PRACTICAL 12

RESEARCH 2

CONCEPTUAL FRAMEWORK
(Week 6)

Student Teacher
Performance Performance

Microsoft Preparedness
Strand Office TVL Strand in Taking NC
Competence Assessment

A module developed by DepEd-Davao City

 Self-Directed Learning Materials Team

Writer:

APPLE MAY A. TAÑEGA, PhD-CAR

Teacher II – Daniel R. Aguinaldo National High School

Evaluators:

SHERWIN S. FORTUGALIZA, PhD

Group Leader – Practical Research 2 (Quarter 1)

RONNIE M. VALES, PhD-CAR

Team Leader – Research Team

BRYAN L. CANCIO, PhD

Self-Directed Learning Materials Over-all Coordinator

ELSIE E.GAGABE, PhD

Education Program Supervisor - MAPEH/Research

Illustrator:

APPLE MAY A. TAÑEGA, PhD-CAR

Teacher II – Daniel R. Aguinaldo National High School
Information about this ADM learner’s material

I. Objectives: The learner demonstrates understanding of

Ia. Content Standard the formulation of conceptual framework.

The learner is able to formulate clearly

Ib. Performance Standard
conceptual framework.

The learner illustrates and explains conceptual

Ic. Learning Competency
framework. (CS_RS12-If-j-6)

II. Content / Topic Conceptual Framework

Good day, Learners!

I hope you are all well and enjoying your time
learning. I welcome you to Module 10 of Practical
Research 2 which is all about conceptual framework.
This module is your guide to understanding better
the structure showing the connectedness of the
phenomena under study, usually called concepts.
Learning this module will also train you to visualize how
one thing relates to or affects your life.
May you find this module interesting!
#icare #ilearn #icreate

To meaningfully learn this module, you are

expected to:
1. Explain what conceptual framework is; and
2. Illustrate clearly conceptual frameworks.
 Introduction

You have learned in the previous modules about the uses of variable and
stating research questions or statement of the problem. You need to recall them
because these are the source of making your conceptual framework.
Conceptual framework is an essential element in a research study. This helps
the researcher to be guided on the flow of the study (Adom, Hussein & Joe, 2018). In
quantitative research, conceptual framework is created at the beginning to let the
researcher clearly show the concepts (referred to as variables) to be tested. The
connection between variables to be tested can be their relationship, difference or
causal effect, but this module focuses on test of relationship and test of difference.

Now that you have an idea of what conceptual

framework is, let’s try doing some activities.

IDENTIFYING THE VARIABLES

Instruction: Read the list of research questions (RQ) below. Identify variables.
Write the variables on the space provided.

Example 1: Is there a significant relationship between the COVID-19 awareness and

healthcare practices of the senior high school students in Pilipi National
High School?
Variable 1: Covid-19 awareness Variable 2: healthcare practices

Example 2: Is there a significant difference in the COVID-19 awareness of the senior

high school students of Pilipi National High School when grouped
according to sex?
Variable 1: Covid-19 awareness Variable 2: sex
---------------------------------------------------------------------------------------------------------------------
RQ 1: Is there a significant relationship between the student’s performance and
the teacher’s performance of Alfeche National High School?

Variable 1: _________________ Variable 2: _________________

RQ 2: Is there a significant difference in the Microsoft Office competence of the

students of Alfeche National High School when grouped according to
strand?

Variable 1: _________________ Variable 2: _________________

Take a look at your answers in the previous activity.

Answer the questions below to help you understand
the lesson better.

(Activity 2)
Instruction: Let’ process your answers in Activity 1 by answering the questions
below:

1. Were you able to identify the variables? If yes, enumerate.

________________________________________________________________
________________________________________________________________

2. What possible connection can you see between the variables identified?
________________________________________________________________
________________________________________________________________
 Hope you did well in the previous activities!

You already know that concept is also referred to as

variable. The following information will formally engage
you about conceptual framework. If you have some points
to clarify, below is your help. You can do it!

Lesson: Conceptual Framework

Conceptual framework is a structure that shows the connectedness of

phenomena under study. This is a visual illustration of the connection of key concepts
or defined variables to be tested (e.g. relationship or difference) shown in logical and
sequential manner (Akintoye, 2015). The connection (represented by an arrow) of the
key concepts must be derived from theories. These theories are then tested. It is
important that underlying your conceptual framework are theories since the purpose of
quantitative research is testing theories. The purpose of the study (maybe presented in
statement of the problem as questions) that requires descriptive data do not have to be
conceptually illustrated since it does not test connection of variables. It just gathers
descriptions.
In illustrating the conceptual framework of a comparative study (test of
difference), the researcher identifies the independent variable and dependent variable.
As you have learned in the previous module, independent variable is being manipulated
in a study or a classification otherwise known as predictor variable, and dependent
variable is the one measured if there is a change in it or this can be an aspect of a
respondent’s characteristics, behavior or perception (Amorado et al., 2017). However, in
the correlation study (test of relationship), both variables are not manipulated (Kenny,
1979), hence the variables are not tagged as independent and dependent variables. In
this kind of study, it is the statistical relationship that is tested: (1) direction of the
relationship: whether it is positive where variables move together (both goes up), or
negative (one variable goes up and other goes down) (Wilkinson, 2016); and (2) degree
of correlation: whether it is strong, moderate or weak.

Correlation Conceptual Framework

The illustration below shows the conceptual framework of correlation study or
test of relationship.

Research Question:
Is there a significant relationship between the COVID-19 awareness and
healthcare practices of the senior high school students in Pilipi National High
School?

Variable 1: Covid-19 awareness Variable 2: Covid-19 healthcare practices

Note: Both variables have co-relationship. The arrow used is double-headed arrow to
signify correlation.

Conceptual Framework

COVID-19
COVID-19
Healthcare
Awareness
Practices

Note: Make sure that your arrows are clearly linked to the boxes.

Comparative Conceptual Framework

The illustration below shows the placement of the independent and dependent
variables in comparative study or test of difference.

Comparing 2 groups:
Research Question:
Is there a significant difference in the COVID-19 awareness of the senior high
school students of Pilipi National High School when grouped according to sex?

Variable 1: Covid-19 awareness Variable 2: sex

Note: Sex is a classification. Hence, it is the (assigned) independent variable. COVID-
19 awareness is a respondents’ (students) perception on their awareness about
the disease. It changes depending on the independent variable. The arrow used
is single-headed arrow to the right.

Conceptual Framework

Independent Variable Dependent Variable

Sex Covid-19
 Male
Awareness
 Female

Comparing 3 groups or more:

Research Question:
Is there a significant difference in the COVID-19 awareness of the senior high
school students of Pilipi National High School when grouped according to grade
level?

Variable 1: COVID-19 awareness Variable 2: grade level

Conceptual Framework
Independent Variable Dependent Variable

Grade Level
 Grade 9 Covid-19
 Grade 10
Awareness
 Grade 11
 Grade 12

You just learned the details about conceptual

framework. It is time for you to check your
understanding about the topic. Hope you’ll do great!
(Activity 3) COMPLETING CONCEPTUAL FRAMEWORK
Instruction: Read the following list of research questions (RQ). Follow the steps
to complete conceptual framework.

RQ 1: Is there a significant relationship between the student’s performance and the

teacher’s performance of Alfeche National High School?
Step 1: Underline the key variables as stated in the RQ.
Step 2: Write the key variables in the box.
Step 3: Draw the appropriate (relationship) arrow in between the variables?

Conceptual Framework

RQ 2: Is there a significant difference in the Microsoft Office competence of the

students of Alfeche National High School when grouped according to strand?
Step 1: Underline the key variables as stated in the RQ.
Step 2: Write the key variables in the box.
Step 3: Draw the appropriate (difference) arrow in between the variables?
Step 4: Label the variables (see previous examples).

Conceptual Framework
 How did you find the activity?

I hope you are still enjoying while learning how to illustrate

conceptual framework.

1. Conceptual framework is a structure that shows the connectedness of phenomena

under study arranged logically and sequentially.

2. In illustrating a conceptual framework, it is important to indicate the function of the

variable (if necessary) and to use appropriate arrow to show logical connection.

(Activity 4) ILLUSTRATING MY CONCEPTUAL FRAMEWORK

Instruction: Recall your topic of interest and statement of the problem in the
previous modules. Using those pieces of information, illustrate the
conceptual framework of your study. It will be rated using the rubric
attached.

My Research Title:

My Statement of the Problem

My Research Questions:
Descriptive Questions:
1.
2.

Inferential Question:
3.

My Conceptual Framework:
References:

Adom, D., Hussein, E.K., & Joe, A.A. (2018). Theoretical and conceptual framework:
Mandatory ingredients of a quality research. International Journal of Scientific
Research (7) 438-441.

Akintoye, A. (2015 ). Developing theoretical and conceptual frameworks. Retrieved

https://jedm.oauife.edu.ng/wp-content/uploads/2017/03/Akintola-
Akintoye_Developing-Theoretical-and-Conceptual-Frameworks.pdf

Amorado, D. et.al (2017). Quantitative research: A practical approach. Philippines:

Mutya Publishing House Inc.

Kenny, D. (1979). Correlation and causality. Wiley.

Wilkinson, D. (2016). Understanding research: The direction of a correlation. The OR

Briefings. Retrieved from https://www.oxford-review.com/understanding-research-
the-direction-of-a-
correlation/#:~:text=This%20is%20called%20a%20positive,up%20so%20does%20
the%20other.&text=A%20negative%20correlation%20says%20the,variable%20inc
reases%20and%20other%20decreases.
PRACTICAL 12
RESEARCH 2

RESEARCH HYPOTHESIS
(Week 6)

A module developed by DepEd-Davao City

 Self-Directed Learning Materials Team

Writer:

ACHILLES CHARLES G. GRANDEZA, PhD-CAR

Teacher II - Crossing Bayabas National High School

Evaluators:

APPLE MAY A. TAÑEGA, PhD-CAR

Group Leader – Practical Research 1 (Quarter 1)

SHERWIN S. FORTUGALIZA, PhD

Group Leader – Practical Research 2 (Quarter 1)

RONNIE M. VALES, PhD-CAR

Team Leader – Research Team

BRYAN L. CANCIO, PhD

Self-Directed Learning Materials Over-all Coordinator

ELSIE E.GAGABE, PhD

Education Program Supervisor - MAPEH/Research
Information about this ADM learner’s material

I. Objectives: The learner demonstrates understanding of

Ia. Content Standard the research hypothesis.

The learner is able to formulate clearly the

Ib. Performance Standard
research hypothesis

The learner Lists research hypotheses (if

Ic. Learning Competency
appropriate) (CS_RS12-If-j-8)

II. Content / Topic Research Hypothesis

Good day!

This module for Practical Research 2 will help

you in formulating your research hypothesis. You may
have your research questions, your statement of the
problem, but to have a good view of your research
and to enable you to look for appropriate tools, you
will need to formulate your research hypothesis.
This module is organized in a way for you to
learn easier and in a more convenient way. Since our
hypothesis can be drawn from your statement of the
problem and research questions, I suggest you have
those with you while reading this module.
Should you have any questions, feel free to ask
your parents or contact your teacher for
clarification.
 To start your learning, we have set our target
straight. The objective of this module is for you to learn
about hypothesis formulation. Specifically, this module
seeks to achieve the following objectives:
1. identify research hypothesis;
2. perform the steps in making research
hypothesis; and
3. list your research hypothesis.

Introduction

Recalling your knowledge about science, a hypothesis is naturally an educated

guess, however, an educated guess or good hypothesis must be stated as simply and
concisely as possible. A hypothesis is a temporary explanation that accounts for a set
of facts and can be tested by further investigation in qualitative studies and through
statistical tools in quantitative studies (Muijs, 2004). The skill and knowledge in
formulating a hypothesis are imperative as a researcher, this knowledge will help you
in giving direction to your investigation and in the selection of correct data gathering
tools and as well as statistical tools to test your hypothesis.
Your hypothesis can come from a review of the literature or theory, your
research questions which will be one of the focuses in this module, and from qualitative
research. Since the quantitative is well-suited for testing theories and hypotheses, we
have to make sure that our hypothesis is aligned with the research question which you
should have formulated before reading this module. Let us always remind ourselves
that a hypothesis should bring clarity, specificity, and focus on a research problem
because the hypothesis is the beginning of investigation (Kumar, 2011).

Got it? Let us continue and start the first activity.

(Activity 1) CROSSWORD PUZZLE
Instruction: Copy the crossword puzzle in your answer sheet, and complete the
crossword puzzle. Read the guide below.

HORIZONTAL VERTICAL

Something that changes over time or not A superficial hunch or a thought of situation
1 2
permanent that is accepted as true without proof

A connection between variables in your It is defined as something that has quantity in

5 3
research research

Can be subjected to experiments or can be The course or guide to the path that must be
6 4
tried taken
 Now you’re ready!
That was just a warm-up. How well did you do? The
words you found there are the keys for you to
understand how you can formulate a hypothesis for
your research.

Your score is a measurement of what you know as of

now. I am sure that your score has nowhere to go but up
from this moment on. Since you already know some
keywords that we will be using, I’m quite sure that
understanding the formulation of the hypothesis will be
easier.

(Activity 2)
Instruction: Based on your result in Activity 1, answer the following questions
below.

1. What words did you discover in the previous activity?

____________________________________________________

2. What do you think those words are for?

____________________________________________________

From here on, it is important that you focus on the topics

that will be discussed from this point onwards and try to
reflect on what should be done.
 Lesson: The Research Hypothesis

There is no single definition to what a hypothesis is, but some authors like
(Ellison, 2010) define it as your best-educated guess about why things are, (Kumar,
2011) sited (Black & Champion, 1976) defining hypothesis as “tentative statement
about something of which the validity is unknown.
From most definitions, we can say that a hypothesis is a tentative proposition
with unknown validity and more often than not, it can specify a relationship between
variables, and it does not matter if its causal or not, and it can also specify a difference
in groups as well as effects of interventions.
Now, with all of those in mind, we can define a hypothesis as a concisely
constructed educated guess that is testable and tentative.

Formulate Your Hypotheses

Your research objective should be refined into a form of testable hypothesis. In

basic research, we traditionally look at two types of hypotheses namely the null
hypothesis and alternative hypothesis. The alternative hypothesis is a statement that
you usually state it like you want it to be true, and the null is otherwise (Muijs, 2004).

STEPS IN WRITING HYPOTHESIS FOR TEST OF RELATIONSHIP/CORRELATION

STUDIES

EXAMPLE 1
Research Question: Is there a significant relationship between the awareness on
COVID-19 and healthcare practices among the senior high
school students in Pilipi National High School?

Step 1: Identify the variables.

Variable A: awareness on COVID-19

Variable B: healthcare practices
Step 2: Write your null hypothesis by following this format:

Format:
There is no significant relationship between (Variable A) and (Variable B) among the
(respondents) in (location).

Null Hypothesis

HO There is no significant relationship between the awareness on COVID-19

and healthcare practices among the senior high school students in Pilipi
National High School.

Step 3: Write your alternative hypothesis by following this format:

Format:
There is a significant relationship between (Variable A) and (Variable B) among the
(respondents) in (location).

Alternative Hypothesis

HA There is a significant relationship between the awareness on COVID-19

and healthcare practices among the senior high school students in Pilipi
National High School.

EXAMPLE 2
Research Question: Is there a significant relationship between the student’s
allowance and the parent’s income of the senior high school
students?

Step 1: Identify the variables.

Variable A: student’s allowance

Variable B: parent’s income
Step 2: Write your null hypothesis by following this format:

Format:
There is no significant relationship between (Variable A) and (Variable B) among the
(respondents).

Null Hypothesis

HO There is no significant relationship between the student’s allowance and

parent’s income of the senior high school students.

Step 3: Write your alternative hypothesis by following this format:

Format:
There is a significant relationship between (Variable A) and (Variable B) among the
(respondents).

Alternative Hypothesis

HA There is a significant relationship between the student’s allowance and

parent’s income of the senior high school students.
STEPS IN WRITING HYPOTHESIS FOR TEST OF DIFFERENCE/COMPARATIVE
STUDIES

EXAMPLE 1
Research Question: Is there a significant difference in the awareness on COVID-
19 among secondary students of Pilipi National High School
when grouped according to grade level?

Step 1: Identify the variables.

Variable A: awareness on COVID-19

Variable B: grade level

Step 2: Write your null hypothesis by following this format:

Format:
There is no significant difference in the (Variable A) and among the (respondents) in
(location) when grouped according to (Variable B).

Null Hypothesis

HO There is no significant difference in the awareness on COVID-19 among

the secondary students in Pilipi National High School when grouped
according to grade level.

Step 3: Write your alternative hypothesis by following this format:

Format:
There is a significant difference in the (Variable A) and among the (respondents) in
(location) when grouped according to (Variable B).

Alternative Hypothesis

HA There is a significant difference in the awareness on COVID-19 among

the secondary students in Pilipi National High School when grouped
according to grade level.
 By now, you should understand how a research
hypothesis is formulated and where you can get your
hypothesis. After this, we will have a little practice on
how to make a hypothesis based on research
questions.

(Activity 3) FROM RESEARCH QUESTIONS TO HYPOTHESIS

Instruction: Write the appropriate null and alternative hypotheses for the research
question.

RQ1: Is there a significant relationship between income and life satisfaction?

Step 1: Identify the variables.

Variable A: _____________________ Variable B: _____________________

Step 2: Write the NULL HYPOTHESIS.

______________________________________________________________________

Step 3: Write the ALTERNATIVE HYPOTHESIS.

______________________________________________________________________

RQ2: Is there a significant difference in the academic adjustments of the senior high
school students in Labasano National High School when grouped according to
strand?

Step 1: Identify the variables.

Variable A: _____________________ Variable B: _____________________

Step 2: Write the NULL HYPOTHESIS.

______________________________________________________________________

Step 3: Write the ALTERNATIVE HYPOTHESIS.

______________________________________________________________________
 Were you able to write the answers correctly? I sure hope
you did, but just in case you need clarification, can always
read the “Let’s Study This” part.

Formulating hypothesis will make your research easier

since it will help in giving you direction on what you
should do next since you are trying to prove or disprove
these statements.

1. A research hypothesis is your best educated guess which is only temporary until
tested.

2. There are 3 basic steps in writing you research hypothesis:

a. Identifying the variables;
b. Writing the null hypothesis;
c. Writing the alternative hypothesis.
(Activity 4) MY NULL & ALTERNATIVE HYPOTHESIS
Instruction: Using the details of your own study, state your null and alternative
hypothesis.

My Research Title:

My Statement of the Problem:

My Research Questions:
Descriptive Questions:
4.
5.

Inferential Question:
6.

My Null Hypothesis (Based from your Inferential Question):

My Alternative Hypothesis (Based from your Inferential Question):

Rubric for Research Questions

Excellent Fair Poor Score

(20 points) (15 points) (10 points) (5 points)
Null hypothesis and Either of the null Both of the null Either of the null
alternative hypothesis hypothesis and hypothesis and hypothesis and
were written correctly, alternative hypothesis alternative hypothesis alternative hypothesis
with complete details was written with were written with was missing.
from the research incomplete details from incomplete details from
questions. the research questions. the research questions.

Congratulations!

You have reached the end of our module.

Hopefully, you have listed your hypothesis for the
research that you are planning to do this school year. Be
reminded that studying relationship between variables is
just a start. You can also do comparative studies and
more which means that there are more ways of writing a
hypothesis. Should you have any questions, do not
hesitate to ask your parent or contact your teacher.

References

Ellison, C. (2010). McGraw-Hill’s concise guide to writing research papers. McGraw-Hill.

http://public.ebookcentral.proquest.com/choice/publicfullrecord.aspx? p=4657855

Kumar, R. (2011). Research methodology: A step-by-step guide for beginners (3rd ed).
SAGE.

Muijs, D. (2004). Doing quantitative research in education with SPSS. Sage

Publications.