The Research Paper and the

Theoretical Framework

Presenter: Mrs. Daphnie S. Monteverde

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HYPOTHESES

Hypotheses 3

- A temporary answer to a research problem

-serves as guide as to what process are needed in answering the research questions and what research design is to be undertaken in the study

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REMEMBER

In qualitative research, hypotheses may not be needed or may emerge as the study progresses, depending on the purpose of the study.

TYPES OF HYPOTHESIS5

1. Scientific Hypothesis- Provides an answer to a research

question based on the review of related literature

- If conflicting results exist in the RL, the researcher may consider those results from researches conducted in similar context as that of the present study

TYPES OF HYPOTHESIS6

2. Statistical Hypothesis- Presents the standard hypothesis for

the statistical procedure to be employed in the study

2 TYPES:a. NULLb. ALTERNATIVE

a. NULL HYPOTHESES7

- Suggests a negative relation between variables.

- It negates the existences of a characteristic, or a difference in effect of the variables

b. ALTERNATIVE HYPOTHESES8

- Suggests a positive relation between variables.

- The existence of a characteristics, or a difference in effect of the variables

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THEORETICAL VS.CONCEPTUAL

FRAMEWORK 10

- Described as the abstract , logical structure of meaning that guides the development of the study

-all frameworks are based on the identification of and relationships among key concepts

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THEORETICAL FRAMEWORK

-adopted when a particular theory is enough to provide theoretical basis for the conduct of the study

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THEORETICAL FRAMEWORK

-used when the concepts from the different theory are borrowed to provide bases for an investigation, because one theory does not cover all the concerns of the study

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THEORETICAL FRAMEWORK

-adopted when a particular theory is enough to provide theoretical basis for the conduct of the study

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CONCEPTUAL FRAMEWORK

-used when the concepts from different theories are borrowed to provide bases for an investigation, because one theory does not cover all the concerns of the study

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RESEARCH PARADIGM

-a graphical representation of the concepts

-encapsulates the entire research idea

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Significance Of the Study

SIGNIFICANCE OF THE STUDY17

DEDUCTIVEGeneral to Specific

INDUCTIVESpecific to General

SIGNIFICANCE OF THE STUDY18

-explains how the study will be beneficial to the different stakeholders of the society

-identifies target beneficiaries or target users of the current study

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Scope and Limitations

Scope and DELimitations20

SCOPE-determined by major variables

DELIMITATION-identified by the sub-variables and their characteristics, and attributes or the indicators

Scope and DELimitations21

-beneficial to mention the locale or setting of the research and when the data will be gathered

Scope and Limitations22

-presents the variables or subjects of the study, the extent to which the research will cover, the possible factors or nuances that will be given focus on the course of the study

▸ SCOPE

Covers the explanation as to up to what extent the researcher would want to explore or interpret in his/her research

▸ LIMITATIONS/ DELIMITATIONS

Which is a justification as to the ‘limits’ or boundaries of the research

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▸ LIMITATIONS

-are conditions beyond the control of the researcher that may cause restrictions and make the conclusions to be generalizable only to the conditions set by the researcher

▸ DELIMITATIONS

-are the conditions that the researcher purposely controlled. These are limits beyond the control of the study

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EXAMPLE (Cristobal, 2003)

The study assessed the intrapersonal and interpersonal competencies of the school managers in the Division of City Schools in Balanga, Bataan, school year 2001-2002. The school managers that were included in the study were the secondary school principals and head teachers of national high schools in the division, Moreover, teacher respondents included only the teachers who are teaching Teknolohiya, Edukasyong Pangkalusugan, at Pantahanan subject.

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VARIABLE-any factor or property that a researcher measures, controls, and/or manipulates.

VARIABLE

▸ CONCEPTCan be defined by a dictionary and is commonly used by an educator (e.g. age, degree, weight, height, civil status, etc.)

▸ CONTRUCT

Usually combines 2 concepts(e.g. level of performance, nature of environment, rate of recovery, educational attainment, etc.)

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KINDS OF VARIABLES

1. VARIABLES ACCDG. TO THE NUMBER OF CATEGORIESa. Categorical Variables -represent unordered categories, groups, or classesEX: multiple intelligences, learning styles

b. Dichotomous – represent only 2 categories EX: sex, side, diabetes

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KINDS OF VARIABLES

1. VARIABLES ACCDG. TO THE NUMBER OF CATEGORIESc. Polychotomous Variables –have more than 2 categoriesEX: educational attainment, economic status

d. Continuous Variables– take on any of a range of value EX: weight, height, speed, blood glucose level

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KINDS OF VARIABLES

2. VARIABLES USED IN AN EXPERIMENTa. Independent Variables –are the cause variables, the reasons of changes in the dependent variables

b. Dependent Variables– refer to those that are effected by the cause variables

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KINDS OF VARIABLES

3. VARIABLES ACCDG. TO THEIR NATUREa. Concrete Variables –are variables that can be perceived through the sensesEX: height, skin color, taste

b. Abstract Variables– are variables of quality EX: knowledge level, perception level

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KINDS OF VARIABLES

3. VARIABLES ACCDG. TO THE NUMBER BEING STUDIES

a. Univariate study –one variable being studied

b. Bivariate study– 2 variablesc. Polyvariate study – more than 2

variables being studied

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Assumptions-are accepted cause-and-effect relationships, or estimates the existence of a fact from the known existence of other facts.

Definition of Terms

1. Conceptual2. Operational