RDL-2-Quarter-1-Learning-Note-3.docx

**CONCEPTUAL FRAMEWORK** -illustrates the structure or blueprint of the research plan -explains the hypothesized relationships among the variables - **Theoretical Framework vs. Conceptual Framework** **Theoretical Framework** -theory-driven, providing a specific, theory-based foundation for t...

**CONCEPTUAL FRAMEWORK** -illustrates the structure or blueprint of the research plan -explains the hypothesized relationships among the variables - **Theoretical Framework vs. Conceptual Framework** **Theoretical Framework** -theory-driven, providing a specific, theory-based foundation for the study -often seen in studies that use theories that drive the analysis of a social phenomenon *For example: applying [Attachment Theory] to understand [Parent-child Relationships]* **Conceptual Framework** -flexible, providing organized structure, may or may not be based on existing theories -used when the research is exploratory, or when multiple theories are relevant *For example: combining theories of [Motivation] and [Learning Styles] to [explore how students learn best]* - **Common Examples of Conceptual Framework** **A. Independent Variable - Dependent Variable Model (IV-DV)** -shows the independent and dependent variables of the study *Figure 1: The schematic diagram of the Independent and Dependent Variables of the Study* **B. The Input - Process - Output Model (IPO)** -shows the input, process, and output approach of the study -**Input** as IV, **Process** as tools, and **Output** as outcome *Figure 2: The schematic diagram of Input, Process and Output Approach of the Study* **RESEARCH HYPOTHESES** -logical supposition, a reasonable guess, an educated conjecture that is based on an extensive review of literature, according to Leedy and Omrod (2013) - **Types of Hypothesis** **a. Null Hypothesis** (H~o~) -assumption presumed true until evidence suggests -statement that there is no effect, no difference, or no relationship between variables **b. Alternative Hypothesis** (H~1~/H~a~) -opposite statement of the null hypothesis -suggests that there is an effect, a difference, or a relationship between the variables **DEFINITION OF TERMS** -clearly defined terms or concepts according to how they are used in a particular study - **Types of Definitions** **1. Theoretical** -universal; understood by people; usual source is the dictionary, general in nature **2. Operational** -meaning of the concept or term as used in a particular study **REVIEW OF RELATED LITERATURE / LITERATURE REVIEW** -an account of what has been published on a topic (scholars and researchers) -preferably, articles, documents done within the last 5 years. - **Purposes of Review of Related Literature (RRL)** -To find out the connection of your research to the current conditions of the world -To discover the relation of your research with previous research studies -To obtain information on the accuracy or relevance of your research questions - **Steps in Writing a Review of Related Literature** 1. Decide on what reference style to use 2. Establish your priority 3. Limit the scope of your literature review 4\. Organize a visual research map of the literature - **Tips in Writing a Review of Related Literature** *Cook and Murowchick (2014)* 1\. [Use Evidence]. Must be backed up with evidence (citations) to be valid. 2\. [Be Selective]. Select only the most important points in each source. 3\. [Use Quotes Sparingly]. You may need to quote something, coined by the author. 4\. [Summarize and Synthesize]. Summarize and synthesize your sources. 5\. [Keep Your Own Voice]. Start and end with your own ideas and wording. 6\. [Use caution when paraphrasing]. Paraphrase in your own words, with citation. 7\. [Avoid the following]: -unrelated sources -relying on secondary sources -not taking sufficient time to define and identify most relevant sources -not examining all aspects of the research design and analysis -not considering contrary findings and alternative interpretations **ETHICAL STANDARDS IN WRITING RELATED LITERATURE** - **Plagiarism** -claiming another person's ideas, without giving appropriate credit (Israel and Hay 2006, 113) The most common types of plagiarism are: 1\. Verbatim Plagiarism 2\. Paraphrasing Plagiarism 3\. Mosaic plagiarism 4\. Self-Plagiarism 5\. Global Plagiarism - **Citation** -the way you tell your readers that something came from another source -gives your readers the information to find the source you used: - **Citation Styles** 1. MLA (American Psychological Association ) Style Guide 1 author (author year) *(Taylor 2018)* 2 authors (author1 and author2 year) *(Taylor and Kotler 2018)* 3+ authors (author1 et al. year) *(Taylor et al. 2018)* 2. APA (American Psychological Association ) Style Guide 1 author (author, year, page) *(Taylor, 2018, p. 23)* 2 authors (author1 & author2, year, page) *(Taylor & Kotler, 2018, p. 23)* 3+ authors (author1 et al., year, page) *(Taylor et al., 2018, p. 23)* - **In-text Citation** **a. Author-oriented Citation** *(Narrative)* -author, year of publication in parenthesis, verb of statement *(emphasizes, stated, etc.)* **b. Text-oriented Citation** *(Parenthetical)* -statement, author and year of publication inside the parenthesis - **"According to" Format** -"According to\", author, year of publication inside the parenthesis, text or sentence ◉ **EFAA/PC** **Learning Note 3 Topic 1:** Review of Related Literature **EFAA:** Finding for Literature Reviews relevant to a topic **Learning Note 3 Topic 2:** Conceptual Framework **EFAA:** Concept Mapping of key concepts relevant to a topic **Learning Note 3 Topic 3:** Research Hypotheses **EFAA:** Hypotheses Creation and Justification