IMELDA T. SILVANIA DEVELOPING A THEORETICAL AND CONCEPTUAL FRAMEWORK
Defnition o Terms Framework: described as the abstract, logical strctre o! mea"i"g that gide the de#elo$me"t o! the std%. std%. All !rameworks !rame works based o" the ide"ti&catio" o! ke% co"ce$ts a"d the relatio"shi$s amo"g those co"ce$ts. 'o"ce$t: abstract describes a"d "ames a" ob(ect or $he"ome"o", ths, $ro#idi"g it with a se$arate ide"tit% a"d mea"i"g. A" i"tellectal re$rese"tatio" o! some as$ect o! realit% that i s deri#ed !rom obser#atio"s made !rom $he"ome"a. E)am$le o! co"ce$t: a")iet%, $er!orma"ce, satis!actio". 'o"strct: co"ce$ts at #er% high le#els o! abstractio" that ha#e ge"eral mea"i"gs E)am$le: a co"strct associate with the co"ce$t o! a")iet%. a")iet%. Variables: These sig"i!% a more co"crete le#el a"d are "arrow i" their de&"itio"s. de &"itio"s. A #ariable is more s$eci&c a"d is measrable. De$e"de"t a"d I"de$e"de"t Variables *esearchers who !ocs o" casal relatio"s sall% begi" with a" e+ect, a"d the" search !or its cases. The case #ariable, or the o"e that ide"ti&es !orces or co"ditio"s that act o" somethi"g else, is the independent variable. variable. The #ariable that is the e+ect or is the res reslt lt or otc otcom ome e o! a"ot a"othe herr #aria #ariabl ble e is the the depend dependent ent variable variable also re!erred to as otcome #ariable or e+ect #ariable-. The i"de$e"de"t #ariable is i"de$e"de"t o! $rior cases that act o" it, whereas the de$e"de"t #ariable de$e"ds o" the case. It is "ot alwa%s eas% to determi"e whether a #ariable is i"de$e"de"t or de$e"de"t. Two Two /estio"s hel$ to ide"ti!% the i"de$e"de"t #ariable. First, does it come be!ore other #ariable i" time0 Seco"d, i! the #ariables occr at the same time, does the researcher sggest that o"e #ariable has a" im$act o" a"other #ariable0 I"de$e"de"t #ariables a+ect or ha#e a" im$act o" other #ariables. 1he" i"de$e"de"t #ariable is $rese"t, the de$e"de"t #ariable is also $rese"t, a"d with each "it o! i"crease i" the i"de$e"de"t #ariable, there is a" i"crease or decrease i" the de$e"de"t #ariable also also.. I" othe otherr word words, s, the the #ari #aria" a"ce ce i" de$e de$e"d "de"t e"t #ari #ariab able le is acco acco" "te ted d !or b% the the i"de$e"de"t #ariable. De$e"de"t #ariable is also re!erred to as criterion #ariable. I" statistical a"al%sis a #ariable is ide"ti&ed b% the s%mbol 2- !or i"de$e"de"t #ariable a"d b% the s%mbol 3- !or the de$e"de"t #ariable. I" the research #ocablar% di+ere"t labels ha#e bee" associated with the i"de$e"de"t a"d de$e"de"t #ariables like:
Indeendent V!ri!"#es Presumed cause Stimulus Predicted rom Antecedent Manipulated Predictor
Deendent V!ri!"#es Presumed efect Response Predicted to Consequence Measured outcome Criterion
Moderati"g Variables 4 *esearch *esearch Methods Dr. Marcelo *a/e$o
IMELDA T. SILVANIA A moderati"g #ariable is o"e that has a stro"g contingent e+ect o" the i"de$e"de"t #ariable5de$e"de"t #ariable relatio"shi$. That is, the $rese"ce o! a third #ariable the moderati"g #ariable- modi&es the origi"al relatio"shi$ betwee" the i"de$e"de"t a"d the de$e"de"t #ariable. For example, a strong relationship has been observed beteen the qualit! o librar! acilities "#$ and the perormance o the students "%$& Although this relationship is supposed to be true generall!, it is nevertheless contingent on the interest and inclination o the students& 't means that onl! those students ho have the interest and inclination to use the librar! ill sho improved perormance in their studies& 'n this relationship interest and inclination is moderating variable i&e& hich moderates the strength o the association beteen # and % variables& I"ter#e"i"g Variables A basic casal relatio"shi$ re/ires o"l% i"de$e"de"t a"d de$e"de"t #ariable. A third t%$e o! #ariable, the intervening variable, a$$ears i" more com$le) casal relatio"shi$s. It comes betwee" the i"de$e"de"t a"d de$e"de"t #ariables a"d shows the li"k or mecha"ism betwee" them. Ad#a"ces i" k"owledge de$e"d "ot o"l% o" docme"ti"g case a"d e+ect relatio"shi$ bt also o" s$eci!%i"g the mecha"isms that acco"t !or the casal relatio". I" a se"se, the i"ter#e"i"g #ariable acts as a de$e"de"t #ariable with res$ect to i"de$e"de"t #ariable a"d acts as a" i"de$e"de"t #ariable toward the de$e"de"t #ariable. A theor! o suicide states that married people are less li(el! to commit suicide than single people& )he assumption is that married people have greater social integration "e&g& eelings o belonging to a group or amil!$& *ence a ma+or cause o one t!pe o suicide as that people lac(ed a sense o belonging to group "amil!$& )hus this theor! can be restated as a threevariable relationship- marital status "independent variable$ causes the degree o social integration "intervening variable$, hich afects suicide "dependent variable$& Speci!ing the chain o causalit! ma(es the lin(ages in theor! clearer and helps a researcher test complex relationships& .oo( at another /nding that /veda! or( ee( results in higher productivit!& 0hat is the process o moving rom the independent variable to the dependent variable1 0hat exactl! is that actor hich theoreticall! afects the observed phenomenon but cannot be seen1 'ts efects must be inerred rom the efects o independent variable on the dependent variable& 'n this or(ee( h!pothesis, one might vie the intervening variable to be the +ob satisaction& )o rephrase the statement it could be- the introduction o /veda! or( ee( "'2$ ill increase +ob satisaction "'22$, hich ill lead to higher productivit! "32$& E)tra"eos Variables A" almost i"&"ite "mber o! e)tra"eos #ariables EV- e)ist that might co"cei#abl% a+ect a gi#e" relatio"shi$. Some ca" be treated as i"de$e"de"t or moderati"g #ariables, bt most mst either be assmed or e)clded !rom the std%. Sch #ariables ha#e to be ide"ti&ed b% the researcher. I" order to ide"ti!% the tre relatio"shi$ betwee" the i"de$e"de"t a"d the de$e"de"t #ariable, the e+ect o! the e)tra"eos #ariables ma% ha#e to be co"trolled. This is "ecessar% i! we are co"dcti"g a" e)$erime"t where the e+ect o! the co"!o"di"g !actors has to be co"trolled. 'o"!o"di"g !actors is a"other "ame !or e)tra"eos #ariables. *elatio"shi$ amo"g Variables 6"ce the #ariables rele#a"t to the to$ic o! research ha#e bee" ide"ti&ed, the" the researcher is i"terested i" the relatio"shi$ amo"g them. A stateme"t co"tai"i"g the 7 *esearch Methods Dr. Marcelo *a/e$o
IMELDA T. SILVANIA #ariable is called a $ro$ositio". It ma% co"tai" o"e or more tha" o"e #ariable. The $ro$ositio" ha#i"g o"e #ariable i" it ma% be called as "i#ariate $ro$ositio", those with two #ariables as bi#ariate $ro$ositio", a"d the" o! corse mlti#ariate co"tai"i"g three or more #ariables. 8rior to the !ormlatio" o! a $ro$ositio" the researcher has to de#elo$ stro"g logical argme"ts which cold hel$ i" establishi"g the relatio"shi$. For e)am$le, age at marriage a"d edcatio" are the two #ariables that cold lead to a $ro$ositio": the higher the edcatio", the higher the age at marriage. 1hat cold be the logic to reach this co"clsio"0 All relatio"shi$s ha#e to be e)$lai"ed with stro"g logical argme"ts. I! the relatio"shi$ re!ers to a" obser#able realit%, the" the $ro$ositio" ca" be $t to test, a"d a"% testable $ro$ositio" is h%$othesis
Distin$tion %et&een T'eoreti$!# !nd Con$et(!# Fr!me&or) Framework ca" be deri#ed !rom related co"ce$ts co"ce$tal- or e)isti"g theories theoretical The terms co"ce$tal !ramework a"d theoretical !ramework are sometimes se i"tercha"geabl%, bt the% ha#e di+ere"t mea"i"gs. 'o"ce$tal Framework This co"sists o! co"ce$ts that are $laced withi" a logical a"d se/e"tial desig". It re$rese"ts less !ormal strctre a"d sed !or stdies i" which e)isti"g theor% is a$$licable or i"s9cie"t. It is based o" s$eci&c co"ce$ts a"d $ro$ositio"s, deri#ed !rom em$irical obser#atio" a"d i"titio". It ma% dedce theories !rom a co"ce$tal !ramework. Theoretical Framework The theor% $ro#ides a $oi"t o! !ocs !or attacki"g the "k"ow" i" a s$eci&c area. I! a relatio"shi$ is !o"d betwee" two or more #ariables a theor% shold be !ormlated to e)$lai" wh% the relatio"shi$ e)ists. Theor% are $r$osel% created a"d !ormlated, "e#er disco#ered the% ca" be tested b% "e#er $ro#e". Abdellah de&"ed theor% as ;a" e)$la"atio" o! a $he"ome"o" or a" abstract ge"erali
IMELDA T. SILVANIA =. To establish orderl% co""ectio"s betwee" obser#atio"s a"d !acts. >. To $redict a"d co"trol sitatio"s ?. To stimlate research 8r$oses o! Theories a"d 'o"ce$tal Models Their o#erall $r$ose is to make research &"di"gs mea"i"g!l a"d ge"erali
The std% is a"chored o" the theor% ad#a"ced b% La"da, La"da a"d La"da 74- that ;co"Bict e)ists i" all hma" relatio"shi$s: it alwa%s has a"d $robabl% alwa%s will.C 'o"Bict is certai" as lo"g as there is a hma" eleme"t $rese"t. Ths, co"Bict is a $er#asi#e as$ect i" both social circles a"d $ro!essio"al i"teractio"s. Accordi"g to 8t"am 4?:4>-, co"Bict is "ot a breakdow" o! a coo$erati#e, $r$ose!l s%stem rather co"Bict is ce"tral to what a" orga"i *esearch Methods Dr. Marcelo *a/e$o
IMELDA T. SILVANIA im$orta"t decisio" areas. 6" the other ha"d, emotio"al co"Bict or socio5emotio"al co"Bict re!ers to emotio"al as$ects i" the i"ter$erso"al relatio" or $erso"alit% clashes or where di+ere"ces are #iewed as $erso"al attacks. This std% #iews that co"Bicts arise i" the $blic seco"dar% schools i" the Di#isio" o! 'aga%a". Ksi"g the 8elled et al. t%$olog%, the task co"Bicts withi" the s$erior5sbordi"ate relatio"shi$s i"clde classroom s$er#isio" $laceme"t o! teachers $romotio" o! teachers tra"s!er, ss$e"sio", dismissal $ro#isio" o! salar%com$e"satio", !ri"ge be"e&ts a"d i"5ser#ice edcatio". I" the $er!orma"ce o! these tasks, emotio"al co"Bicts arise betwee" the school $ri"ci$al a"d the teachers. 1he" co"Bicts arise i" the school s%stem, the $ri"ci$al "ecessitates to take a" actio". Negotiatio", a commo" scheme whe" a co"Bict occrs, is a coo$erati#e $rocess whereb% $artici$a"ts tr% to &"d a soltio" that meets the legitimate i"terests o! i"#ol#ed $arties it is a discssio" i"te"ded to $rodce a" agreeme"t. 'o"Bict resoltio" is the $rocess o! 4- resol#i"g or ma"agi"g a dis$te b% shari"g each sides "eeds a"d 7- ade/atel% addressi"g their i"terests so that the% are satis&ed with the otcome htt$:leadershi$.mchtrai"i"g."eti"de).$h$0-. INDE8ENDENT VA*IAHLES
DE8ENDENT VA*IAHLES
S6K*'ES 6F '6NFLI'TS
Selectio" a"d A$$oi"tme"t o! Teachers 8laceme"t o! Teachers 8romotio" Tra"s!er, Ss$e"sio" a"d Dismissal Salar%'om$e"satio" a"d Fri"ge He"e&t I"5Ser#ice Edcatio" 'lassroom S$er#isio"
'6NFLI'T MANAEMENT ST3LE
OSoltio"56rie"ted ONo"5'o"!ro"tatio"al O'o"trol
INTE*VENIN VA*IAHLES
8*6FILE 6F S'J66L ADMINIST*AT6* O Socio5Demogra$hic 'haracteristics O 8ro!essio"al De#elo$me"t O 1ork Vales
Figre 4. 8aradigm showi"g the relatio"shi$ betwee" the sets o! #ariables i" the std%. Jow the $roblem is ma"aged a"d resol#ed is de$e"de"t o" the $ri"ci$als orie"tatio". I" this std%, the co"Bict ma"ageme"t theor% ad#ocated b% 8t"am a"d 1ilso" 47- is sed to a"al%
IMELDA T. SILVANIA The se o! a"% !actor i" the co"Bict ma"ageme"t model e)$lai"ed abo#e is de$e"de"t o" the $roblem the school $ri"ci$al is co"!ro"ted. It mea"s that the se o! a resoltio" strateg% is dictated b% the $roblematic sitatio". School $ri"ci$als shi!t strateg% to se as re/ired i" the sitatio" at ha"d. The co"ce$tal !ramework is illstrated b% Figre 4. The std% #iews that the sorces o! co"Bict i"clde selectio" a"d a$$oi"tme"t o! teachers $laceme"t $romotio" tra"s!er, ss$e"sio" a"d dismissal salar%com$e"satio" a"d !ri"ge be"e&ts i"5ser#ice edcatio" a"d classroom s$er#isio". The a!oreme"tio"ed are admi"istrati#e $roblems that ma% arise i" school. Moreo#er, the std% theori
*esearch Methods Dr. Marcelo *a/e$o
IMELDA T. SILVANIA
TIP* IN CONDUCTING THE REVIEW OF RELATED LITERATURE W'!t Is A Good Liter!t(re Re+ie&,
A literatre re#iew discsses $blished i"!ormatio" i" a $articlar sb(ect area, a"d sometimes i"!ormatio" i" a $articlar sb(ect area withi" a certai" time $eriod.
A literatre re#iew ca" be (st a sim$le smmar% o! the sorces, bt it sall% has a" orga"i
A summar! is a reca$ o! the im$orta"t i"!ormatio" o! the sorce, bt a s!nthesis is a re5 orga"i
It might gi#e a "ew i"ter$retatio" o! old material or combi"e "ew with old i"ter$retatio"s.
6r it might trace the i"tellectal $rogressio" o! the &eld, i"cldi"g ma(or debates.
e"erall%, the $r$ose o! a re#iew is to a"al%
W'!t Are T'e Kinds O Liter!t(re, The related literatre ca" be classi&ed i" a"% o! the !ollowi"g: •
•
Con$et(!# #iter!t(re are those that %o obtai" !rom te)tbook, ge"eral re!ere"ces, (or"als, a"d the like. For i"sta"ce, the de&"itio" o! coo$erati#e lear"i"g as e)$o"ded b% di+ere"t edcatio"al $s%chologists is a" e)am$le o! a co"ce$tal literatre. Rese!r$' #iter!t(re are those reslts o! stdies a"d researches co"dcted b% other researchers. 'iti"g the &"di"gs o! a" e)$erime"t made b% a researcher o" coo$erati#e lear"i"g is a" e)am$le o! research literatre.
Ho& Do -o( Distin.(is' A Good And Poor Liter!t(re Re+ie&, *esearch Methods Dr. Marcelo *a/e$o
IMELDA T. SILVANIA
W'/ Re+ie& t'e E0istin. Liter!t(re, 4. It hel$s or gides the researcher i" searchi"g !or or selecti"g a better research $roblem or to$ic 7. It hel$s the i"#estigator understand his to$ic or research better. =. It e"sres that there will be "o d$licatio" o! other stdies. >. It $ro#ides the co"ce$tal or theoretical !ramework o! the $la""ed research ?. It gi#es the researcher a feeling of condence . It $ro#ides i"!ormatio" abot the research methods sed . It $ro#ides &"di"gs a"d co"clsio"s o! $ast i"#estigatio"s
W'!t *'o(#d %e T'e 1(!#ities O T'e Liter!t(re Re+ie&ed, 4. The sr#e%ed materials mst be as recent as possible 7. Materials re#iewed mst be objective and unbiased =. Materials sr#e%ed mst be relevant to the std% >. Sr#e%ed materials mst ha#e bee" based $o" ge"i"el% origi"al a"d tre !acts or data to make them #alid a"d reliable.
%eore Writin. T'e Liter!t(re2 W'!t *'o(#d -o( Do,
C#!ri/
*oghl% how ma"% sorces shold %o i"clde0
1hat t%$es o! sorces books, (or"al articles, websites-0
Shold %o smmari
*esearch Methods Dr. Marcelo *a/e$o
IMELDA T. SILVANIA Shold %o e#alate %or sorces0
Find mode#s
N!rro& /o(r toi$
A literatre re#iew, like a term $a$er, is sall% orga"i
Constr($t ! &or)in. t'esis st!tement
Some disci$li"es re/ire that %o se i"!ormatio" that is as crre"t as $ossible.
Find ! o$(s
The "arrower %or to$ic, the easier it will be to limit the "mber o! sorces %o "eed to read i" order to get a good sr#e% o! the material.
Consider &'et'er /o(r so(r$es !re $(rrent
Look !or other literatre re#iews i" %or area o! i"terest or i" the disci$li"e a"d read them to get a se"se o! the t%$es o! themes %o might wa"t to look !or i" %or ow" research or wa%s to orga"i
Literatre re#iews ha#e thesis stateme"ts as well.
Consider or.!ni3!tion
Ide"ti!% what is the most e+ecti#e wa% o! $rese"ti"g the i"!ormatio", what are the most im$orta"t to$ics, sbto$ics, etc., that %or re#iew "eeds to i"clde, a"d i" what order shold %o $rese"t them. For i"sta"ce, i" the std% ;Ma"ageme"t 'om$ete"ce a"d Gob 8er!orma"ce o! Middle Le#el Ma"agers o! Local o#er"me"t K"its i" 'aga%a",C the re#iew cold be otli"ed "der the !ollowi"g headi"gs: 'o"ce$ts a"d Theories o! Ma"ageme"t Ma"ageme"t F"ctio"s: 8la""i"g, Leadi"g, 6rga"i
To hel$ %o come $ with a" o#erall orga"i
T'e introd($tion shold $ro#ide the reader with the scale a"d strctre o! %or re#iew. It ser#es as a ki"d o! ma$.
T'e "od/ o! the re#iew de$e"ds o" how %o ha#e orga"ised %or ke% $oi"ts. Literatre re#iews at $ostgradate le#el shold be e#alati#e a"d "ot
*esearch Methods Dr. Marcelo *a/e$o
IMELDA T. SILVANIA merel% descri$ti#e. For e)am$le $ossible reaso"s !or similarities or di+ere"ces betwee" stdies are co"sidered rather tha" a mere ide"ti&catio" o! them.
T'e $on$#(sion o! the re#iew "eeds to sm $ the mai" &"di"gs o! %or research i"to the literatre. The &"di"gs ca" be related to the aim s o! the std% %o are $ro$osi"g to do. The reader is ths $ro#ided with a cohere"t backgro"d to the crre"t std%.
W'!t Are T'e *tes In Cond($tin. A Liter!t(re Re+ie&, •
Visit the school librar% or other libraries i" the #ici"it%. Hrowse o#er books, maga
•
Do a com$ter5aided search throgh a" electro"ic database.
•
Ask !or re$ri"ts !rom e)$erts
4 *esearch Methods Dr. Marcelo *a/e$o
IMELDA T. SILVANIA Take dow" "otes o" i"de) card or research "otebook. Hegi" orga"i
•
•
–
e"eral I"!ormatio"
–
Methods i" other stdies
–
S$$ort !or 6b(ecti#es
–
*eslts to com$are with %ors.
–
8ros a"d co"s o! co"tro#ers%
write all bibliogra$hic i"!ormatio", i.e., athors-, com$lete title, $blisher, date a"d $lace o! $blicatio", a"d so o" 8A*A8J*ASEQ
W'!t Needs To %e In$#(ded In T'e Re+ie& O Liter!t(re, 4. Hackgro"d I"!ormatio" Abot The *esearch To$ic a. I"!ormatio" to s$$ort the ratio"ale o! the std% b. Theories, laws, $ri"ci$les, a"d co"ce$ts i"#ol#ed i" the std% 7. Hackgro"d 6! The Methodolog% a. 8ri"ci$les I"#ol#ed i" the Methods 8rocedres b. Sta"dard 8rocedres or 8rocedres ado$ted !rom $re#ios stdies c. Sig"i&ca"ce o! the 8arameters Data to be gathered =. *elated Stdies*elated Ideas *e$orts as a smmar% which i"cldes the $roblem, the $arametersdata gathered, the $rocedre, reslts a"d recomme"datio"s
Assessment 1(estions on t'e 1(!#it/ o t'e Re+ie& o Liter!t(re 4. Do the accmlated literatre i"dicate ga$s a"d i"co"siste"cies which %o ho$e to &ll0 7. Are the #ariables ade/atel% described0 =. 1hat data gatheri"g i"strme"ts ha#e bee" sed0 Are the% reliable a"d #alid tools0 >. Are the target a"d sam$li"g $o$latio"s $rese"ted0 ?. 1ere the h%$otheses tested a"d correctl% i"ter$reted0 . Are the reslts logical0 Are the co"clsio"s a"d recomme"datio"s data5based0
44 *esearch Methods Dr. Marcelo *a/e$o
