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What Is It?: Conceptual Framework

The conceptual framework defines the researcher's understanding of how existing concepts and variables relate to the research problem. It informs the research questions and methodology. The conceptual framework includes key concepts and variables from relevant theories and literature and diagrams how they work together to explain the problem. To make a conceptual framework, a researcher identifies important concepts from literature, considers how they shape the research problem, and visually represents the relationships between variables.

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Janelle Duran
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140 views4 pages

What Is It?: Conceptual Framework

The conceptual framework defines the researcher's understanding of how existing concepts and variables relate to the research problem. It informs the research questions and methodology. The conceptual framework includes key concepts and variables from relevant theories and literature and diagrams how they work together to explain the problem. To make a conceptual framework, a researcher identifies important concepts from literature, considers how they shape the research problem, and visually represents the relationships between variables.

Uploaded by

Janelle Duran
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CONCEPTUAL FRAMEWORK

Defining The Conceptual Framework

What is it?
 The researcher’s understanding/hypothesis/exploration of either an existing
framework/model or how existing concepts come together to inform a particular
problem. Shows the reader how different elements come together to facilitate
research and a clear understanding of results.
 Informs the research questions/methodology (problem statement drives
framework drives RQs drives methodology)
 A tool (linked concepts) to help facilitate the understanding of the relationship
among concepts or variables in relation to the real-world. Each concept is linked
to frame the project in question.
 Falls inside of a larger theoretical framework (theoretical framework = explains
the why and how of a particular phenomenon within a particular body of
literature).
 Often a visual
o Can be a graphic or a narrative – but should always be explained and
cited
 Can be made up of theories and concepts

What does it do?


 Explains or predicts the way key concepts/variables will come together to inform
the problem/phenomenon
 Gives the study direction/parameters
 Helps the researcher organize ideas and clarify concepts
 Introduces your research and how it will advance your field of practice. A
conceptual framework should include concepts applicable to the field of study.
These can be in the field or neighboring fields – as long as important details are
captured and the framework is relevant to the problem. (alignment)

What should be in it?


 Variables, concepts, theories, and/or parts of other existing frameworks

Making a Conceptual Framework


CONCEPTUAL FRAMEWORK

How to make a conceptual framework


 With a topic in mind, go to the body of literature and start identifying the key
concepts used by other studies. Figure out what’s been done by other
researchers, and what needs to be done (either find a specific call to action
outlined in the literature or make sure your proposed problem has yet to be
studied in your specific setting). Use what you find needs to be done to either
support a pre-identified problem or craft a general problem for study. Only rely on
scholarly sources for this part of your research.
 Begin to pull out variables, concepts, theories, and existing frameworks
explained in the relevant literature.
 If you’re building a framework, start thinking about how some of those variables,
concepts, theories, and facets of existing frameworks come together to shape
your problem. The problem could be a situational condition that requires a
scholar-practitioner approach, the result of a practical need, or an opportunity to
further an applicational study, project, or research. Remember, if the answer to
your specific problem exists, you don’t need to conduct the study.
 The actionable research you’d like to conduct will help shape what you include in
your framework. Sketch the flow of your Applied Doctoral Project from start to
finish and decide which variables are truly the best fit for your research.
 Create a graphic representation of your framework (this part is optional, but often
helps readers understand the flow of your research) Even if you do a graphic,
first write out how the variables could influence your Applied Doctoral Project and
introduce your methodology. Remember to use APA formatting in separating the
sections of your framework to create a clear understanding of the framework for
your reader.
 As you move through your study, you may need to revise your framework.
 Note for qualitative/quantitative research: If doing qualitative, make sure your
framework doesn’t include arrow lines, which could imply causal or correlational
linkages.

Sample Paradigm of the Study:


NOTE: Must not be in question form
Input (I) Comprises the profile of third-year criminology students in USST such as

gender, age, language spoken; the communication apprehension level of the criminology

students in USST in terms of group discussion, meeting, interpersonal communication, and

public speaking;
CONCEPTUAL FRAMEWORK
Process (P) indicates the methodology used to meet the objectives of the descriptive

study through a survey questionnaire, analysis of data, and statistical treatment.

Output (O) pertains to factors that would help participants to improve the communication

apprehension of third-year criminology students in USST.

This framework shows the overall outline of the study. It can be expressed by using the

input-process-output framework (IPO)

input process output

1. The profile of the


third-year
criminology students
in USST describe
along the areas of:
1.1. Age
1.2. Gender
1.3. Languages
spoken  To determine the
 Improve the
2. The communication communication
communication
apprehension level apprehension of
apprehension of
of the criminology the criminology
third year
students of
students in USST in criminology
USST through
terms of: students in USST
survey
2.1. Group
questionnaire.
Discussion
2.2. Meeting
2.3. Interpersonal
Communication
2.4. Public Speaking
3. Implications could
be drawn from this
study

Fig. 1 Paradigm of the Study


CONCEPTUAL FRAMEWORK

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