Senior High School

Practical Research 2
2nd Semester – Module 3
(Fourth to Sixth Weeks)
Crafting Review of Related Literature,
Conceptual Framework, Hypotheses, and
Definition of Terms
PRACTICAL RESEARCH 2 – GRADE 12
Alternative Delivery Mode
Second Semester – Module 3
Creating Review of Related Literature, Conceptual Framework, Hypotheses, and
Definition of Terms

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones

Undersecretary: Tonisito, M.C. Umali, ESQ

Development Team of the Module

Writer: Glory Mei S. Cerna
Language Editor: Hazel Sigrid D. Pederi
Content Editor: Hazel Sigrid D. Pederi
Proofreader: Hope B. Jose
Illustrator:
Layout Artist:
Management Team: Arden D. Monisit
Nonale Q. Resoor
Susan T. Balbuena
Romel Victor A. Villahermosa

Printed in the Philippines by

Department of Education – Region VII Central Visayas, Division of Guihulngan City
Office Address: Osmeṅa Ave., Poblacion, City of Guihulngan, Negros Oriental
Telefax: 035-410-4006
E-mail Address: [Link]@[Link]

ii
Introductory Message

Good day!

This module on Practical Research 2 is one of the various learning delivery modalities
initiated by the Department of Education to meet the educational needs of the learners without
requiring them to come to school due to the present pandemic our country is facing. It also
aims to fill in the gap caused by the threat of COVID-19 by making all the presentations and
activities simple but comprehensive.

The realization of this learning material is made possible through the collaborative
efforts and time extended by the Senior High School teachers, School Heads and Division
Personnel of the Guihulngan City Division. It is comprised of the significant learning objectives
taken from the Most Essential Learning Competencies of the subject suitable to every learner’s
needs and capacities which are skillfully organized and written by the teachers with love and
sincerity.

Hence, the implementation of this module should not be taken for granted. Every one
of us is expected to perform our respective responsibilities and obligations.

To the School Heads and teachers, you are tasked to work hand in hand in the
reproduction of this material for our learners. Moreover, a great effort is required at hand in
coordinating with the barangay officials to find ways and means in reaching out our learners.

To the parents, you serve as the support system of your children. This could be hard,
but your encouragement and guidance somehow put an important meaning as they go through
this module. Please know that the fulfilment of your sons and daughters in this learning kit is,
indeed, yours too.

To the learners, the success of this module lies on you. Hence, you play a vital role in
making this endeavor a successful and meaningful one. As a recipient to this implementation,
you are fervently asked and required to answer the activities in this module with a heart full of
sincerity. After all, this has been created for you.

Rest assured that you can learn many things from this module. Just bear in mind that
this is not merely your own battle but ours to fight. Your parents and teachers are your
shoulders to lean on. Just bring it on!

Good luck and Godspeed!

iii
This module has parts and icons that you need to know.

In this part, you will be able to know the

What I Need to know things that you will learn in this module.

This is a test given to you to check how far

What I Know you know about the lesson to take.

What’s In This section gives activities that connect the

current lesson with the previous lesson.

This portion gives an activity to present the

What’s New new topic. It also provides new concepts,
skills insights for better learning.

This part elaborates further the content and

What Is It activity of the lessons for the learner to fully
understand.

This feature provides dependent and

independent practices that will further
What’s More enhance the learner’s understanding on the
topic. Correct answers of the activities can
be checked in the key answer at the last part
of the module.

This part gives the generalization of the

What I Have Learned lesson. It somehow presents the important
ideas of the lesson presented in the module.

This section provides activities that will help

What I Can Do the learners internalize and apply the lesson
he/she has learned into real-life situations.

iv
 This portion evaluates the learner’s level of
Assessment mastery in achieving the learning objectives.

This part provides additional activities for

Additional Activities enrichment.

This section contains the correct answers of

Answer Key all the tests given in the module.

To get the most out of this module, here are few reminders:

1. Use this module carefully and do not write anything on it. Use separate sheet of paper
as your answer sheet.
2. Read carefully the instructions before answering any of the activities.
3. Observe honesty in answering all the activities.
4. Perform and answer all the activities before going to the next page.
5. Please return this module after answering all the activities.

If you find it hard to answer the activities, do not hesitate to ask assistance from your
teacher, parents, guardians or anybody from your household who can assist you to perform /
answer the activities. Always bear in mind that you are not alone. We are hoping that this
module can help you learn and have a deep understanding of the lesson. You can do it.

v
 What I Need to Know

Hello, learner! This module is created to help you master the second
semester competencies. The lessons are arranged according to the standard
sequence of the course.

This module teaches you about the:

1. Review of Related Literature (RRL);
2. Hypotheses;
3. Operational Definition; and
4. Conceptual Framework.

After going through this module, you are expected to:

1. illustrate and explain the conceptual framework;
2. define terms used in study;
3. list research hypothesis; and
4. present written review of related literature and conceptual framework.

What I Know

Welcome to the first activity that you need to take. Please take note that when you
get perfect in this test, you can skip the entire module and proceed to the next one.

Directions: Choose the letter of the correct answer. Write your answers on a separate sheet
of paper.

1. What refers to the important component of research that makes one examine concepts
ideas related to his or her research?
a. Framework b. Hypothesis c. Review of Related Literature d. Terms
2. Which of the following is not true about Review of Related Literature?
a. To familiarize yourself with technical terms related to your research
b. To build connection between your research and the current situations of the world
c. To discover the relation of your research with the previous studies
d. To formulate the findings of the research
3. Why is there a need to include bibliography in one’s research?
a. To acknowledge the owners of ideas, concepts, and information that are valuable
to one’s research

1
 b. To give explanation to the difficult terms used
c. To set the parameters and boundaries of research
d. To guide the researcher on what subject will be undertaken
4. Which of the following shows the organization, order, and direction of one’s research?
a. Conceptual Framework b. RRL c. Hypothesis d. Concept Map
5. What refers to the tentative explanation of something?
a. RRL b. Hypothesis c. Conceptual Framework d. Operational Definition
6. Which states the absence of a relationship between the independent and dependent
variables?
a. Null Hypothesis (H0) c. Conceptual framework
b. Alternative Hypothesis (Ha) d. RRL
7. Which states the relationship between the independent and dependent variables?
a. Null Hypothesis (H0) c. Conceptual framework
b. Alternative Hypothesis (Ha) d. RRL
8. What is expressed in the statement below?
There is no significant relationship between students’ school attendance and
academic achievement.

a. Null Hypothesis (H0) c. Conceptual framework

b. Alternative Hypothesis (Ha) d. RRL
9. What is expressed in the statement below?

There is a significant relationship between students’ school attendance and

academic achievement.

a. Null Hypothesis (H0) c. Conceptual framework

b. Alternative Hypothesis (Ha) d. RRL
10. Which of the following is true about the statement in number 8?
a. The statement disproves that attendance affects students’ academic
achievement.
b. The statement states that attendance affects students’ academic achievement.
c. The statement states that academic achievement affects attendance.
d. All of the above
11. Which of the following is true about the statement in number 9?
a. The statement disproves that attendance affects students’ academic achievement.
b. The statement states that attendance affects students’ academic achievement.
c. The statement states that academic achievement affects attendance.
d. All of the above

Cinema can create not only temporary phenomenal experience but also
change the cultural climate (Persson, 2003:4). Persson (2003) exemplifies
that a cinema might introduce a new theme, style, or convention that
transforms the way in which the critics, authors, and audience understand
literature and the rest of the world.
Source: [Link]
12. What sample is the paragraph above?
a. Review of Related Literature c. Hypothesis
b. Conceptual Framework d. Conceptual Framework
13. What sample is the underlined phrase in the paragraph above?

2
 a. Bibliography b. Reference c. RRL d. In-text Citation

14. Which of the following is true about the underlined phrase in the paragraph above?
a. To give courtesy to Persson’s idea or concept
b. To give explanation to the difficult terms used by Persson
c. To set the parameters and boundaries of research
d. To guide the researcher on what subject will be undertaken by Persson
15. How does operational definition make the concept meaningful?
a. by specifying the way your research should measure such concept
b. by explaining further, prove, or disprove the results of the present studies
c. by helping to have a deeper understanding of the involved theories or concepts of
his or her research
d. by allowing the use of different concepts and terms

3
 What’s In
From the previous module, you have learned how to write a research title and the
statement of the problem of your own research. It can be remembered that the statement of
the problem of your research consists of the research questions that serve as your guide as
to the data needed to be gathered. Moreover, you were taught how to formulate the scope
and delimitations of your study. These previous tasks given to you are just few of the
components of research that you need to undertake and comply.
What are the other components of a quantitative research? Let us find them out in this
module.

What’s New
Instructions: Analyze the paragraph below by answering the questions that follow. Do this on
a separate sheet of paper.

Just recently, the World Health Organization (WHO) has informed the public about the
new strain of the coronavirus. This bad news led the President to suspend the pilot run of face-
to-face classes in 2021. Meanwhile, an initial suggestion has come out that this new variant is
more easily transmitted compared to the first one. However, it has still to be proven through
further studies.
1. What do you think is expressed in the underlined statement above?
2. Based on the underlined statement, what research design is most
appropriate to be used in order to confirm or test it?
3. To undergo further studies, what does the researcher need to back-up
his or her study?
4. How can the researcher show the organization, order, and direction of
his or her research study?
The underlined statement above expresses an educated guess on the comparison
between the original and the new variant of coronavirus in terms of their transmission capacity.
This educated guess is called hypothesis.
Moreover, the hypothesis given still needs to be tested or proven by undertaking a
comparative study (a research design that aims at comparing data from different sources and
discover something new). To back-up the recent study, the researcher needs to review related
literature and studies. Through it, one would be able to formulate a conceptual framework to
show the organization, order, and direction of his or her research study.

HYPOTHESIS or HYPOTHESES (when plural)

REVIEW OF RELATED LITERATURE
CONCEPTUAL FRAMEWORK
These concepts are what you are about to learn in this module.
Enjoy!

4
 What Is It

To learn more about the other components of quantitative research, please read the
following texts.

Mini Lesson

Lesson 1: Writing Review of Related Literature (RRL)

Just like a qualitative research, quantitative research also contains Review of Related
Literature (RRL) as its part.

What is a Review of Related Literature (RRL)?

RRL is a survey of scholarly sources on a specific topic. It provides an overview of

current knowledge, allowing you to identify relevant theories, methods, and gaps in the
existing research (McCombes 2019). Reviewing related literature is one major activity in
research that makes you examine or study again concepts or ideas related to your research
that people managed to publish in books, journals, or other reading materials in the past
(Baraceros 2016, 52).

A good literature review doesn’t just summarize sources – it analyzes, synthesizes,

and critically evaluates to give a clear picture of the state of knowledge on the subject
(McCombes 2019).

What are the purposes of RRL?

You re-examine written works related to your research for the purposes that follow
(Baraceros 2016, 53).
1. To find out the connection of your research to the current conditions or situations
of the world
2. To know more about theories or concepts underlying your research and to learn
from them with respect to your own research
3. To discover the relation of your research with the previous studies
4. To obtain information on the accuracy or relevance of your research questions
5. To familiarize yourself with technical terms related to your research

What are the key steps in writing RRL? (McCombes 2019)

➢ Before you begin searching for literature, you need a clearly defined topic.
➢ If you are writing the literature review section of a research paper, you will
search for literature related to your research problem and questions, which are
found in your statement of the problem.

5
Step 1: Make a list of keywords
Research question example: What is the impact of social media on body image among
Generation Z? (This can be found in the statement of the problem.)

Out of the research question, create a list of keywords. Include each of the key
concepts or variables you’re interested in, and list any synonyms and related terms. You can
add to this list if you discover new keywords in the process of your literature search.

Keywords example based on the given research question above:

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok

• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Step 2: Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for
journals and articles include:

• Your university’s library catalogue

• Google Scholar
• JSTOR
• EBSCO
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

Step 3: Read the abstract

Read the abstract or summary of points to find out whether an article is relevant to your
question. When you find a useful book or article, you can check the bibliography to find other
relevant sources.

• To identify the most important publications on your topic, take note of recurring
citations. If the same authors, books or articles keep appearing in your reading, make
sure to seek them out.

Step 4: Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later
incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism. It can be
helpful to make an annotated bibliography, where you compile full citation information and
write a paragraph of summary and analysis for each source. This helps you remember what
you read and saves time later in the process.

What are In-text Citation and Referencing Styles?

All reading materials related to your research that you intend to review or re-examine
offer you concepts, ideas, or information belonging to other people. Having honesty, respect
or courtesy to the owners of these varied forms of knowledge as well as gratefulness for their
valuable contribution to the field, you see to it that the names of these idea owners or authors

6
appear in the appropriate sections of your research paper. Referring to authors within the main
body of the paper is called Citation or In-text Citation; at the end of the paper, it is called
Bibliography or References (Baraceros 2016, 54).
The two most commonly used referencing styles are the Modern Language
Association (MLA) and the American Psychological Association (APA). However, we will focus
on the APA style since this is the style that you will be using in citing the sources.

Examples of APA Referencing Style

1. Citation or In-text Citation (write only the last name/s of the author/s)
➢ (Lopena, 2016)
➢ According to Lopena (2016)
➢ Lopena (2016) maintains that…
➢ (Lopena et al., 2016) ---et al. is used when there are four or more authors
2. Bibliography or References (write last name first, then the initials of first and
middle name)

2.1) Books

2.1.1) One author

➢ Lopena, J.A. (2016). The Colds Virus. Quezon City: GB Press.
2.1.2) Three Authors (write the names in the order they appear in the title
page)
➢ Lopena, J.A., Lim, K.D. and Tan, G.C. (2016). The Cold
Virus. Quezon City: GB Press.
2.1.2) More than three authors
➢ Lopena, J.A. et al. (2016). The Colds Virus. Quezon City: GB Press.

2.2) Internet Sources

2.2.1) Signed article in a magazine

➢ Lopena, J.A. (July 2016). “Social Media Networks.” Personality
Growth. Retrieved from [Link]
2.2.2) Unsigned article in a magazine
➢ “Social Media Networks. (July 2016).” Personality Growth.
Retrieved from [Link]
2.2.3) Article in Journal
➢ “Social Media Networks. (18July 2016).” Personality Growth.
Retrieved from [Link]
2.2.4) Article in Newspaper
➢ Davalos, J. “Social Media Networks.” (18July 2016). Daily
Inquirer. Retrieved from [Link]
2.2.5) Online Books
➢ Lopena, J.A. (2016). The Colds Virus. Retrieved from
[Link]

Step 5: Write your literature review

Like any other academic text, your literature review should have an introduction, a
main body, and a conclusion. What you include in each depends on the objective of your
literature review.

Introduction
The introduction should clearly establish the focus and purpose of the literature review.
Restate your central problem or research question and give a brief summary of the scholarly

7
context or situation. You can emphasize the timeliness of the topic (“many recent studies have
focused on the problem of x”) or highlight a gap in the literature (“while there has been much
research on x, few researchers have taken y into consideration”).

Body
Depending on the length of your literature review, you might want to divide the body
into subsections. You can use a subheading for each theme, time period, or methodological
approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and
combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers—add your own
interpretations where possible, discussing the significance of findings in relation to the
literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to
draw connections, comparisons and contrasts

Conclusion
In the conclusion, you should summarize the key findings you have taken from the
literature and emphasize their significance. Show how your research addresses gaps and
contributes new knowledge, or discuss how you have drawn on existing theories and methods
to build a framework for your research

Please try to look into the sample of RRL below. Examine how the researcher wrote it
by referring to the lesson above. (The underlined phrases are examples of citation.)

Research question: What is the impact of social media on body image among Generation Z?
(This can be found in the statement of the problem.)
Body image issues have been widely associated with social media usage, particularly in young
women. The relation between media depictions and body image concerns is well-established; a meta-analysis
by Grabe, Ward and Hyde (2008) concluded that exposure to mass media is linked to body image dissatisfaction
among. women. However, in an era of rapidly changing digital technologies, the mass media paradigm is no
longer adequate for understanding how people engage with images, and the findings of older studies like this
one may not be generalizable to younger generations. In light of this changing landscape, researchers have
become increasingly interested in the specific effects of social media. Perloff (2014) theorizes that the
interactive aspects of social media may influence its impact on body image, and mentions that young women
are among the most active social media users. Several empirical studies have focused on Facebook usage in
adolescent girls (Tiggermann & Slater, 2013; Meier & Gray, 2014) and in young adult women (Smith, Hames, &
Joiner, 2013; Fardouly et al., 2015; Cohen, Newton-John & Slater, 2017), while a systematic review by Holland
and Timmerman (2016) confirmed a relationship between social networking and body image for both women
and men. Across these studies, there is consistent evidence that body image issues are influenced not by social
media usage in general, but by engagement with the visual and interactive aspects of these
platforms. Nonetheless, there is a lack of robust research on more highly visual social media (HVSM) such as
Instagram and Snapchat that have gained more recent popularity among younger generations.
Source: [Link]

8
 What’s More
Activity 1

Directions: You have now obtained enough knowledge about writing a review of related
literature. Categorize the following statements according to the writing steps they
belong. Copy the table below and supply what is needed. The first one is done for you. (This
is your first week output in this module 3)

• Review of related literature consists of introduction, body, and conclusion.

• Refer to the research question when identifying the variables to search over different
sources.
• Citation or in-text citation must be present in writing RRL.
• Analyze the summary of points of any literature.
• Make use of the keywords to start looking for related literature.

1. Make a list of keywords. Refer to the research question when identifying

the variables to search over different sources.
2. Search for relevant sources.
3. Read the abstract.
4. Take notes and cite your sources.
5. Write your literature review.

What I Have Learned

Directions: Complete the statement below. Write your answer on a separate sheet
of paper. (This is your first week output in this module 3)

Review of related literature is important because

__________________________________________________________________
___________________________________________________________________

What I Can Do
Directions: Based on your statement of the problem, write a Review of Related Literature by
following the steps and tips discussed in the mini lesson above. Write it on separate sheets of
paper. Your output will be rated through the rubric that follows. (This is your first week output
in this module 3)

9
 What Is It

From lesson 1 in this module, you have learned that RRL provides an overview of
current knowledge, allowing you to identify relevant theories, methods, and gaps in the
existing research (McCombes 2019). This knowledge on existing theories allows you to
explore more on the variables of your research. Further, they somehow help you in formulating
the hypotheses of your study.

Mini Lesson
Lesson 2: Formulating Hypotheses

What is a hypothesis?

A hypothesis is a temporary explanation or an answer to a question about variables,

their relationships, and other facts involved in the research (Baraceros 2016, 45). It is an
educated guess or a specific statement of prediction that is based on experience or factual

10
knowledge about such thing and on conclusions that are drawn from previous studies. Not all
studies have hypotheses (Trochim 2020).

What are the purposes of hypotheses? (Baraceros 2016, 46)

1. They guide you on which aspect of the research to focus on.

2. They provide opportunities to prove the relationship between variables.
3. They give the right direction of the research.
4. They outline your thoughts on your manner of summarizing the results and of
explaining the conclusions.
5. They push for a scientific study to prove the existence of relationship of variables
and the effects of independent variable on the dependent variable.

What type of research will require hypothesis/ hypotheses?

A single study may have one or many hypotheses, and they have to be tested
through analytical investigation to prove how true or false they are (Baraceros 2016, 46).

To decide whether your research study requires you to formulate hypotheses, the
question on what research approach you are using must be answered.

A researcher may use deductive or inductive approach in his or her research.

The main difference between inductive and deductive approaches is that inductive
approach aims at developing a theory while deductive aims at testing an existing theory.
Therefore, it is the deductive research that requires hypothesis/hypotheses testing. To
understand it clearly, please examine the detailed comparison of the two approaches below
(Scribbr 2019).

Inductive research approach

When there is little to no existing literature on a topic, it is common to perform inductive
research because there is no theory to test. The inductive approach consists of three stages:

1. Observation
o Example: A low-cost airline flight is delayed.
2. Observe a pattern
o Example: Another 20 flights from low-cost airlines are delayed.
3. Develop a theory
o Example: Low-cost airlines always have delays.

Limitations of an inductive approach

A conclusion drawn on the basis of an inductive method can never be proven, and it
can be invalidated.

Example
You observe 1000 flights from low-cost airlines. All of them experience a delay, which
is in line with your theory. However, you can never prove that flight 1001 will also be delayed.
Still, the larger your dataset, the more reliable the conclusion is.

Deductive research approach

When conducting deductive research, you always start with a theory (the result of
inductive research). Reasoning deductively means testing these theories. If there is no theory
yet, you cannot conduct deductive research.

11
The deductive research approach consists of four stages:

1. Start with an existing theory

o Low cost airlines always have delays.
o All dogs have fleas.
2. Formulate a hypothesis based on existing theory
o If passengers fly with a low cost airline, then they will always experience
delays.
o All pet dogs in my apartment building have fleas.
3. Collect data to test the hypothesis
o Collect flight data of low-cost airlines
o Test all dogs in the building for fleas
4. Analyze the results: does the data reject or support the hypothesis?
o 5 out of 100 flights of low-cost airlines are not delayed = reject hypothesis
o 10 out of 20 dogs didn’t have fleas = reject hypothesis
o 90 out of 100 flights of low-cost airlines are on time = accept the hypothesis

Limitations of a deductive approach

The conclusions of deductive reasoning can only be true if all the premises set in the
inductive study are true and the terms are clear.

Example

• All dogs have fleas (premise)

• Benno is a dog (premise)
• Benno has fleas (conclusion)

Based on the premises we have, the conclusion must be true. However, if the first premise
turns out to be false, the conclusion that Benno has fleas cannot be relied upon.

Congratulations! Since you already have enough knowledge about the two research
approaches, it is for you to decide on which approach is more appropriate for your study.

What are the two categories of a hypothesis?

1. Null Hypothesis (H0) states the absence of relationship between the independent
and dependent variables; it disproves the fact that independent variable has an
effect on the dependent variable (Baraceros 2016, 46).

Example:

Ho: There is no significant relationship between the respondents’ school

attendance and general average.

The null hypothesis above includes two variables: the independent variable
(respondents’ school attendance), and the dependent variable (respondents’ general
average). Specifically, this null hypothesis states that school attendance has no effect on the
respondents’ general average. In order to test this hypothesis, the researcher needs to use
appropriate statistical tools, which are determined by a statistician.

12
 2. Alternate/Alternative Hypothesis (Ha or H1) is the opposite of null hypothesis. It
states the relationship between the independent and the dependent variables and
the fact that the first affects the second one (Baraceros 2016, 46).

Example:

Ha: There is a significant relationship between the respondents’ school attendance

and general average.

The alternative hypothesis above states that the independent variable

(respondents’ school attendance) affects the dependent variable (respondents’ general
average).

Here are other examples (Trochim 2020).

• For instance, let’s imagine that you are investigating the effects of a new employee
training program and that based on the existing theories, you believe that one of
the outcomes is that there will be less employee absenteeism. Your two
hypotheses might be stated something like this:

The null hypothesis for this study is:

HO: As a result of the XYZ company employee training program, there will either be no
significant difference in employee absenteeism or there will be a significant increase.

This is tested against the alternative hypothesis:

Ha: As a result of the XYZ company employee training program, there will be a
significant decrease in employee absenteeism.

• Let’s assume you are studying a new drug treatment for depression. The drug has
gone through some initial animal trials, but has not yet been tested on humans.
You believe (based on theory and the previous research) that the drug will have
an effect, but you are not confident enough to hypothesize a direction and say the
drug will reduce depression (after all, you’ve seen more than enough promising
drug treatments come along that eventually were shown to have severe side
effects that actually worsened symptoms). In this case, you might state the two
hypotheses like this:

The null hypothesis for this study is:

HO: As a result of 300mg./day of the ABC drug, there will be no significant difference in
depression.

This is tested against the alternative hypothesis:

Ha: As a result of 300mg./day of the ABC drug, there will be a significant difference in
depression.

13
 What’s More
Activity 1

Directions: Determine whether each hypothesis below is null or alternative. Answer this on
a separate sheet of paper. Number one is done for you. (This is your second week output
in this module 3)

1. Online gaming does not affect school performance.

Answer: Null
2. There is a significant relationship between Facebook habits and depression.
3. There is no significant difference between the respondents’ reading comprehension
level and their academic performance.
4. High school grades do not affect the respondents’ life success.
5. Seminars and trainings affect teachers’ performance level.

What I Have Learned

Directions: Based on your understanding, complete the statement below. Write your
answer on a separate sheet of paper. (This is your second week output in this
module 3)

Hypothesis is _______________________________________________________
________________________________________________________________________

What I Can Do
Directions: Decide on the research approach that you will be using in undertaking your own
study. Whenever deductive method is used, formulate your hypotheses. In answering this,
please follow the format below. (This is your second week output in this module 3)

Title of research:__________________________________________
Approach to be used: _____________________________________
Hypotheses (Leave this if you will be using the inductive approach):
H0: _____________________________________________
Ha: _____________________________________________

14
 What Is It

From lesson 2, you have learned how to formulate hypotheses.

In this lesson, you will be gaining knowledge on how to create a list of definition of
terms, as one of the parts of your research paper.

Mini Lesson

Lesson 3: Writing Operational Definitions: Definition of Terms

Why is there is a need to define terms in research?

Research exists within the bounds of science that is quite different from other subjects
because of its love for special or abstract terms. Research is likewise pregnant with
extraordinary terms because this has a language of its own. However, for non-researchers,
the language of research may appear as a jargon. Jargon is a specialized vocabulary that is
understood only by those people belonging to the same field of specialization. Exclusively
used by specific set of persons, like the engineers, doctors, lawyers, among others, this
vocabulary does not sound familiar or understandable to ordinary people in the society.
(Baraceros 2016, 77-78). Therefore, there is really a need to define or give meaning to the
technical terms used in any research.

What are the two types of definition?

1. Theoretical/Conceptual Definition is the universal meaning of the term which can be

understood by many people.
Example: Temperature is the heat flowing between infinite reservoirs.
2. Operational Definition is the term’s assigned meaning that is based on how it is used
or applied in the research.
Example: Temperature is the heat flowing in relation to operations with gas
thermometers.

Between the two types, operational definition is used in research, specifically in the
Definition of Terms which is one of the parts of a research paper.

How will you determine the words to be included in the Definition of Terms?

The answer is that terms and words used in this part of your research should mainly
come from the following:
1. the variables that you used in the research title; and
2. the technical terms used in your field. The definitions should NOT be directly lifted
from the references but should be defined as how they are used in your research paper.

Please try to look into the example on the next page.

15
 Research Title: Enriching Students’ Language Skills for Grade 8

DEFINITION OF TERMS

To have a better understanding of the terminologies utilized in this research, the

following terminologies were defined operationally. When we say operationally, we mean the
way the words are used in the conduct of the study.

Enrichment Activities. This term refers to the language activities that will improve
and enhance the English language skills of the grade eight students. This is anchored on the
significant findings of this study.

Language Skills. This refers to the skills such as listening, speaking, reading, writing
and viewing which are developed upon learning the English language.

Listening. Listening is defined by the ability of the students to do the following

fourth quarter learning competencies: making predictions on what to follow after listening to a
segment of a text; making inference on the thoughts and feelings expressed in a listening
material; summarizing information from the text listened to; and evaluating the worth and
importance of ideas found in the text listened to.

Speaking. It means the skillful delivery of a manuscript by the learner with ease
and fluency: the use of the correct production of the sounds of English and the utilization of
effective nonverbal communication strategies.

Reading. It is the ability to identify positions of a topic sentence; identify details

that support the topic sentence; distinguish between general and specific statements; evaluate
the accuracy of given information; make conclusions out of the given details; and put together
important information presented in a text.

Writing. This means the ability of the learner to compose a journalistic text with
the conscious sensitivity to grammar, spelling, capitalization, punctuation, and organization of
thoughts.

What’s More
Activity 1

Directions: Determine whether each definition below is conceptual or operational. Answer

this on a separate sheet of paper. Number one is done for you. (This is your third week
output in this module 3)

1. Electric current is the force between two parallel conductors.

Answer: Conceptual definition

16
 2. Grade in English refers to the average grade in English 8 got by the respondents
throughout the four grading periods.
3. Listening means the conscious effort of the learner to understand and interpret the
information that he/she heard from the speaker.
4. Speaking means the skillful delivery of a manuscript by the learner with ease and
fluency: the use of the correct production of the sounds of English and the utilization
of effective nonverbal communication strategies.
5. Reading is the interaction between the reader and the text that is formed by the
reader’s previous knowledge and experiences.

What I Have Learned

Directions: Based on your understanding, complete the statement below. Write your
answer on a separate sheet of paper. (This is your second week output in this
module 3)
Operational definition is important
because_____________________________________________________________
__________________________________________________

What I Can Do
Directions: Based on the variables of your own research, make your definition of terms.
Please follow the format of the given example above. This output shall be
passed in the second week of this module 3 together with the hypotheses.

What Is It

From lesson 3, you have gained knowledge on how to create a list of definition of
terms, as one of the parts of your research paper.
In this lesson, you will be learning how to create a conceptual framework of your own
research.

Mini Lesson

Lesson 4: Creating a Conceptual Framework (Swaen 2020)

What is a conceptual framework?

A conceptual framework is a part of a research paper that illustrates what you expect
to find through your research. It defines the relevant variables for your study and maps out
how they might relate to each other.

17
When should you construct a conceptual framework?

You should construct a conceptual framework before you begin collecting data. It is
often represented in a visual format.

If you want to investigate any kind of relationship between variables, it’s a good idea
to create a conceptual framework.

Research example: You want to know if students who study more hours get higher
exam scores. To investigate this question, you can use methods such as
an experiment or survey to test the relationship between variables.

Before you start collecting data, construct a conceptual framework to show exactly
which variables you will measure and how you expect them to relate to each other.

The conceptual framework is developed based on a literature review of existing

studies on the topic.

What are the steps in creating a conceptual framework?

1. Identifying your variables

Variables are simply the characteristics or properties that you want to study. The
conceptual framework will map the expected relationship between them.

In our example, the two key variables are “hours of study” and “exam score.”

Independent and dependent variables

If we want to test a cause-and-effect relationship, we need to identify at least two
variables: the independent variable and the dependent variable. In our example:

• the expected cause, “hours of study,” is the independent variable (aka the predictor or
explanatory variable).
• the expected effect, “exam score,” is the dependent variable (aka the response or
outcome variable).

In other words, “exam score” depends on “hours of study.”

Causal relationships often involve several independent variables that affect the dependent
variable. However, to keep things simple, we’ll work with just one independent variable,
namely “hours of study.”

2. Designing a conceptual framework

A conceptual framework can be designed in many different ways. The form yours takes
will depend on what kinds of relationships you expect to find.

To visualize our expected cause-and-effect relationship, we will use the basic design
components of boxes, arrows, and lines.

Component Meaning
Box Variable
Arrow Causal relationship
Line Correlation

18
 To indicate a causal relationship, each arrow should start from the independent
variable (the cause) and point to the dependent variable (the effect).

Use a line when you expect a correlation between two variables, but no cause-and-
effect relationship.

Hours of study Exam score

(Independent (Dependent
variable) variable)

Basic conceptual framework using an independent variable and a dependent variable

is presented above.

3. Expanding the conceptual framework

As you develop your conceptual framework, you should also aim to identify other
variables that might influence the relationship between your independent and dependent
variables.

Some common variables to be incorporated into the conceptual framework

include:

a. Moderator variables

Now we’ll expand the framework by adding a moderating variable. A moderator

changes the effect that an independent variable has on a dependent variable, on the basis of
the moderator’s value.
The moderator thus changes the effect component of the cause-and-effect
relationship. This moderation is also referred to as the interaction effect.

Hours of study Exam score

(Independent (Dependent
variable) variable)

IQ
(Moderator variable)

Conceptual framework with a moderator variable

In this example, we expect that the number of hours a student studies is related to
his/her exam score: the more you prepare, the higher your score will be.
Now we add the moderator “IQ.” A student’s IQ level changes the effect that the
variable “hours of study” has on the exam score: the higher your IQ, the fewer hours of study
the student must put in to do well on the exam.
In other words, the “IQ” moderator moderates the effect that the number of study hours
has on the exam score.

19
 b. Mediator variables

A mediating (or mediator) variable is an integral part of a cause-and-effect relationship.

It makes it easier to understand how the independent variable is affecting the dependent
variable and what is governing that relationship.

Now we’ll expand the framework by adding a mediating variable. In a cause-and-effect

relationship, a mediating variable is a variable that links the independent and dependent
variables, allowing the relationship between them to be better explained.

Here’s how the conceptual framework might look if a mediator variable were involved:

Hours of study Exam score

(Independent (Dependent
variable) variable)

Number of
practice problems
completed
(Mediator variable)

Conceptual framework with a mediator variable

In this example, the relationship between the independent variable (“hours of study”)
and the dependent variable (“exam score”) takes center stage: our hypothesis is that the more
hours a student studies, the better they will do on the exam.

Now we add the mediating variable of “number of practice problems completed”, which
comes between the independent and dependent variables. The hours of study impacts the
number of practice problems, which in turn impacts the exam score.

The more hours a student studies, the more practice problems they will complete; the
more practice problems completed, the higher the student’s exam score will be. By adding the
mediating variable of “number of practice problems completed,” we help explain the cause-
and-effect relationship between the two main variables.

Mediator vs moderator
It’s important not to confuse a mediator with a moderator. A moderating variable can
impact the outcome of a dependent variable, but it is not affected by the independent variable.

For example, the variable “IQ” is a moderator, not a mediator: although IQ may impact
the exam score (the dependent variable), the number of hours spent studying (the
independent variable) does not affect IQ. No matter how many hours you study, your IQ will
not increase.

c. Control variables

20
 A control variable is a variable that is held constant to prevent it from influencing
the outcome of a study.

When testing a cause-and-effect relationship, it is important to consider which

variables might influence the relationship between your independent and dependent
variables and control these so that your results are as accurate as possible.

To test whether there is a cause-and-effect relationship between “hours of study”

and “exam score,” we also need to consider other variables that could potentially impact
students’ exam scores.

For example, it is likely that if a student feels ill, they will get a lower score on the exam.
Therefore, we’ll add “health” as a control variable.

Health
(Control variable)
Exam score
(Dependent
variable)
Hours of study
(Independent
variable)

Conceptual framework with a control variable

That means we should keep the variable “health” constant in our study – we’ll only
include participants who are in good health on the day of the exam.

Note: There are often other variables that we might want to include in our conceptual
framework: moderators and mediators.

These are variables that we think will influence a student’s exam score, but that we
don’t necessarily want to hold constant. Instead, we measure moderators and mediators and
include them in our analysis in order to better understand the cause-and-effect relationship.

What’s More
Activity 1

Directions: Write T if the statement is True and F if otherwise. Number one is done for you.
(This output shall be passed in the third week of this module 3.)

1. Conceptual framework should be constructed after collecting data.

Answer: F
2. Conceptual framework is constructed through a paragraph.
3. The first step in creating the conceptual framework is to identify the different variables
of the research.
4. RRL is essential in crafting the conceptual framework.

21
 5. Mediating and moderating variables are the same.

What I Have Learned

Directions: Based on your understanding, complete the statement below. Write your
answer on a separate sheet of paper. (This output shall be passed in the third
week of this module 3.)

Conceptual framework shows______________________________________________

_______________________________________________________________________

What I Can Do
Directions: Based on the RRL that analyzes the different variables of your own research,
create a conceptual framework and discuss it through paragraphs. Do this on separate sheets
of paper. (This output shall be passed in the third week of this module 3.)

Assessment
Instructions: Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
1. What is expressed in the statement below?
There is no significant relationship between students’ school attendance and
academic achievement.

a. Null Hypothesis (H0) c. Conceptual framework

b. Alternative Hypothesis (Ha) d. RRL

2. What is expressed in the statement below?

There is a significant relationship between students’ school attendance and
academic achievement.
a. Null Hypothesis (H0) c. Conceptual framework
b. Alternative Hypothesis (Ha) d. RRL

3. Which of the following is true about the statement in number 1?

a. The statement disproves that attendance affects students’ academic achievement.
b. The statement states that attendance affects students’ academic achievement.
c. The statement states that academic achievement affects attendance.
d. All of the above

22
 4. Which of the following is true about the statement in number 2?
a. The statement disproves that attendance affects students’ academic
achievement.
b. The statement states that attendance affects students’ academic
achievement.
c. The statement states that academic achievement affects attendance.
d. All of the above

Cinema can create not only temporary phenomenal experience but also change the cultural
climate (Persson, 2003:4). Persson (2003) exemplifies that a cinema might introduce a new
theme, style, or convention that transforms the way in which the critics, authors, and
audience understand literature and the rest of the world.
Source: [Link]

5. What sample is the paragraph above?

a. Review of Related Literature c. Hypothesis
b. Conceptual Framework d. Conceptual Framework
6. What sample is the underlined phrase in the paragraph above?
a. Bibliography b. Reference c. RRL d. In-text Citation
7. Which of the following is the purpose of the underlined phrase in the paragraph
above?
a. To give courtesy to Persson’s idea or concept
b. To give explanation to the difficult terms used by Persson
c. To set the parameters and boundaries of research
d. To guide the researcher on what subject will be undertaken by Persson
8. How does operational definition make the concept meaningful?
a. by specifying the way your research should measure such concept
b. by explaining further, prove, or disprove the results of the present studies
c. by helping to have a deeper understanding of the involved theories or concepts of
his or her research
d. by allowing the use of different concepts and terms
9. What refers to the important component of research that makes one examine concepts
ideas related to his or her research?
b. Framework b. Hypothesis c. Review of Related Literature d. Terms
10. Which of the following is not true about Review of Related Literature?
a. To familiarize yourself with technical terms related to your research
b. To build connection between your research and the current situations of the world
c. To discover the relation of your research with the previous studies
d. To formulate the findings of the research
11. Why is there a need to include bibliography in one’s research?
a. To acknowledge the owners of ideas, concepts, and information that are valuable
to one’s research
b. To give explanation to the difficult terms used
c. To set the parameters and boundaries of research

23
 d. To guide the researcher on what subject will be undertaken
12. Which of the following shows the organization, order, and direction of one’s research?
a. Conceptual Framework b. RRL c. Hypothesis d. Concept Map
13. What refers to the tentative explanation of something?
b. RRL b. Hypothesis c. Conceptual Framework d. Operational Definition
14. Which states the absence of a relationship between the independent and dependent variables?
a. Null Hypothesis (H0) c. Conceptual framework
b. Alternative Hypothesis (Ha) d. RRL
15. Which states the relationship between the independent and dependent variables?
a. Null Hypothesis (H0) c. Conceptual framework
b. Alternative Hypothesis (Ha) d. RRL

Additional Activity

Directions: Explain each of the concepts by your own words. (This output shall be
passed in the third week of this module 3.)

1. Review of Related Literature is__________________________________________

___________________________________________________________________
2. Hypothesis is________________________________________________________
3. Operational definition is_________________________________________________
4. Conceptual framework is_______________________________________________

Answer Key

24
References
Atlanta University Center Robert W. Woodruff Library. “Literature Review: Assess your
Literature Review.” [Link] (Updated last May 26, 2020).

25
Baraceros, Esther L. Pracical Research 2. Manila: Rex Bookstore,Inc., 2016.

Scribbr. “How to Write a Literature Review?” [Link]

review/ (Updated last November 30, 2020).

Swaen, Bas. “Conceptual Framework” [Link]

framework/ (Updated last October 13, 2020).

Trochim, William M.K. “Research Methods Knowledge Base”

[Link] (Updated last August 5, 2020)

Yumpu. Review of Related Literature. [Link]/en/document/view/22357500

/chapter-2 https:// -review-of-related-literature-shodhgang(Accessed August 5,
2020).

Scribbr. “Inductive vs. deductive reasoning” [Link]

deductive-reasoning/(Updated last November 11, 2019).

26
For inquiries or feedback, please write or call:

Department of Education – Division of Guihulngan City

Office Address: Osmeña Ave., Pobiacion

Guihulngan City

Telefax: 035-410-4006

Email Address: [Link]@[Link]