in
presenting his conceptual framework? You will note that he did the following:
● Cited his conceptual model or paradigm;
● Identified the independent variables;
● Mentioned the dependent variables and its indicators and categories;
● Pointed out the intervening variables that can explain variables that can explain variances
in the independent and dependent variables; and
● Showed the direction of the study.

Kinds of Paradigm
The Context Input Process Product Model (CIPP) developed by Daniel Stufflebeam and
Egon Guba is an illustration used. This approach to evaluation is rooted in its definition of
evaluation as the process of delimiting, obtaining and providing useful information for judging
decision alternatives.

INPUT INPUT PRODUCT

Local Government Unit Qualitative Component Strength

Funding Student Services Research Weakness
Philosophy, Vision, Mission, Community Extension Proposed
Goals, and Objectives Services Development Plan
Curriculum Alumni Affairs Policy Reformulation
Administration Linkages and Networks Structuring
Faculty Quantitative Component Retrenchment
Instruction and Evaluation Funding
Students Studentry
Physical Plant and Facilities Support Structures
Equipment and Laboratories Student Services
Linkages and Network
 Input - Process /Throughputs - Outputs Model (IPO). This models, guides anybody to picture
out how big or how small the institution is, it it always helps us to think systematically, Franco advises.
Thinking systematic means looking at outputs or key results, and from this perspectives, to examine
the required inputs and necessary process or throughputs, then, the systematic logic.

INPUT
Pupils - distance of home from school to mode of travel, home
conditions (parental occupation, total number of children).
Teachers - highest educational qualifications, year of teaching experience.
Facilities - size of the land, age of school.
Finance - grants (per capita), scholarship.
Organization - teacher workload, presence of modern curricula.
Extra School - location (rural/urban), presence of adverse surrounding.

PROCESS
Pupils - pupils interest, pupil aspirations.
Teachers - teaching techniques, pupil activity (encouraged by teachers)
Facilities - usage of special norms, usage of library.
Finance - regularity of payment of staff salary, expenditure on
electricity and water.
Organization - number of class test per year, amount of homework
assigned per sem.
Extra School - action on health problems, community development programs.

THROUGHOUTPUT OR OUTPUTS
Public examination results.

Attritions rates (drop - out, repetitions and absenteeism).

Pupils perception of fulfillment of: cognitive objectives - prepare for further studies, be able to
think of new ideas; affective objectives - develop a good character, be able to spend
leisure time usefully; social objectives - understand and get along with people of other races,
become a good citizen; economic objectives - be able to get as “good” a job as possible,
manage money matters, including savings and investment.
 Combined Variables Model (CVM). This guides the reader to determine the causes -
relationships - effect of the research study.

Note:

Independent
. Variables - source of feedback (cause)
Independent Variables Moderator Control
Variables Variables

Intervening Variables

Dependent
Variables

Notes:

Independent Variables - source of feedback (cause)

Moderator variables - concrete, abstract (modifier)

Control Variables - hypothesis (avoided)

Intervening variables - formal (inferred)

Dependent variables - satisfaction (effect)