THEORETICAL FRAMEWORK

 RELEVANT THEORY
 REVIEW of RELATED
LITERATURE
 REVIEW of RELATED STUDY
 CONCEPTUAL FRAMEWORK
 HYPOTHESIS
 DEFINITION OF TERMS
RELATED RELEVANT
 connected  connected,
 associated associated and
 belonging to significant or
the same type important at the
same time
THEORY
 an idea or set of ideas that is intended to
explain facts or events
 a formal statement of the rules on which
a subject of study is based or of ideas that
are suggested to explain a fact or event or,
more generally, an opinion or explanation.
 Social Theory
 Jerome Bruner’s Theory of Learning
 Piaget’s Cognitive Development
Theory
 Social Learning Theory
THEORY + Background or
Connection to your study
 Social Theory
The social theory on the other hand asserts that gender is
constructed mainly by social influences (Brym & Lie, 2006). This
theory focuses on two social structural aspects of gender
relations: a gendered division of labor and gender-based
hierarchy in which men generally have more status and power
than women. This theory suggests that these structural factors
determine the content of socially shared beliefs about men and
women as well as observed gender differences in personality,
skills, and behaviors (Rudman & Glick, 2008).
 Jerome Bruner’s Theory of Learningf ocused on the problem of what
people do with information to achieve generalized insights or
understanding. Learning is a social activity in which students construct
new ideas or concepts based on their knowledge (Lefrancois, 1999).
Bruner provides three ways on how the learners represent knowledge
and these are the following: enactive, iconic, and symbolic. Enactive
knowledge is the basic motor responses enacted by an environmental
stimulus. Iconic knowledge is the ability of a learner to transform or
manipulate objects mentally. Symbolic knowledge is the ability to use
symbols to encode knowledge. Bruner presents the concept of discovery
learning which refers to the acquisition of knowledge for the purposes
of individual achievement (Jones, 2000). He also sees learning as a
cognitive process that involves three simultaneous processes: (1)
acquisition, (2) transformation (3) evaluation.
 JOURNALS, MAGAZINES,
NEWSPAPER,
LITERATURE + Connection to
your study
 THESIS, DISSERTATION, RESEARCH
 COMPLETE STUDY
 Delimits clearly the subject matter to be reviewed
 Covers all important relevant literature
 Is up to date
 Provides an insightful analysis of the ideas and
conclusions in the literature
 Points out similarities and differences and strengths
and weaknesses in the literature
 Identifies gaps in the literature for future research
 Clarifies the context for which the literature is important
Paraphrasing
 Verbs:
 is a graphical representation of your concepts or
ideas on the basic structure or components of your
research as well as on the relationships of these
elements with one another.

 will serve as basis for that formulation of the

research hypotheses. It will also show the variables
and the relationships between these variables
needed for the study.
 is a broad outline or plan to give shape of your
research.
1. It enables the readers to obtain a
general understanding of the research.
2. It gives people a notion on the
research activities you want to perform.
3. It also serves the purpose of clarifying
concepts and their relationships with
one another in research study.
1) INPUT-PROCESS-OUTPUT
RELATIONSHIPS (IPO)
2) INDEPENDENT VARIABLES –
DEPENDENT VARIABLES
RELATIONSHIPS(IV-DV)
 a graphical representation of all the factors
that make up a process.

Three Parts of IPO

1) Input – Data which is required in
order to create the required outputs.
2) Process – The steps involved in
creating outputs from the inputs.
3) Output – A piece of information or
product which you want
INPUT PROCESS OUTPUT
 used to show the idea that
one variable is the effect of
another variable.
INDEPENDENT DEPENDENT
VARIABLE(S) VARIABLE(S)
 Hypothesis is an educated guess.

 It
is an educated guess based on
prior knowledge, experiences and
observations.
1. Hypothesis should be simple.
2. Hypothesis should be specific.
3. Hypothesis should be testable.
1. Null Form / Null Hypothesis
(Ho)
2. Alternative Form/ Alternative
Hypothesis (Ha)
3. Cause-and-Effect
  The null hypothesis states that there is no
association or significant difference between
the results of two conditions being tested.

Example:
1) Ho: There is no significant relationship between
gender and communication process.
2) Ho: There is no significant relationship between the
teachers’ self-efficacy and teachers’ performance.
  The alternative hypothesis states the nature of the
connection between or among the variables that
the researcher expects. It shows that there is a
significant difference between the results of the
two conditions tested.

Example:
1) Ha: There is a significant relationship between the
gender and communication process of the students.
2) Ha: There is a significant relationship between the
teachers’ self-efficacy and teachers’ performance.
 Cause-and-effect hypothesis states that if a certain condition (cause) is
true, then a supporting observation (effect) occurs.

Example:
1) Ho: There is no significant relationship between the effects
of animal manure and urea on the height of plant, color of
the leaves and the yield produced by plant.
2) Ha: There is a significant relationship between the effects of
animal manure and urea on the height of plant, color of the
leaves and the yield produced by plant.
3) Cause-and-effect: If there is a difference between the effect
of animal manure and urea, then the growth of the plant will
differ in terms of height, colors of the leaves and the yield
produced by plants.
Read each questions and formulate a null
hypothesis, alternative hypothesis and
cause-and-effect hypothesis.
Is there any significant difference
between the perception of teachers
and those of the students concerning
the use of laboratory in teaching
science?
Read each questions and formulate
a null hypothesis, alternative
hypothesis and cause-and-effect
hypothesis.
1. How significant is the
relationship between the
perception of the prevailing
school culture and faculty
members’ commitment to their
jobs and the organization?
2. How is the medical interns
compared to the sources of
stress when grouped
according to gender?
3. Is the reading level of
Grade 11 students
associated with their
emotional and intelligence
quotients?
4. Is there significant
relationship between the
intelligence quotient and the
economic status of grade 10
students of public schools?
5. Is there a significant
relationship between the
gender and critical
thinking skills of senior
high school students?