CONCEPTUAL

FRAMEWORK
 WHAT IS A CONCEPTUAL FRAMEWORK?

• CONCEPTUAL FRAMEWORK IS A SCHEMATIC STRUCTURE WHICH

ILLUSTRATES THE VARIABLES AND THEIR INDICATORS TO BE
STUDIED. IT IS A RESEARCH PARADIGM WHICH CAN BEST EXPLAIN
AND REPRESENT HOW THE VARIABLES MIGHT RELATE TO EACH
OTHER. IT IS LINKED WITH THE CONCEPTS, EMPIRICAL RESEARCHES
AND IMPORTANT THEORIES USED IN PROMOTING AND SYSTEMIZING
THE KNOWLEDGE ESPOUSED BY THE RESEARCHER. IT SERVES AS A
“ROAD MAP” THAT WILL GUIDE THE RESEARCHER TOWARDS
REALIZING THE OBJECTIVES OF THE STUDY.
• CONCEPTUAL FRAMEWORK SHOULD BE CONSTRUCTED BEFORE
BEGINNING TO WRITING THE RESEARCH OBJECTIVES. RESEARCH
OBJECTIVE SERVE AS A BASIS IN DEVISING A RESEARCH
INSTRUMENT NEEDED IN COLLECTING DATA. CONCEPTUAL
FRAMEWORK HAS TWO PARTS: (1) TEXTUAL DESCRIPTION; AND (2)
VISUAL REPRESENTATION. VISUAL REPRESENTATION OF THE
CONCEPTUAL FRAMEWORK IS ALSO KNOWN AS RESEARCH
PARADIGM.
 EXAMPLE OF FULL CONCEPTUAL
FRAMEWORK OF EDUCATIONAL
EXPERIMENTAL RESEARCH
• RESEARCH TITLE: LEARNING MODALITIES
AMID COVID-19 PANDEMIC, PROBLEM-SOLVING
SKILLS AND ATTITUDES OF GRADE 10 STUDENTS
IN PHYSICS
 CONCEPTUAL FRAMEWORK
• MATHEMATICS AND SCIENCE INSTRUCTION IS THE MAJOR TARGET OF INCESSANT
CHANGES IN THE PHILIPPINE EDUCATIONAL SYSTEM. AS PART OF THE REFORM PLAN AND
A STEP TOWARDS GLOBALIZING THE QUALITY OF BASIC EDUCATION, THE PHILIPPINES,
FOR THE FIRST TIME IN 2018, JOINED THE PROGRAMME FOR INTERNATIONAL STUDENT
ASSESSMENT (PISA) TO EVALUATE THE STATUS OF THE COUNTRY’S EDUCATIONAL
SYSTEM IN MATHEMATICS, SCIENCE AND READING. PISA RESULTS REVEALED THAT THE
PHILIPPINES SCORED 353 IN MATHEMATICS, 357 IN SCIENCE, AND 340 IN READING; ALL
BELONG TO THE BOTTOM THREE (3) OF THE PARTICIPATING COUNTRIES. DUE TO THESE
VERY DISMAL RESULTS, THE DEPARTMENT OF EDUCATION (DEPED) IS NOW LEADING THE
NATIONAL EFFORT FOR QUALITY OF BASIC EDUCATION THROUGH SULONG EDUKALIDAD
BY IMPLEMENTING AGGRESSIVE REFORMS TO IMPROVE THE QUALITY OF INSTRUCTION
AND TO FOSTER POSITIVE ATTITUDES TOWARDS MATHEMATICS, SCIENCE AND READING
(DEPED, 2018; ABDULLAH, 2020).
• DUE TO THIS COVID-19 PANDEMIC, MOST STUDENTS ARE EXPECTED TO GET
DIFFICULTIES TO ADJUST WITH THE TEACHER’S PEDAGOGICAL APPROACHES
PARTICULARLY IN PHYSICS. IN ORDER TO PROMOTE ACTIVE PARTICIPATION OF
STUDENTS, PHYSICS TEACHERS SHOULD MODIFY THEIR STRATEGIES IN DOING NEW
NORMAL CLASS ACTIVITIES TO MORE LEARNER-CENTERED STYLES. AS STATED BY
PAGHUBASAN (2017), THE PROCESS OF DEVELOPING STUDENTS’ KNOWLEDGE,
SKILLS, AND ATTITUDES (KSA) SHOULD REQUIRE INDEPENDENT LEARNING STYLES
AND THIS CAN BE EFFECTIVELY DONE THROUGH STUDENT-CENTERED TEACHING
APPROACHES. SIMPAL (2016) AND ABDULLAH (2020) IDENTIFIED TECHNOLOGY
LEARNING APPROACH (TLA) USING ONLINE VIDEO PRESENTATION AND MODULAR
LEARNING APPROACH (MLA) USING SELF-INSTRUCTIONAL MODULE (SIM) AS TWO OF
THE LEARNER-CENTERED TEACHING APPROACHES THAT MAKE SENSE TO THE
STUDENTS.
• FIGURE 1
SHOWS THE TWO GROUPS UNDER THE STUDY. THE EXPOSURE OF THE TWO
GROUPS TO TECHNOLOGY LEARNING APPROACH (TLA) USING ONLINE VIDEO
PRESENTATION AND MODULAR LEARNING APPROACH (MLA) USING SELF-
INSTRUCTIONAL MODULE (SIM) IS AN IMPORTANT ASPECT OF THE PRESENT
STUDY. THE GROUP EXPOSED TO TLA USING ONLINE VIDEO PRESENTATION WILL
BE DESIGNATED AS EXPERIMENTAL GROUP AND THE GROUP SUBJECTED WITH
MLA USING SIM WILL BE REGARDED AS CONTROL GROUP. THE EFFECT OF THESE
TWO PEDAGOGICAL APPROACHES IN IMPROVING STUDENTS’ PROBLEM-SOLVING
SKILLS AND ATTITUDES TOWARDS PHYSICS WILL BE DETERMINED BY THE PRE-
TEST/POST-TEST AND SURVEY QUESTIONNAIRE, RESPECTIVELY.
• THUS, THE EXPERIMENTAL GROUP THAT WILL BE EXPOSED TO TLA USING ONLINE VIDEO
PRESENTATION AND CONTROL GROUP WHICH WILL BE SUBJECTED TO MLA USING SIM
WILL SERVE AS THE INDEPENDENT VARIABLE OF THE STUDY. ON THE OTHER HAND,
PROBLEM SOLVING SKILLS AND ATTITUDES OF GRADE 10 STUDENTS IN PHYSICS WILL BE
DETERMINED USING THE RESULT OF THEIR PRE-TEST/POST-TEST AND SURVEY
QUESTIONNAIRE BEFORE AND AFTER THE EXPERIMENTATION, RESPECTIVELY. FOR THE
EXPERIMENTAL GROUP, PRE-TEST/POST-TEST AND SURVEY QUESTIONNAIRE WILL BE
ANSWERED ONLINE. FOR THE CONTROL GROUP, PRE-TEST/POST-TEST AND SURVEY
QUESTIONNAIRE WILL BE DELIVERED TO THEIR HOUSES FOLLOWING THE MINIMUM
HEALTH STANDARDS SET BY THE DEPARTMENT OF HEALTH (DOH) AND LOCAL INTER-
AGENCY TASK FORCE (IATF). THE RESULTS OF THE TESTS AND SURVEY QUESTIONNAIRE
SERVED AS THE DEPENDENT VARIABLES OF THE STUDY.
 STATEMENT OF THE PROBLEM

• THIS STUDY AIMS TO DETERMINE THE EFFECT OF TECHNOLOGY LEARNING

APPROACH (TLA) USING ONLINE VIDEO PRESENTATION AND MODULAR
LEARNING APPROACH (MLA) USING SELF-INSTRUCTIONAL MODULE (SIM) AS
THE TWO MAJOR LEARNING MODALITIES AMID COVID-19 PANDEMIC IN
IMPROVING STUDENTS’ PROBLEM SOLVING SKILLS AND ATTITUDES TOWARDS
PHYSICS AT PRESIDENT QUIRINO NATIONAL HIGH SCHOOL FOR THE NEW
NORMAL SCHOOL YEAR 2020-2021. SPECIFICALLY, THIS STUDY WILL ANSWER
THE FOLLOWING QUESTIONS:
• 1. TO WHAT EXTENT IS THE PHYSICS ACHIEVEMENT OF STUDENTS IN
EXPERIMENTAL AND CONTROL GROUPS BEFORE AND AFTER THE
EXPERIMENTATION RELATIVE TO:
1.1 BOYLE’S LAW;
1.2 CHARLES’ LAW;
1.3 GAY-LUSSAC’S LAW;
1.4 AVOGADRO’S LAW;
1.5 COMBINED GAS LAW; AND
1.6 IDEAL GAS LAW.
• 2. TO WHAT EXTENT ARE THE ATTITUDES OF STUDENTS TOWARDS PHYSICS IN
EXPERIMENTAL AND CONTROL GROUPS BEFORE AND AFTER THE EXPERIMENTATION IN
TERMS OF:
2.1 DEPENDENCE ON PROCEDURES;
2.2 IMPORTANCE OF FORMULAS;
2.3 EXPLORATION IN PROBLEM SOLVING;
2.4 USE OF TECHNOLOGY;
2.5 RELATION TO REAL WORLD;
2.6 POSITIVITY;
2.7 CONFIDENCE IN LEARNING; AND
2.8 INDEPENDENCE IN LEARNING.
• 3. IS THERE A SIGNIFICANT DIFFERENCE IN THE PHYSICS ACHIEVEMENT OF
STUDENTS IN EXPERIMENTAL AND CONTROL GROUPS BEFORE AND AFTER
THE EXPERIMENTATION?
• 4. IS THERE A SIGNIFICANT DIFFERENCE IN THE ATTITUDES OF STUDENTS
TOWARDS PHYSICS IN EXPERIMENTAL AND CONTROL GROUPS BEFORE AND
AFTER THE EXPERIMENTATION?
 EXAMPLE OF FULL CONCEPTUAL
FRAMEWORK OF CORRELATIONAL
RESEARCH

• RESEARCH TITLE: SCHOOLS IN CHANGE: AN

EVALUATION OF THE IMPLEMENTATION AND
OUTCOME OF THE TECHNICAL-VOCATIONAL AND
LIVELIHOOD TRACK OF SENIOR HIGH SCHOOLS IN
SULTAN KUDARAT
 CONCEPTUAL FRAMEWORK
• ADAPTING CHANGE MANAGEMENT TO MEET THE NEEDS OF THE SCHOOL ENVIRONMENT IS CENTRAL
TO IMPROVE SCHOOL AND FACULTY PRODUCTIVITY. CHANGE MANAGEMENT DOES NOT OPERATE IN A
VACUUM. IN MANY SCHOOLS, CHANGE ECOSYSTEM INCLUDES NUMEROUS GROUPS ALL PURSUING THE
GOAL OF INCREASING THE EFFECTIVENESS OF THE PROGRAM IMPLEMENTATION AND STUDENTS’
OUTCOMES IN TIMES OF TRANSITION PERIOD (CREASEY, 2016). AT THE HEART OF CHANGE
MANAGEMENT IS THE INEVITABLE OCCURRENCE OF THE PROBLEM. SCHOOL ADMINISTRATORS USE
VARIOUS APPROACHES TO EFFECT SCHOOLS IN CHANGE.
• THE GLOBAL EDUCATIONAL TREND HAS EMBARKED THE PHILIPPINES TO HAVE THE MOST AMBITIOUS
REFORM TO ALIGN ITS EDUCATION SYSTEM WITH OTHER STRUCTURES AROUND THE WORLD AND TO
RAISE NATIONAL COMPETITIVENESS. THE PHILIPPINE GOVERNMENT CONSIDERED THE SENIOR HIGH
SCHOOL CURRICULUM PARTICULARLY THE TECHNICAL-VOCATIONAL LIVELIHOOD (TVL) AS A VITAL
EDUCATIONAL REFORM FOR ENSURING THAT ALL FILIPINOS ARE EQUIPPED WITH THE BASIC
LIVELIHOOD SKILLS REQUIRED TO PLAY A FULL AND PRODUCTIVE ROLE IN SOCIETY. FORMER DEPED
SECRETARY LUISTRO AVERRED THAT TVL TRACK IS A GLOBALLY COMPETITIVE PROGRAM THAT COULD
HELP SOLVE THE PROBLEM OF UNEMPLOYMENT, KEEP UP GLOBAL STANDARDS, AND HELP FILIPINO
STUDENTS TO HAVE ADVANCED KNOWLEDGE, SKILLS AND ATTITUDES TO CHOOSE THE CAREER THAT
BEST SUITS THEIR INTEREST.
• THE FOLLOWING DIAGRAM ILLUSTRATES HOW THE CHANGE MANAGEMENT STRATEGIES
EMPLOYED BY THE SCHOOL ADMINISTRATORS ARE RELATED TO THE IMPLEMENTATION
AND OUTCOME OF TECHNICAL-VOCATIONAL LIVELIHOOD (TVL) TRACK.
• THE FIRST BOX IS COMPOSED OF THE FOUR (4) CHANGE MANAGEMENT STRATEGIES OF
SCHOOL ADMINISTRATORS SUCH AS ENVIRONMENTAL-ADAPTIVE, EMPIRICAL-
RATIONAL, NORMATIVE-RE-EDUCATIVE AND POWER-COERCIVE STRATEGIES. THE
CHANGE MANAGEMENT STRATEGIES OF SCHOOL HEADS SERVE AS THE INDEPENDENT
VARIABLES OF THE STUDY.
• THE SECOND BOX CONSISTS OF THE IMPLEMENTATION OF TVL TRACK RELATIVE TO
LABORATORY EQUIPMENT, TEACHING STRATEGY, INSTRUCTIONAL MATERIALS, LIBRARY
RESOURCES, FINANCIAL RESOURCES AND ALLOCATION AND PARENT INVOLVEMENT,
AND OUTCOME OF TVL TRACK IN TERMS OF PROMOTION RATE, GRADUATION RATE,
PERCENT OF NC II PASSERS AND ACADEMIC PERFORMANCE. THE IMPLEMENTATION AND
OUTCOME OF TVL TRACK SERVE AS THE DEPENDENT VARIABLES OF THE STUDY.
• THE THIRD BOX DEALS WITH THE QUALIFICATIONS OF TVL TEACHERS IN TERMS OF
EDUCATIONAL BACKGROUND, NATIONAL CERTIFICATES (NC) EARNED, TEACHING EXPERIENCE
AND RELATED TRAININGS. THIS SERVES AS THE INTERVENING VARIABLES OF THE STUDY.
 STATEMENT OF THE PROBLEM

• THIS STUDY GENERALLY AIMS TO DETERMINE THE EFFECT OF THE CHANGE

MANAGEMENT STRATEGIES EMPLOYED BY THE SCHOOL ADMINISTRATORS ON THE
IMPLEMENTATION AND OUTCOME OF TECHNICAL-VOCATIONAL LIVELIHOOD (TVL) TRACK.
SPECIFICALLY, THIS STUDY WILL SEEK ANSWERS TO THE FOLLOWING QUESTIONS:
• 1. WHAT ARE THE QUALIFICATIONS OF TECHNICAL-VOCATIONAL LIVELIHOOD (TVL)
TEACHERS IN TERMS OF: 1.1 EDUCATIONAL BACKGROUND,
• 1.1.1 BACCALAUREATE DEGREE, AND
• 1.1.2 POST-GRADUATE EDUCATION, 1.2 NATIONAL CERTIFICATES EARNED, 1.3 TEACHING
EXPERIENCE, AND 1.4 RELATED TRAININGS?