Practical Research 2

Quarter 1 – Module 4A:

Creation of Conceptual
Framework
Practical Research 2– Grade 12
Alternative Delivery Mode
Quarter 1 – Module 4A: Creation of Conceptual Framework
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Kristine Joy C. Matilla

Editor: Lilibeth M. Cruz
Reviewer: Angelo S. Limboy
Illustrator: Jay M. Nastor
Layout Artist: Jay M. Nastor
Cover Design: LRMDS Bataan

Management Team:
Schools Division Superintendent
Asst. Schools Division Superintendent
Chief Education Supervisor, CID
Education Program Supervisor, LRMDS
Education Program Supervisor, AP/ADM
Education Program Supervisor, SHS
District Supervisor, Samal
District LRMDS Coordinator
School LRMDS Coordinator
School Principal
District Lead Layout Artist
District Lead Illustrator
District Lead Evaluator
: Romeo M. Alip, PhD, CESO V
: William Roderick R. Fallorin
: Milagros M. Peñaflor, PhD
: Edgar E. Garcia, MITE
: Romeo M. Layug
: Danilo C. Caysido
: Jeolfa G. Reyes, EdD
: Rodrigo S. Panlaque Jr.
: Milyn B. Alcaide
: Felisa C. Bravo
: Emmanuel S. Gimena Jr.
: Mark Edson Fajardo
: Jeolfa G. Reyes, EdD

Printed in the Philippines by the Department of Education – Schools Division of

Bataan
Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph
Practical Research 2
Quarter 1 – Module 4A :
Creation of Conceptual
Framework
Introductory Message
For the facilitator:

Welcome to the Practical Research- 2 Grade 12 Alternative Delivery Mode

(ADM) Module on Creation of 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 in 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:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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 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 2 -Grade 12 Alternative Delivery Mode

(ADM) Module on Creation of Conceptual Framework.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem-opener, an
activity, or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentences/paragraphs to be filled into the
process what you learned from the lesson.
 What I Can Do This section provides an activity that will help
you transfer your new knowledge or skill in
real-life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends to the
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain a deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module explains how the conceptual framework outlines the steps to be
done while conducting your research. Also, the module will help you in analyzing
different kinds of researches.

At the end of the lesson you are expected to:

1. illustrate and explain the conceptual framework (CS_RS12-If-j-6);

2. define terms used in the study (CS_RS12-If-j-7); and;
3. list the research hypothesis (CS_RS12-If-j-7).

Specific Learning Outcomes

After the lesson, you will be able to:

1.craft conceptual frameworks of the given sample problems;

2. explain the terms related to the study; and;
3. construct a hypothesis based on the given research problems.
 What I Know

Instruction:

In the given puzzle below, loop ten words that are related to research. The hidden
words are arranged backward, horizontally, vertically, and diagonally.

R E S E A R C H P A R A D I G M C V X Z S E R F T D
A D A S N O I T I N I F E D L A N O I T A R E P O E
B S T A C V N V N P R O C E D U R E Q W E R A S D F
C A Y T H E U F G A B C D E F F F T Y Y U I O O S I
E Z C O N C E P T U A L F R A M E W O R K P L O I N
D E O A S F P H R E R T Y U I O P E R F D T Y P S I
E H U L K I T I H O G J I H G S F E E D C B A P E T
M G I M E R U T Y U C D U N L I E A B R A M M L H I
G C A N A X A X X E R E T T Y U U L I O O O P J T O
I F S E A S N S F F T Y D D E E E A B A A A D K O N
D D S O Q W E R T Y A S D F G H J K L A I D D L P T
A E D O A S D W E E R Q U U A L I T Y A I F D M Y D
R E F P Q E K R O W E M A R F L A C I T E R O E H T
A Q G Q R R R R S S S S T U V U W X X Y Z A A N G H
P A S I S E H T O P Y H L L U N A S A A A V A V S A

Then, supply the answers on the box by writing the hidden words on the space
provided for. Then using your own words, define the given terms. Write your answer
in Table 1.

Table 1: Terms Related to Research

Terms Related to
Your Definition
Research
1
2
3
4
5
6
7
8
9
10
 Lesson Illustrating and Explaining the
1 Conceptual Framework

What’s In

In Module 3, you became familiar with the importance of the Review of Related
Literature in comparing and contrasting different researches to support your study.

To come up with tangible outputs, you should remember that guides are needed.
They serve as frameworks that provide the foundation of the study. Also, the lesson
explains how the conceptual framework gives direction to different kinds of
researches.
Before the discussion starts, let us play the FACT or BLUFF to check your prior
knowledge about the topic.

React on the given statements below by writing Fact or Bluff on the space provided
for.

Table 2: FACT of BLUFF

Is it a FACT or BLUFF?
1. The Conceptual Framework is anchored on
theories.

2. The Conceptual Framework is the main thrust of

the study.
3. There is one standard Conceptual Framework
applicable to all kinds of researches.

Note to the Teacher

The FACT or BLUFF gauges the preconceptions of the students
about the topic.
 What’s New

Conceptual Framework is the rudder that gives direction to any research endeavors.
It can be presented using flowcharts, maps, and diagrams. To further understand
the Conceptual Framework, read the given poem below.

THE CONCEPTUAL FRAMEWORK TREE

I think that I shall never see

A poem as lovely as the Conceptual Framework Tree

A tree that guides researchers at night and day

A tree that gives direction and keeps errors at bay

A tree that shows the research flow

So that researcher

Will not

Be at

Flaws.

To check your preconceived notion about Conceptual Framework, answer the

given questions substantially. Limit your answer up to three sentences only. Supply
your answer in Table 3.

Table 3: My Standpoint on the Conceptual Research Tree

My Standpoint

1. What is a conceptual framework?

2. What is the importance of a

conceptual framework in research?

3. Why do we need to draft a

conceptual framework?
The given rubrics will be used to rate your answers.

Criteria 5 4 3 2

With a With a With a With an

Content complete idea complete idea complete incomplete
and details. with little idea, no idea, no
details details details

What is It

The CONCEPTUAL FRAMEWORK is the blueprint of the conduct of different

research ventures. As mentioned by Perez and Zulueta (2010), a conceptual
framework is a visual presentation of concepts anchored from theoretical
frameworks. Moreover, Calderon and Gonzales (2010) stated that the conceptual
framework showed the details of the study from the variables to be observed, the
process to be used in the data-gathering phase as well as the possible outputs of the
study.

Prieto, Naval, and Carey (2017) emphasized that the Conceptual Framework is
composed of concepts that are sequenced logically. It is represented by less formal
structures to show how the research gaps will be addressed in the conduct of the
study.

Aside from that, Prieto, Naval, and Carey (2017) stressed that the Conceptual
Framework is created for the following purposes:

1. For Concept Clarification

In this context, the conceptual framework shows the
relationships of the different concepts in the study. Since the
conceptual framework is made from the review of related
literature, it shows the relationship between and among the
variables of the study.
2. For Interpretation

The interpretation can be drawn based on the logical sequence of

variables that are enumerated at the beginning of the study and
the outputs obtained based on the process used during the data
gathering stage. The hypothesis formulated at the start of the
study is tested during the data-gathering phase followed by the
analysis of data. Statistical treatments are used to come up with interpretations of
the study and later on are used for the formulation of conclusions. All of these
aspects are clearly shown in the conceptual framework designed by the researcher
(Sanchez, 1980).

3. For Explanation of Observations

The conceptual framework serves as the researcher’s schema on the

problems raised after reading numerous related literature and
studies. The standpoint of the researcher is shown in a new model
based on how he will address the research gap that he perceived at
the beginning of the study.

4. For Theory Development

The conceptual framework is anchored in two or more theories that

support the current study. The new conceptual model aids the
researcher on how to perform the study. The result in addressing
the gap can be used to establish a new theory or grounded theory.

Before we continue exploring the conceptual framework, let us define first the related
terms that you will encounter in the lesson and they are the following:

• FRAMEWORK is defined as the abstract, logical model that gives direction in

the conduct of the study. The identification of concepts and the relationships
between these concepts are based on the already existing theories.
• CONCEPT is an abstract description of objects and phenomena. This is an
academic presentation of the results obtained from the observations of
phenomena.
 • VARIABLES are the ones being studied. These are persons, places, things,
events, and phenomena that are measured in the study.
• DIAGRAM or PARADIGM is a visual representation and interpretation of the
fundamental theories, principles, and concepts of a study.
• CONCEPTUAL PARADIGM or RESEARCH PARADIGM is the presentation of
the mental image of the researcher about the relationship among and between
different variables before the conduct of the actual data gathering process to
prove their relationship.

Are you ready? Let us identify the STEP BY STEP PROCEDURE ON HOW TO DRAFT
THE CONCEPTUAL framework before you craft yours.

•Decide on your reseach topic

•The topic should be within the field of your
Choose your specialization
topic

•Read Related Literature and Relevant Studies.

•Consider the reliability of the sources of information
Do and do appropriate documentation
Literature
Review

•Identify the specific variables in the literature and

Isolate the show their relationships
important
variables

•Craft your conceptual framework using the identified

Generate your variables from the scientific articles that you’ve read
conceptual
framework

Source: Practical Research 2 by Prieto, Naval, and Carey (2017)

Note that your problem statement serves as your reference in constructing your
conceptual framework. Your study will seek to answer the gap that you have
identified but other researchers have not addressed yet. Research

Let us now discuss, the DIFFERENT FORMATS OF THE RESEARCH PARADIGM

that represents the CONCEPTUAL FRAMEWORKS of various studies.
A. IPO Format
The IPO Format stands for Input, Process, Output Format. As mentioned by
Kuhn (1962) and cited by Chong (2009), the input, process, output framework
shows the causal relationship in the system.
Let us explore the given problem statement below used by Calderon and
Gonzales (2010) in their book Methods of Research and Thesis Writing.

An investigation was conducted to determine the status of teaching Science

in the High Schools of Province A as perceived by the teachers and students
in Science classes during the school year 1989-1990. The aspects look were
the qualifications of teachers, their methods and strategies, facilities, forms
of supervisory assistance, problems, and proposed solutions to problems.

For you to come up with the Research Paradigm that visualizes your
conceptual framework, you need to remember what are the aspects to be
considered in the conduct of the study.

Based on the problem statement, what are the aspects or factors to be

investigated?

Correct! If you answered the Qualifications of Teachers, Effectiveness of the

teaching methods and strategies, adequacy of school facilities, and availability
of supervisory assistance.

These are the concepts that you will write in the INPUT box.

Since you already determined the aspects to be investigated. The next thing
that you need to do is to think of ways or interventions on how to solve these
problems related to the identified aspects of Science Education.

Do you have an intervention in mind on how to solve the above-cited

problems?

Very Good! That is a manifestation that you are thinking outside the box! You
are using critical thinking skills that will help you to come up with a possible
solution to the problem.

In the case of Calderon and Gonzales (2010), they suggested the Science
Instructional Program as the solution to the problems stated above. Their
proposed intervention will be written in the PROCESS box.
 If you notice, we have stated the problem, suggested a way to solve this
problem and the next step is to identify the outcome of the suggested
intervention.

What do you think will be the outcome of the intervention?

Excellent! If you think that the intervention aims to develop superior Science
knowledge and skills of the students. Your answer will be written in the
OUTPUT box.

The Research Paradigm of the abovementioned problem with an IPO Format

is illustrated below.

Figure 1: Paradigm for Science Teaching in High School

INPUT PROCESS OUTPUT

Qualified
Teachers
Effective Superior
Methods Science Science
Adequate Instructional knowledge and
Facilities Program skills of
students
Adequate
Supervisory
Assistance

B. IV-DV Format
The IV-DV or Independent Variable Dependent Variable Format is used mostly
in an experimental setup that shows the cause and effect relationship. In this
format, you must identify the independent and dependent variables correctly.

Let us recall first the difference between the independent and dependent
variables.

When we say VARIABLES, these are the traits, characteristics, and properties
that you want to investigate in a study. There are several kinds of variables
such as moderating variable, controlling variable, and intervening variables
but the module will be delimited with the discussion of independent and
dependent variables.
 Note to the Teacher
You can also discuss how the intervening and moderating
variables affect the results of the study but for the sake of not
confusing the students, focus on the discussion of the
independent and dependent variables.

The Independent Variable serves as the predictor or explanatory variable

while the Dependent Variable is the response or outcome variable (Swaen,
2015).

Let us have a sample problem,

Researcher A wants to investigate through experimentation and surveys if the

students who consumed more hours studying got higher scores in the test.

Okay! Can you identify the independent and dependent variables?

Great! If your answers are the number of hours as the independent variable
and the scores in the test as the dependent variable. Congratulations! You
are on the right track!

Figure 2: Research Paradigm Using IV-DV Format

IV DV Output

Proposed
Scores in the Action Plan to
No. of Hours
Test improve study
habit
 What’s More

In conducting research, it is a must that you have to understand the role of the
conceptual framework in guiding the direction of the research process. To further
test if you understand the lesson, you are tasked to answer the given activity.

INSTRUCTION: Read and analyze the given sample problem statement below. Then,
supply the correct answers on the given box to make a conceptual framework.

1. The researcher wants to investigate the available aquatic macro floras and faunas
in the rice fields of Bataan through the use of surveys and field visits to come up
with the infographics of the existing macro aquatic species in the province.

INPUT PROCESS OUTPUT

2. To device an effective strategy in increasing the number of eggs laid, Kingdunlie

conducts a study about the effect of playing classical music on the egg production of
chicken layers in selected Magnolia Poultries in Bataan.
IV DV OUTPUT
 What I Have Learned

INSTRUCTION: Complete the statements by writing what have you learned in this
lesson. Cite at least 3-5 concepts that you have remembered.

• In Lesson 1, I have learned that the Conceptual Framework is

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.

• Also, I learned that

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.

• Furthermore, I found out that

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.
 What I Can Do

DIRECTION: Read and analyze the given problem below. Then create a suitable
conceptual framework for the study. Your answer will be graded based on the
provided rubrics.

With the continuous rise in drug-related mortality in the Philippines, your school
aims to conduct survey research on the drug awareness campaign for the entire
province. The purpose of the study is to examine the extent of drug awareness
at household levels with due consideration of the following characteristics:
1.) socioeconomic background,

2.) gender,
3.) age group,
4.) educational attainment, and
5.) household size.

The survey expects high school and senior high teachers for data gathering in
different schools in the Schools Division of Bataan. The study also aims to
gather data for the integration of drug awareness campaigns as a basis for
policy formulation in your school.

What to do?

1. Create an appropriate conceptual framework based on the given statement

above.
2. Your answer will be graded using this rubric.
Excellent Very Good Good Poor
Component
(10) (7) (5) (3)
An appropriate An appropriate An An inappropriate
research paradigm is appropriate paradigm is
paradigm is selected but paradigm is selected.
selected. 1 or 2 selected but 3
Suitability of Identified identified or more
Research concepts are concepts are concepts are
Paradigm placed properly not properly not properly
on the placed on the placed on the
designated box. designated box. designated
box.

Assessment

I. MORSE TYPE:
Read and analyze the given statements below. Write A if sentence A is correct and
sentence B is incorrect; B if sentence A is incorrect and sentence B is correct; C if
both sentences are correct; and; D if both sentences are incorrect. Write the letter of
the correct answer on the space provided for.

________1. A. The conceptual framework helps the researcher to come up with the
correct direction in his study.
B. The conceptual framework leads to obtaining the correct result during
the data-gathering phase.
________2. A. Generating the conceptual framework starts by identifying the
problem.
B. A conceptual framework is made based on the review of related
literature and studies.
________3. A. IPO format research paradigm is used to show the problem, the
intervention to be done, and the output of the study.
B. Independent and dependent variables are also shown in the IPO
format research paradigm.
________4. A. Dependent variables are the result of the study.
B. Independent variables predict the result of the study.

________5. A. Variables are not considered in crafting the IV-DV format Research
paradigm.
B. Outputs are not expressed in the IV-DV format Research paradigm.

II. Choose the appropriate conceptual paradigm format for the given studies.
Explain your answer briefly but substantially. Limit your answer up to three
sentences only. Then, illustrate the appropriate research paradigm of the
given study below.

Lillian Joni, a librarian from Mariveles National High School-Batangas II surveys the
study and thinking skills of the Senior High School Students in the Second
Engineering District of Bataan. The aspects that she has investigated are vocabulary
skills, library skills, note-taking skills that use outlining, summarizing, and
paraphrasing skills. Moreover, organizing skills, analyzing skills, and generating
skills are also investigated. The survey utilized the use of questionnaires. The data
have undergone statistical treatment. Also, the output of the study served as the
basis for the proposed supplementary instructional material.

a.) What is the appropriate research paradigm format for the study? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
b.) Illustration of the Research Paradigm
Your answer in the essay part of the assessment will be graded using the given rubrics.

Criteria 5 4 3 2

With a With a With a With an

Content complete idea complete idea complete incomplete
and details. with little idea, no idea, no
details details details

Moreover, the conceptual framework will be rated using the given rubrics.

Excellent Very Good Good Poor

Component (10) (7) (5) (3)
An appropriate An appropriate An An inappropriate
research paradigm is appropriate paradigm is
paradigm is selected but paradigm is selected.
selected. 1 or 2 selected but 3
Suitability of Identified identified or more
Research concepts are concepts are concepts are
Paradigm placed properly not properly not properly
on the placed on the placed on the
designated box. designated box. designated
box.

Additional Activities

DIRECTION: Based on the presented problem statements below, create an

appropriate conceptual framework. Your outputs will be rated using the prescribed
rubrics presented in the last part of the activity.

1. Melzy Darzelle wants to test the effectiveness of Art-based Activities in

Teaching Physical Science. The academic performance will be measured
after the administration of art-based activities. The result of the study
will serve as a basis for the construction of art-based instructional
materials.
2. Ms. Mardy Doutzen is an administrator in one of the private schools in Bataan.
She wants to survey the leadership styles of school administrators in the public
secondary schools in the Schools Division of Bataan so she floated the survey
questionnaires to fifty-two school heads in the province. The gathered data had
undergone statistical treatment. The output serves as a basis in drafting school
policy for an effective leadership style.

You will be graded based on this rubric:

Excellent Very Good Good Poor

Component (10) (7) (5) (3)
An appropriate An appropriate An appropriate An
research paradigm is paradigm is inappropriate
paradigm is selected but selected but 3 paradigm is
selected. 1 or 2 or more selected.
Suitability of
Identified identified concepts are not
Research
concepts are concepts are properly placed
Paradigm
placed properly not properly on the
on the placed on the designated box.
designated box. designated box.