The Theoretical and the Conceptual Frameworks

• both provide explicit explanations why the problems under study exist by showing how
the variables involved in the problem are related to each other;
• theoretical framework makes use of a theory or theories in explaining why a certain
phenomenon, the subject of the study, occurred. A researcher may adapt existing theories
on which to anchor or link his particular study.
• In cases where no applicable theory exists, the researcher is compelled to formulate one.
This task is facilitated by reviewing related literature and studies.
• While the theoretical framework makes use of abstract concepts, the conceptual
framework utilizes specific or well-defined ones which are called constructs.

The Hypothesis

• Considered the most specific statement of the problem or objective.

• It is an educated or intelligent guess or prediction about the existence, attribute or
relationship between two variables (characteristics or phenomena) covered by a study.
• It is described as educated or intelligent since it has been formulated on the basis of well-
thought of objectives.
• Unlike the research problems which are presented in question form, the hypotheses
should always be stated in declarative sentence form.

Types
Two (2) major classifications of a hypothesis:

1. Null Hypothesis – a denial of an existence, an attribute, a relationship, a difference or an

effect. As such, it is stated in the negative form of a statement.
- in practice, the null hypothesis is popular since, with its use, errors in accepting or
rejecting the hypothesis can be easily avoided. Moreover, the null hypothesis is
easier to reject than the alternative hypothesis when the statistical measure is
applied in testing the existence of difference or relationship.

2. Alternative Hypothesis – states the very opposite of what the null hypothesis predicts.
Tentatively, it affirms the existence of a phenomenon, that this group of people has such
and such characteristics, that there is a relationship between age and level of knowledge,
that there is a significant difference between the incomes of people living in the urban
and in the rural areas, . . . etc.

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 Good Hypotheses
Possess three major characteristics:

1. Reasonable - they are offshoots or results of critical though negative judgment or

explanation of a phenomenon. They have been formulated with valid basis.
2. Testable – with the use of statistical tools, it would be known whether there is a
relationship or difference between two or more variables, or whether a variable has an
influence or effect on another.
3. Conform – with the findings of previous studies

Uses

Aside from making the research problem or objectives explicit or more specific,
hypotheses serve the following functions:

1. they provide guide and direction to the research,

2. they indicate the major independent and dependent variables being considered,
3. they suggest the type of data that must be collected,
4. they also suggest the type of analyses that must be made, and
5. they indicate the type of statistical measures appropriate to various tests to be
conducted.

Assumptions

These are statements of facts related to the research problem which are presumed to be
true on the basis of observations and experience although not actually verified. They are stated so
as to provide foundation from which the study will proceed, and an additional basis for
validation of variables of interest to the study. As the term suggests, assumptions do not require
testing nor confirmation.

Not all investigations, however, have a section on assumptions. This is so because, in

some studies, assumptions are integrated in the introductory portion of the report where the
researcher discusses the background of the problem being investigated.

Examples:
1. Administrators or managers experience job-related tension.
2. The subjects under study belong to a certain socio-economic stratification.

Scope and Delimitation

Scope
Scope and limitations comprise one important section of a research report. The scope
defines the coverage or boundaries of the study in terms of the area or locality and subjects or

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population covered, the duration or period of the study, and the research issues or concerns to
which the investigation is focused.

The Role of Delimitations

Delimitations are parameters that the researcher makes to narrow his or her scope of
research. Delimitations are a conscious choice to control for certain factors in the study. Since
the study cannot address all relevant elements, delimitations narrow the scope and purpose to
focus on certain aspects. Common delimitations are population or sample size, the setting in
which the study takes place, and the design or setup of the study, along with an explanation for
its structure. An individual might also choose to use some research tools and methodologies to
collect data but not others. The researcher might impose delimitations for practical reasons, such
as lack of time or financial resources to carry out a more thorough investigation. For each
delimiting factor, the researcher discusses why he or she made those exclusions and explains
how they might affect the outcome of the research. Delimitations should be stated clearly so that
the audience understands why certain elements were excluded from the study.

Definition of Terms

Another important section of the research report is that in which important or key terms
are clearly defined. This section facilitates understanding of the problem investigated for here the
key concepts are defined according to how they are used.

Types
There are two major types of definitions:
1. Conceptual definition – is universal in that it is the meaning understood by people. It
is abstract and most general in nature. The usual source of this type of definition is
the dictionary, which is the reference book of everyday language.

2. Operational definition – is the meaning of the concept or term as used in a particular

study. It is concrete in that it is subject to measurement.

• The researcher has the option to use both types or just the operational type.
• The usual practice when using both types of definition is to state first the conceptual
followed by the operational, although the researcher may decide to use only the latter
type.

The Variable

In research, a variable refers to a “characteristic that has two or more mutually exclusive
values or properties. Sex, for instance, has two properties which are maleness and femaleness.
The ages of different persons have different values; so with their size, height, weight and income.

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The phenomenon of variety is what makes life interesting; it is one of the motivating factors of
the research undertaking.

Types
Three major types of variables:

1. The independent variable – the presumed cause of the dependent variable, which is the
presumed cause in a relational study.
2. The dependent variable - is the focus of the investigation which behavior or status is
influenced by the independent variable. Learning, for instance, is a dependent variable
the status of which – either satisfactory or unsatisfactory – could be influence by sex, age,
and educational attainment.
3. The intervening variable – as the term suggests, comes between the independent and the
dependent variables. In a way, it is the immediate independent variable of the dependent
variable, and also the immediate dependent variable of the independent variable. It either
strengthens or weakens the influence or effect of the independent variable on the
dependent variable.

Consider Example 1 given below. Even if farm production is good, if the altitude towards
repayment is negative, loan repayment would be low; whereas, if the attitude towards
repayment is positive or favorable, loan repayment would be high.

Example:

Independent Intervening Dependent

Variable Variable Variable

Farm Production Attitude Towards Loan Repayment

Repayment