Developing Theoretical

and Conceptual
Frameworks and
Operational Definition of
Terms
PROBLEM CONCEPTUALIZATION

 Process of Theorizing About the

Nature, Possible Causes and/or
Consequences of the Problem

 End Product is Theoretical

Framework

 Heart of Scientific Research

• Theory – set of interrelated constructs or
concepts which helps explain, understand,
predict and at times, control occurrence of
phenomena

• Variable–concept/construct with assigned

numerical values

• Factor – group of variables supposedly

composing a characteristic of an object or
phenomenon
PROCESS OF CONCEPTUALIZING
A PROBLEM

1. Raising the problem to the level of the

abstract reasoning (Conceptualization)

2. Defining in terms of variables or

observables (Operationalization)

“Explicating a Concept”

Example: Performance – yield, plant growth,

number / color of leaves or grade in a subject
WAYS OF CONCEPTUALIZING A RESEARCH
PROBLEM

Hypothetico-deductive Approach
• Theory downward to reality
• Theory verification
Inductive Approach
• Reality upward to theory
• Grounded theory
• Theory generation
Types of Theories
• Speculative – approximates, exploratory
• Empirical – experiential, observed
 Relevant
Theories &
Concepts

Conceptual
framework:
Problem Predictions

Inductions
hypotheses &
variables

Relevant
Analyses
Research
and
Studies;
Results
Observations

Collection
of Data Measurement
Design
and Devices
Information

Figure 1. THE RESEARCH PROCESSS

 IMPORTANT TERMINOLOGIES
 Concept - an abstraction formed by
generalization from particulars

Example: performance
yield

 Construct – similar to concept but has an

added meaning of having been invented or
adopted for a scientific purpose
Example: Gender
THEORETICAL FRAMEWORK

 limits the scope of data

 stipulates the specific frame of mind

 understands concepts and variables

according to the given definitions

 builds knowledge by verifying and

validating the theory

 presents the theories/ models/

paradigms
CONSIDERATIONS

 Give the assumptions

 Define terms-concepts
 Identify relationship of the
variables
 State the variables
 Present hypotheses
CONCEPTUAL FRAMEWORK

 Variables to be observed
 Concepts are defined
 Scheme of measuring variables
 Concentrates on the specific stipulative
and operational definition of concepts
 Directs the research to focus on the
concepts and its observable indicators
 States the relationship of variables
VARIABLES

Independent variable - A factor that is

measured, and manipulated to determine its
relationship to an observed phenomena; the
presumed cause
Dependent variable – factor which is measured
and observed; response variable or presumed
effect
Moderator variable - modifies the relationship of
the independent variable to an observed
phenomena
Intervening variable - factor which theoretically
affects observed phenomena but can’t be seen,
measured or manipulated; effect must be
inferred from the effects of independent and
moderator variable on the observed phenomena.

Control variable- gender, age, etc.

CAUSES RELATIONSHIP EFFECTS

Independent
Variables

Moderator Intervening Dependent

Variables Variables Variables

Control
Variables
The Combined variables
(Tuckman, 1978)
 Example 1

INDEPENDENT INTERVENING DEPENDENT

VARIABLE
VARIABLE VARIABLE

Farm Attitude Loan

Productiuon towards Repayment
Repayment
Example 2

Mass Media Political

Age, Sex,
Exposure Knowledge
Education
 Socio-economic
Conditions and
Parental Support
READING ABILITY
-Speed
Preparatory Education
in the Elementary - Pronunciation

and High School Student’s - Expression

Learning
Characteristics
COMPREHENSION
Teacher’s -Organization
Characteristics and
System of Instruction - Sentence construction

Other Social Factors

Schematic Diagram in the Study of the Student Reading Skills

and Comprehension of College Freshmen in Camarines Sur.
VARIABLES INDICATORS

Household type Nuclear, extended

Household size Absolute number
Number of children Absolute number
House ownership Owned, not owned
Mode of transport Jeep, bus, tricycle
Road condition Dirt, asphalt,
cemented
LEVEL INDEPENDENT INTERVENING DEPENDENT
VARIABLE VARIABLES VARIABLE

Theoretical Communication Characteristics Learning

Conceptual Mass Media Age Political

Exposure Sex Knowledge
Education
Religion
Etc.

Operational Number of Age Score in a

hours spent in Sex test on
listening to Education political
political radio Religion knowledge
programs Etc.
ASSUMPTIONS

 Conditions that must exist but which are

not under the direct control of the study

 Statement of facts related to the problem

which are presumed to be true or correct
on the basis of observations and
experience although not actually verified
Examples”

1. People have certain attitudes

toward anything.

2. Administrators experience job-

related tension.

3. Any social group desires peace,

harmony and prosperity.
 HYPOTHESIS
Types:
Null hypothesis – statement of no relationship bet.
variables
Alternative hypothesis – states presumed
relationships between and among variables
 provides guide and direction
 indicates the variables
 suggests the type of data to be
collected
 suggests the type of analyses
 indicates the type of statistical tools
AVAILABLE INSTRUCTIONAL ANTICIPATED
INPUTS ACTIVITIES AND OUTCOMES
ORGANIZATION

Prospective Selection Program Meeting Societal

Students Curriculum Needs

Teachers - Learner Meeting Individual

Prospective
Relationship Needs
Teachers

Attitudes Teachers Preparation Attitude Change

Job Markets Organization Social Change

Institutional Policy Services Competency

Relations Acquisition
 SOCIO-ECONOMIC AND INSTITUTIONAL
CORRELATES OF THE READING SKILLS AND
COMPREHENSION IN ENGLISH OF COLLEGE
FRESHMEN

Statement of the Problem

Main Problem

To determine the socio-economic and institutional

factors related to the reading skills and
comprehension in English of College Freshmen in
Selected HEI’s of Camarines Sur, S/Y 2009 - 2010
Specific Questions

1. What are the socio-economic characteristics of the

students?

2. What are the teachers’ socio-economic characteristics,

instructional system, and level of professionalism?

3. What is the level of reading skills and comprehension

in English of students?
4. Are the students’ and teachers’
characteristics affecting the students’ reading
skills and comprehension level in English?

5. Are there differences in students’ reading

skills and comprehension in English?
THEORETICAL FRAMEWORK

 End Product of problem conceptualization

 It clearly define the problem
 Constitute a set of explicated concepts,
constructs, variables
 Include proposition of relationships between
and among variables
THEORIES

Behavioral Theory
(Kunkel, 2000)
Individual learnings result from differential
reinforcements from the social environments.

2. Socialization Theory of Palcott Parsons

Individuals are commonly influenced and tend to

incorporate into their personalities the behavioral
standards of the social groups and institutions where
they find themselves.
HENCE:

The varying students’ reading ability and

comprehension can be taken as a function
of a differential reinforcements that are
found in the individual living situation and
social circumstances of the students.
ASSUMPTIONS

1. English is used as the medium of

instruction.

2. English teachers are academically qualified

to teach the subject

3. Students are provided with the needed

learning resource materials.

4. Evaluation is regularly undertaken.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

STUDENT CHARACTERISTICS ST UDENT

PERFORMANCE
- Elementary and H/S
education A. Reading Skills
- Level of living
- Parents' income Speed
- Parents' education
and support Pronunciation
- Time management
Expression of
meaning
INSTITUTIONAL
CHARACTERISTICS
B. Comprehension
-Teachers' socio-economic
characteristics
Oral
Written
-Instructional system

-Professionalism

CONCEPTUAL MODEL
HYPOTHESES

1. Students’ socio-economic characteristics and

parents’ educational support are related to
the students’ reading skills and
comprehension in English
2. Institutional characteristics such as teachers’
socio-economic characteristics, instructional
system and professionalism are related to
the students’ reading skills and
comprehension in English.
3. There are differences in students’ reading
skills and comprehension in English.
PROFESSIONALISM AND INSTITUTIONAL
DEVELOPMENT IN TEACHER-EDUCATION
INSTITUTIONS IN CAMARINES SUR

MAIN PROBLEM

To determine the perceived relationship of

professionalism with the institutional
development of teacher - education
institutions in Camarines Sur, S/Y 2009
-2010
Specific Problems

1. How is professionalism manifested by

teachers in the disposition of their
functions along commitment, integrity,
responsibility, temperance and
rationality?
2. What are the factors related to the
professionalism of teachers?
3. Is professionalism related to institutional
development along student, teacher and
school performance

4. Is there significant difference in the

perceptions of government and private
HEI’s on the effects of professionalism?
THEORIES

1. Code of Ethics for Professional Teachers

“Every teacher should possess and

actualize full commitment and devotion
to duty, uphold the highest possible
standard of quality education, make the
best preparation for the career of
teaching, and should be at his best at
all times in the practice of his
profession”
2. Mott’s Theory

Institutional effectiveness is the ability to

mobilize its center of power for action,
productivity and adaptation as the primary goals
of school administrators

3.OD Theory of Kast and Rosenzweig

The school culture shapes the teachers’ role

in molding the boys and girls entrusted under his
care.
4. Herzberg’s Two-Factor Theory

Teachers’ professionalism could be

attributed to the maintenance and the
motivational factors of the school system.
 PROFESSIONALISM IN TEACHER EDUCATION
INSTITUTIONS IN CAMARINES SUR, SY 2009-
2010

FACTORS PROFESSIONALISM INSTITUTIONAL

(WORK VALUES) DEVELOPMENT

A. Teacher Factors A. Community A. Student

B. School Factors B. Integrity Performance
C. Community C. Responsibility B. Teacher
Factors D. Rationality Performance
C. School
Performance

Conceptual Model Showing the Interrelationship of Variables

ASSUMPTIONS

1. Teachers are aware of the Code of Ethics

for Teachers
2. Teachers have work values related to their
job
3. Management is supportive to the growth
and development of faculty members.
HYPOTHESES

1. There are teachers, school and community

factors related to the professionalism of
teachers.
2. Professionalism of teachers influences
institutional development along the student,
teacher and school performance.
3. There are differences in the institutional
development and professionalism of teachers in
public and private HEI’s.
 AGRICULTURAL EXTENSION
UNDER THE LGU 's WITHIN THE CALABARZON AREA, PHILIPPINES
by Suresh Babuh Tiwari, MS UPLB
June 1994

Agricultural
Extension Comparison Judgment
System
Attitudes
towards
perceptions
Before
Devolution
Status of
Organization
Extension:
Management
-Better before
Focus
devolution
Resource
-Not change
Allocations
-Better after
Functions
devolution
After
Devolution

CONCEPTUAL MODEL
 INPUT INDEPENDENT DEPENDENT
VARIABLES
VARIABLES VARIABLES
FARMERS
Technical
Socio-economic Traits
Assistance
1.Age
FARM
Recreational 2.Education High
INNOVATION
Facilities 3.Family size
Tillage Fair
4. Reference groups
Kinship Fertilization
5. Farm size Low
System Pest Control
6.Tenure status
Post Harvest
Access to 7.Other occupation

Market 8.Income
9. Market Outlet

A graphical Illustration of the relationships of the socio-

economic and institutional factors to farmer’s farm innovation
THEORETICAL FRAMEWORK

 End Product of problem conceptualization

 It clearly define the problem
 Constitute a set of explicated concepts,
constructs, variables
 Include proposition of relationships between
and among variables
WHY IS THEORETICAL FRAMEWORK
NEEDED IN RESEARCH

–“Facts without theory will lead us to

nowhere; theory without facts would be
mere speculation.”

–Science is built up of facts, as a house is

built up of stones; but an accumulation of
facts is no more a science than a heap of
stones, a house. - Henri Poincare