Senior

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High
School

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Practical Research 2
Alternative Delivery Mode
Quarter 1 – Module 6: The Research’s Conceptual Framework, Definition of Terms and
Hypothesis
First Edition, 2020

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 module 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, Division of Palawan

Schools Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida Palay-Adornado, PhD
Felix M. Pamaran

Development Team of the Module

Writer: Mark G. Javillonar
Content Editor: Corazon A. Quintos
Language Editor: Kristine Hemor
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Rosalyn C. Gadiano

Printed in the Philippines by ________________________

Department of Education – MIMAROPA Region – Schools Division of Palawan

Office Address: PEO Road, Bgy. Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
E-mail Address: [email protected]
Website: www.depedpalawan.com

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Senior High School

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Introductory Message
For the facilitator:

Welcome to the Practical Research 2 Modular Distance Learning (MDL) Self-

Learning Module on the Research’s Conceptual Framework, Definition of Terms
and Hypothesis!

This module was collaboratively designed, developed and reviewed by

educators from public institution to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum Most Essential
Learning Competencies (MELCs) in the “New Normal” situation while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.
This Practical Research 2 Module 10 for Quarter 1 is
all about Research’s Conceptual Framework, Definition of
Terms and Hypothesis. With this we are trying to allow our
learners to work independently in discovering through simple
and enjoyable activities/ experimentation that are aligned to
the competencies that they should learn.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Practical Research 2 Modular Distance Learning (MDL) Self-

Learning Module on the Research’s Conceptual Framework, Definition of Terms
and Hypothesis!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

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Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the formulation of conceptual framework, research hypothesis and definition
of terms used in the study. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 – Illustrate and explain the conceptual framework
• Lesson 2 – Defines terms used in study and List Research Hypothesis

After going through this module, you are expected to:

1. trace the step by step process on writing conceptual framework;
2. demonstrate and describe the conceptual framework;
3. write a conceptual framework;
4. identify and define operational and conceptual definition of terms
5. explain the meaning, purpose and importance of hypothesis in research; and
6. formulate research hypothesis in quantitative research

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What I Know

Directions: Read the questions carefully and choose the letter of the best answer.
Write the letter of your answer on a separate sheet of paper.

1. If Work Adjustmental Challenges is defined in a research paper as “the problems

and difficulties encountered by teachers upon their entry to Senior High School”,
what type of definition the researcher used?
a. Operational Definition c. Textual Definition
b. Conceptual Definition d. Functional Definition

2. Which of the following helps the researcher to maps out the actions required in
the course of the study given his observation on the subject matter and his
previous knowledge of other researchers’ point of view?
a. Definition of Terms c. Theoretical Map
b. Research Hypothesis d. Conceptual Framework

3. Which of the following is consists of concepts that are place in a logical and
sequential design?
a. Definition of Terms c. Statement of the Problem
b. Research Hypothesis d. Conceptual Framework

4. If the research question is “What is the relationship between the students’

interest and their performance in Practical Research subject?” how would you
formulate your conceptual framework?
5.
a. Students’ interest Performance in Practical Research 2 subject
b. Performance in Practical Research 2 subject Students’ interest
c. Students’ interest Practical Research 2 Performance
d. Students’ interest and Performance subject Practical Research2subject
subject

6. If the direction of the relationship between variables is indicated, which

classification of hypothesis is it?
a. Non-directional hypothesis c. Directional hypothesis
b. Null hypothesis d. Alternate hypothesis

7. There is no significant relationship between teacher’s adjustment challenges and

job satisfaction is an example of which hypothesis?
a. Non-directional hypothesis c. Directional hypothesis
b. Null hypothesis d. Alternate hypothesis

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8. It defines a concept based on terms of specific ideas, principles or theories
associated with the term.
a. Definition of Terms c. Conceptual Definition
b. Operational Definition d. Conceptual Framework

9. If your research is examining the relationship between students’ correct SHS

Track choice and the factors affecting their choice, and their opinion toward
school’s career guidance program, which conceptual framework is best suited?
10.
a. - Factors c.
- Opinion - Factors
affecting choice toward affecting choice Correct
school’s - Opinion SHS Track
- Correct SHS CGP toward school’s Choice
Track Choice CGP

b. d.
- Factors - Factors affecting Correct
- Correct
affecting choice choice SHS
SHS Track
Track
Choice
- Opinion - Opinion toward Choice
toward school’s school’s CGP
CGP

11. It is an essential part of research as it allows the researcher to ensure common

understanding of key concepts and terminology is shared by the author and its
audience?
a. Definition of Terms c. Statement of the Problem
b. Research Hypothesis d. Conceptual Framework

Teachers’ Level of Job

Satisfaction

Increased Teacher’s
Teachers’ Work
Productivity or
Adjustmental Challenges
Performance

Teachers’ Level of Work

Performance

12. Using the paradigm above, all of the following hypotheses could be formulated
EXCEPT one. Which is NOT a possible hypothesis?
a. There is no a significant correlation between the teachers’ work
adjustmental challenges and the level of job satisfaction?
b. There is a significant correlation between the teacher’s work adjustmental
challenges and level of work performance?
c. There is a level of teachers’ work adjustmental challenges and level of work
performance.
d. There no significant correlation between the teacher’s level of job
satisfaction and work performance?

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13. Which of the following statements about Conceptual Framework is UNTRUE?

a. Conceptual framework only help researcher refine his central hypothesis
b. It is like a food recipe or blueprint of a building
c. Not all conceptual frameworks have to include a diagram or graphic
d. It provides outline of the plan on how to conduct the research

14. Which of the following is NOT a purpose of a conceptual framework?

a. To explain observations
b. To encourage development of useful and practical theories
c. To provide background for interpreting study findings
d. To interpret studies and literatures related to the problem

15. It pertains to a logical relationship between two or more variables expresses in

the form of a testable statement?
a. Definition of Terms c. Statement of the Problem
b. Research Hypothesis d. Conceptual Framework

16. If your research variables include students’ interest and Senior High School
strand enrolled in, how will you write your alternative hypothesis?
a. There is no relationship between the students’ interest and the SHS stand
they are enrolled in.
b. The interest of students and the SHS strand they are enrolled in has no
relationship.
c. The students’ interest has significant effect on the SHS strand they are
enrolled in.
d. The students’ interest cannot affect the SHS strand they enrolled in.

17. A research paper defined the word Homosexual as a person who is sexually
attracted to people of the same sex, a definition adapted from Merriam-Webster
Dictionary. Which type of definition the author has used?
a. Operational Definition c. Textual Definition
b. Conceptual Definition d. Functional Definition

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Lesson
Illustrating and Explaining
1 the Conceptual Framework

This lesson will help you trace the step by step process on writing conceptual
framework, gain knowledge in order to demonstrate and describe the conceptual
framework, and write a conceptual framework. Brief discussions of the lesson and
the activities for you to master the required competencies are included in this self-
learning module.

What’s In

On the previous modules, you have learned how to formulate clearly the
statement of research problem which provide the study its structure, direction and
guidepost. The activity below will help you recall how to formulate statement of the
problem.

Activity 1: Tell me your Problem.

Directions: Read the scenario that presents the topic for a simple research project
and formulate the appropriate Statements of the Problem (SOP). Write
your formulated Statement of the Problem on a separate sheet of paper.

Research Topic

You are about to conduct a study to deal with the challenges on

financial literacy of selected professionals to be able to promote sound
decision-making and ensure sustained economic growth and stability.
Furthermore, you wanted to investigate if there is a relationship between
the level of financial literacy and factors affecting one’s finances. This
research topic was chosen because understanding the factors affecting
a person’s finances, his/her financial knowledge and sources of income
would lead to formulation and implementation of possible ways to
strengthen financial status and financial literacy of the selected
professionals.

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What’s New

Once you formulated the Statement of the Problem of your research project,
it is needed that you correctly identified the variables, concepts and theories which
play essential part in writing your research. The activity below will help you get ready
for lesson.

Activity 2: Feel Me? Fill me!

Directions: Using the background information in Activity 1, fill in the Table below
by supplying what is being required.

What are the variables implied

from the background
information/scenario?

What are the ideas/concepts

linked with variables?

What are the theories that can

be related with the identified
concepts?

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What is It

By doing the Activity 2, you are able to be familiar with the things needed in
constructing conceptual framework. Let’s make you more equipped and
knowledgeable on the requisites of conceptual framework by reading and
understanding the following:

The Conceptual Framework

✓ It is defined as an analytical tool that explains the main concepts to be studied

or investigated in one’s research.
✓ It offers the foundation and fundamental basis of the entire research.
✓ It is like a blueprint, a master plan, or a recipe that provides an outline of the
plan on how the research is to be conducted.
✓ It is a graphic or visual form of the different variables of the study and the
alleged relationship among these variables although, not all conceptual
frameworks have to include a diagram or graphic.
✓ It is used in research to plan possible sequence of action or to present an ideal
method to an idea or thought.
✓ The literature review is the logical basis of the conceptual framework
Purposes of a Conceptual framework
The conceptual framework aims to:

➢ Explain ideas and suggest associations among the ideas in a study;

➢ Provide an outline for interpreting the findings of the study, since conceptual
framework defines the scope and the limitations of the study;
➢ Explain observations; and
➢ Encourage the formulation of useful and practical theories.

Practical Example: (Please refer to the background information in Activity 1)

Supposed that the formulated Statement of the Problem based on the background
information are as follows:

1. What is the demographic profile of the respondents

2. What is the level of the respondents’ financial literacy;
3. What are the factors affecting the respondents’ finances; and
4. Is there a significant relationship between the level of financial literacy of the
selected professionals and the factors affecting one’s finances?

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By carefully studying the formulated Statement of the Problem stated above, we can
say that the level of the respondents’ financial literacy and the factors affecting their
finances are the two variables under study.

If we are going to visualize the above said variables and its presumed relationship,
the conceptual framework will look like this:

Demographic Profile of the

respondents
Formulation of Financial
Literacy Program
Level of Financial Literacy
Strengthened Financial
Status

Factors Affecting Finances

The sample conceptual framework presented above can also be presented in a

narrative way as:

The conceptual framework presents that research variables: respondents’

demographic profile, level of financial literacy, and factors affecting respondents’
finances. It also shows that factors affecting respondents’ finances have something to
do with their financial literacy level.

Examining the above example of how a conceptual framework is being prepared, one
can say that conceptual framework is an excellent visual summary of the study as it
helps the reader to easily identify the research variables and the presumed
relationships amongst it. It is therefore important to carefully write the research
questions, identify the variables of the study, and craft the conceptual framework
well to correctly identify the method or the procedures to be used in the study.

What’s More

Activity 3: Conceptualize me
Directions: Read and analyze the Statement of the Problem below and prepare a
Conceptual Framework. Illustrate and explain your conceptual
framework.

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Statement of the Problem
This study aims to assess the readiness of locally-produced products in
the municipality of Narra in International Trade.
Specifically, it seeks to answer the following questions:
1. What locally-produced products in the Municipality of Narra that has
potential to exporting;
2. What are the issues encountered by local product manufacturers affecting
export readiness; and
3. What is the level of readiness of local products to exportation?

What I Have Learned

To rate how much is your understanding about the lesson in this module, DO the
activity below.

Activity 4: Draw to Grow

Direction: Illustrate your learnings by drawing a symbol using drawing materials.
Explain how your chosen symbol represents your learning.

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Scoring Rubrics for 4: Draw to Grow

Score Particulars
10 Creatively presented learnings through a symbol and comprehensively
explained the meaning of the symbol.
7 Creatively presented learnings through a symbol and fairly explained the
meaning of the symbol.
5 Presented learnings through a symbol and explained the meaning of the
symbol in an unclear way.

What I Can Do

The knowledge and the skills that you gained in this lesson will not end by just
acquiring it, it must be applied or used in your daily living. Activity 6 will help you
transfer the skills/knowledge you have learned into real-life concerns.

Activity 5: Case Analysis

Direction: Read and analyze the scenario below. Prepare a diagram that will show
the relationships or the connections of the given facts in the scenario.

You are a graduating Senior High School student who is facing the
following problems:
1. Your family is financially struggling; and
2. Your family problem is affecting your academic performance
negatively.

Despite of the problems that you have, you still wanted to finish
high school.
Using your learnings on illustrating Conceptual Framework, make
a diagram that illustrates the relationship of your problems and
your goals.

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Assessment

Directions: Read the questions carefully and choose the letter of the best answer.
Write the letter of your answer on a separate sheet of paper.

1. Which of the following helps the researcher to maps out the actions required in
the course of the study given his observation on the subject matter and his
previous knowledge of other researchers’ point of view?
a. Definition of Terms c. Theoretical Map
b. Research Hypothesis d. Conceptual Framework

2. Which of the following is NOT a purpose of a conceptual framework?

a. To explain observations
b. To encourage development of useful and practical theories
c. To provide background for interpreting study findings
d. To interpret studies and literatures related to the problem

3. If your research is examining the relationship between students’ correct SHS

Track choice and the factors affecting their choice, and their opinion toward
school’s career guidance program, which conceptual framework is best suited?
a. - Factors c. .
- Opinion - Factors
affecting choice toward affecting choice Correct
school’s - Opinion SHS Track
- Correct SHS CGP toward school’s Choice
Track Choice CGP

b. d.
- Factors - Factors affecting Correct
- Correct
affecting choice choice SHS
SHS Track
Track
Choice
- Opinion - Opinion toward Choice
toward school’s school’s CGP
CGP

4. If your research question is “What is the effect of students’ interest in learning

Practical Research subject to their grades?” what is your dependent variable?
a. Grades
b. Students’ interest
c. Interest in learning Practical Research subject
d. Practical Research subject

5. Which of the following statements about Conceptual Framework is UNTRUE?

a. Conceptual framework only helps researcher refine his central hypothesis
b. It is like a food recipe or blueprint of a building
c. Not all conceptual frameworks have to include a diagram or graphic
d. It provides outline of the plan on how to conduct the research

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6. If the research question is “What is the relationship between the students’
interest and their performance in Practical Research subject?” how would you
formulate your conceptual framework?
a. . Students’ interest Performance in Practical Research 2 subject
b. Performance in Practical Research 2 subject Students’ interest
c. Students’ interest Practical Research 2 Performance
d. Students’ interest and Performance subject Practical Research2subject
subject

7. Which of the following is consists of concepts that are place in a logical and
sequential design?
a. Definition of Terms c. Statement of the Problem
b. Research Hypothesis d. Conceptual Framework

8. Based on the diagram below, which of the following is the possible result of the
study?
a. Increased teachers’ productivity or performance
b. Increased teachers’ level of job satisfaction
c. Well-adjusted teachers
d. Techers will be satisfied with their jobs

Teachers’ Level of Job

Satisfaction

Increased Teacher’s
Teachers’ Work
Productivity or
Adjustmental Challenges
Performance

Teachers’ Level of Work

Performance

9. Using the paradigm above, all of the following hypotheses could be formulated
EXCEPT one. Which is NOT a possible hypothesis?
a. There is no a significant correlation between the teachers’ work
adjustmental challenges and the level of job satisfaction?
b. There is a significant correlation between the teacher’s work adjustmental
challenges and level of work performance?
c. There is a level of teachers’ work adjustmental challenges and level of work
performance.
d. There no significant correlation between the teacher’s level of job
satisfaction and work performance?

10. Referring to the previous diagram, what do lines with arrow heads in both ends
imply?
a. The direction of the research
b. The correlation between two variables
c. The effects of one variable to the other
d. It serves as an indicator

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11. Which of the following does conceptual framework offer?
a. Foundation and fundamental basis of the entire research
b. Picture of the researcher’s notion
c. Clarification of the research objectives
d. Framework to be followed by the researcher

12. All of the following would illustrate a conceptual framework that provides an
outline of the plan on how the research is to be conducted, EXCEPT:
a. Blueprint c. Recipe
b. Master plan d. Skeleton

13. What is the relevance of conceptual framework in the research?

a. It shows observation
b. It explains main concepts to be studied
c. It interprets researcher’s arguments
d. It presents the totality of the study

14. Which of the following statement about conceptual framework is CORRECT?

a. Not all conceptual framework have to include a graphic
b. It encourages formulation of correct research questions
c. It is used to plan possible research questions
d. It always presented using shapes and arrows

15. Which of the following is interpreted using the Conceptual framework?

a. Research questions c. Literature review
b. Researchers’ thought or idea d. Findings of the study

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Lesson Formulating Hypothesis and

2 Defining Terms used in
study
In this lesson, you will learn the importance of defining the terms you used in
the study and formulating hypothesis. The Definition of Terms helps the researcher
to clarify the purpose and direction of the conduct of his/her study while the
hypothesis indicates that he/she has adequate knowledge about the research topic
he/she is studying. This lesson will provide you short but meaningful topic
discussion and ample activities to help you easily learn how to formulate hypothesis
and prepare a definition of terms used in the study.

What’s In

On the previous lesson, you have learned what a conceptual framework is,
what its purposes are, and how it is being illustrated. As per the earlier discussions,
Conceptual Framework maps out the plan of action to be taken in the study to clarify
concepts and proposed relationships amongst the concepts, provide a background
on interpreting the findings of the study, explain observations, and instigate
development of a theory based on the study findings. Lastly, a conceptual framework
can be presented by writing narrative and through diagram. Writing a conceptual
framework provides big help to the researcher to be on track, and the research
adviser and other researchers be guided in analyzing the study.

What’s New

To get you ready for the lesson, please do the activity below:

Activity 1: Strip Tease

Directions: Prepare twelve (12) strips of paper. Copy and write the following
fragments of sentence in each strip. Connect the strips by linking the
phrases written on it and paste it on a separate worksheet forming the
definition of the words Hypothesis and Definition of Terms.

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of key concepts the author and and terminology is

experiment or study. is essential to ensure guess on the

outcome of an the audience. Hypothesis is an educated

shared between a common understanding Definition of Terms

What is It

The Strip Tease activity gave you a preview of the lesson: Formulating
Hypothesis and Defining Terms used in study. Below discussions of the topic will
give you more in-depth understanding of the topic.

What is Hypothesis?

✓ Hypothesis is a specific proposition which is presented for testing through

research
✓ It is a logical relationship between two or more variables expressed in a form
of a testable statement.
✓ A hypothesis is an educated guess or hunch of the researcher on the outcome
of the research based on theoretical insights or observation.
✓ The hypothesis is verifiable and a testable statement that reflects the purpose
of the study.
✓ The literature review, not the researcher’s idea, shall be the basis of
formulation of a hypothesis.
✓ It is composed of independent (cause) and dependent (effect) variables.

What makes a hypothesis good?

✓ It explains the expected outcome of the study.

✓ It sets the limitations of the study
✓ It is clear, understandable, testable and measurable.
✓ It is based on facts and theories.
✓ It presents the variables of the study and its relationships.
✓ It must be based on the main research questions or problems.

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Null and Alternative Hypothesis

1. Null Hypothesis (Ho) – it pertains to the claim that the means of the variables
under study are equal or the values are zero. It is an assumption that the
values observed has no change.
Examples:
a. There is no significant relationship between the memory-boosting tablet
and the students’ score in examination.
b. The memory-boosting tablet has nothing to do with the student’s score in
examination.
2. Alternative Hypothesis (Ha or H1) – it is a statement that states the complete
opposite of null hypothesis as it suggests potential outcome of the study. It is
also the so called affirmative hypothesis as it claims that there is a significant
change, effect, relationship, not equal, not the same, and not equivalent to
zero in the value of the means being studied.
Examples:
a. There is a significant relationship between the memory-boosting tablet and
the students’ score in examination
b. The memory-boosting tablet significantly affects the student’s score in
examination.

Directional and Non-directional Hypothesis

1. Directional hypothesis – the direction of the relationship between the

variables is indicated.
Example: Children of family with low income experience more inferiority
complex than children of family with high income.

2. Non-directional hypothesis – there is no indication of the direction of the

relationship between the variables.
Example: There is a difference between the inferiority complex level of
children of family with low income and those of family with high income.

Points to Remember:

o Reject the null hypothesis if the sample supports the alternative hypothesis.
o Accept the null hypothesis if the sample does not support the alternative
hypothesis.
o If the study failed to reject the null hypothesis, it means that it needs to gather
more data.

Definition of Terms

✓ It explains the variables (terminologies) used in the study operationally or

conceptually.

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✓ Definition of terms is essential to ensure a common understanding of key
concepts and terminology used in the study between the researcher and its
reader.
✓ It helps both the researcher and its reader to have clear understanding of the
key terms in the study.

2 types of definitions
1. Operational definitions define the terms on how it is measured in the present
study.
Example: Performance - refers to the students’ academic grades earned in
Technology and Livelihood Education subject in the school year 2014-2015.

2. Conceptual definition defines a concept in terms of specific ideas, principles,

or theories associated with terms.
Example: Performance – the execution of an action; a public presentation of
exhibition.

By taking note of the examples of operational and conceptual definition, the

definition of performance: “refers to the students’ academic grades earned in
Technology and Livelihood Education subject in the school year 2014-2015” is an
operational definition since the term was defined according to its use in the study.
On the other hand, the definition: “the execution of an action; a public presentation of
exhibition” which is adapted from a dictionary is a conceptual definition.

Points to Ponder:

➢ Definition of terms must be listed alphabetically.

➢ Define only terms or variables that have unique use or meaning in the study
being conducted.
➢ Using of definitions from dictionary, as much as possible, is avoided. Define
or explain variables or terms on how it is operationally used in the study.
➢ In defining a term, use only one paragraph.

What’s More

Activity 2: Hypothetically Speaking!

Directions: Write a hypothesis for each of the following research problems. Identify
dependent and independent variables.

1. What is the effect of extra-curricular activities on students’ academic

performance?
Independent variable: _____________________________________________________
___________________________________________________________________________

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Dependent variable: _______________________________________________________
___________________________________________________________________________
Hypothesis: _______________________________________________________________
___________________________________________________________________________
2. What is the effect Bridging Program on the students’ school readiness?
Independent variable: _____________________________________________________
___________________________________________________________________________
Dependent variable: _______________________________________________________
___________________________________________________________________________
Hypothesis: _______________________________________________________________
___________________________________________________________________________
3. What is the relationship between skills and competencies look for by the
employers and the acquired skills and competencies of Senior High School
students?
Independent variable: _____________________________________________________
___________________________________________________________________________
Dependent variable: _______________________________________________________
___________________________________________________________________________
Hypothesis: _______________________________________________________________
___________________________________________________________________________

Scoring Rubrics for Activity 2: Hypothetically Speaking!

Particulars 3 2 1
Identification of - - Correctly identified
dependent and the variables
independent
variables
Hypothesis writing The formulated The formulated The formulated
hypothesis is hypothesis is hypothesis is
correct, and clearly somehow correct, incorrect.
written. and fairly written.

Activity 3: Define, Definitely!

Direction: Having in mind the hypotheses in Activity 2, provide the conceptual and
operational definitions of the following variables.

Variables Conceptual Definition Operational Definition

Extra-curricular activities

School readiness

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Skills and competencies

Academic performance

Bridging Program

Scoring Rubrics for Activity 3: Define, Definitely!

Particulars 3 2 1
Conceptual - - The definition is
Definition correctly adapted
from a legitimate
source.
Operational Properly defines the Fairly defines the The definition is
Definition term on how it is term on how it is unclear with regards
being used in the being used in the to its use in the
study study study

What I Have Learned

To rate how you clearly understand the lesson in this module, DO the activity
below:

Activity 4: Word Cloud

Direction: From the Word Cloud, select the word that corresponds with the
statements below. Write your answer on a separate sheet of paper.

Define y
H

p
Accept
Conceptual definition o Directional hypothesis
t
Null Hypothesis h Operational definition
Alternative Hypothesis
Reject e
s
i
s

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1. It defines a concept in terms of specific ideas, principles, or theories associated
with terms.
2. It defines the terms on how it is measured in the present study.
3. It helps both the researcher and its reader to have clear understanding of the
key terms in the study.
4. It indicates the direction of the relationship between the variables.
5. It is an assumption that the values observed has no change.

What I Can Do

Learning becomes effective if you are able to apply your gained knowledge into
real-life situations. Activity 5 will help you realize that you can use your knowledge
to your daily life.
Activity 5: Mind Map
Directions: In a separate paper, draw a personalized map showing what you have
learned and how will it affect your life. Let your creativity flow when doing
this activity.
Scoring Rubrics for Activity 5: Mind Map
Score Particulars
10 Creatively and comprehensively presented the lesson learned and its
application to real-life situation
8 Creatively and fairly presented the lesson learned and its application to real-
life situation
5 Creatively and partially presented the lesson learned and its application to
real-life situation
3 Unclearly presented the lesson learned and its application to real-life situation

Assessment

Directions: Read the questions carefully and choose the letter of the best answer.
Write the letter of your answer on a separate sheet of paper.

1. It is an essential part of research as it allows the researcher to ensure common

understanding of key concepts and terminology is shared by the author and its
audience?
a. Definition of Terms c. Statement of the Problem
b. Research Hypothesis d. Conceptual Framework

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2. If the direction of the relationship between variables is indicated, which
classification of hypothesis is it?
a. Non-directional hypothesis c. Directional hypothesis
b. Null hypothesis d. Alternate hypothesis

3. It pertains to a logical relationship between two or more variables expressed in the

form of a testable statement?
a. Definition of Terms c. Statement of the Problem
b. Research Hypothesis d. Conceptual Framework
4. It defines a concept based on terms of specific ideas, principles or theories
associated with the term.
a. Definition of Terms c. Conceptual Definition
b. Operational Definition c. Conceptual Framework

5. If Work Adjustmental Challenges is defined in a research paper as “the problems

and difficulties encountered by teachers upon their entry to Senior High School”,
what type of definition the researcher used?
a. Operational Definition c. Textual Definition
b. Conceptual Definition d. Functional Definition

6. There is no significant relationship between teacher’s adjustment challenges and

job satisfaction is an example of which hypothesis?
a. Non-directional hypothesis c. Directional hypothesis
b. Null hypothesis d. Alternate hypothesis

7. Which of the following does NOT make a hypothesis good?

a. It explains the expected outcomes of the study
b. It sets the limitations of the study
c. It is based on the researchers’ volition
d. It is based on facts and theories

8. A research paper defined the word Homosexual as a person who is sexually

attracted to people of the same sex, a definition adapted from Merriam-Webster
Dictionary. Which type of definition the author has used?
a. Operational Definition c. Textual Definition
b. Conceptual Definition d. Functional Definition

9. If your research variables include students’ interest and Senior High School
strand enrolled in, how will you write your alternative hypothesis?
a. There is no relationship between the students’ interest and the SHS stand
they are enrolled in.
b. The interest of students and the SHS strand they are enrolled in has no
relationship.
c. The students’ interest has significant effect on the SHS strand they are
enrolled in.
d. The students’ interest cannot affect the SHS strand they enrolled in.

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10. Which of the following is an assumption that the values observed has NO
change?
a. Null hypothesis c. Alternate Hypothesis
b. Alternative hypothesis d. Hypothesis

11. It is the basis of formulation of hypothesis?

a. Hypothetical questions c. Educated guess or hunch
b. Literature review d. Researcher’s ideas

12. Which of the following indicates that there is no sign of the direction of the
relationship between variables?
a. Alternative hypothesis c. Non-directional hypothesis
b. Directional hypothesis d. Null hypothesis

13. Which of the following statements is INCORRECT?

a. Reject the null hypothesis if the sample supports the alternative
hypothesis
b. Accept the null hypothesis if the sample does not support the alternative
hypothesis
c. If the study failed to reject the null hypothesis, it means that it needs to
gather more data
d. If the study failed to reject the alternative hypothesis, it means the null
hypothesis is strong

14. It is a verifiable and testable statement that reflects the purpose of the study?
a. Operational Definition c. Hypothesis
b. Definition of terms d. Conceptual framework

15. Which of the following is NOT a characteristic of a good hypothesis

a. Clear c. Measurable
b. Comprehensive d. Testable

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Additional Activities

Let us reinforce the skills/knowledge that you have gained from this lesson by doing
the activity below.
Direction: Read the situation or Statement of the Problem below. Prepare for an
appropriate Conceptual Framework, Hypothesis, and identify the key
terms to be defined.

With the increasing number of school problems or issues

involving students such as bullying, violence, decreasing
academic performance and the like, researchers believe that
wearing school uniform might offer solution to the said
problems. Also, wearing proper school uniform was perceived to
help the students develop sense of identity and responsibility to
the school community.
The researcher, then, formulated the following Statement of the
Problem:
1. What are the students’ perspectives toward the school’s
uniform policy?
2. What is the level of implementation of school uniform policy?
and
3. Is there a significant relationship between the students’
perspective towards school uniform policy and the level of its
implementation?

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What I Know Lesson 1: Activity 1: Tell me your Problem.
1. A 1. What is the demographic profile of the respondents?
2. D 2. What is the level of the respondent’s financial literacy?
3. D 3. What are the factors affecting the respondents’ finances; and
4. Is there a significant relationship between the level of financial
4. A
literacy of the identified professionals and the factors affecting
5. C one’s finances?
6. B
7. C Lesson 1: Activity 2: Feel Me? Fill me!
8. C
Variables: demographic profile of the respondents; level of the
9. A
respondent’s financial literacy; factors affecting the respondents’
10. C finances
11. A Ideas/concepts linked with variables: financial literacy of
12. D different professionals which can be determined by numerous
13. B variables such as factors affecting their finances, their financial
14. C knowledge and their sources of income.
15. B Theories: Theories on financial literacy
Lesson 1: Activity 3: Conceptualize me
Activity 4: Draw to Grow
Students’ outputs may vary,
refer to the Scoring Rubrics.
Assessment Lesson 5: Activity 3: Conceptualize me
1. D
2. D
3. C
4. A
5. A
6. A
7. D
8. A
9. C
10. B
11. A
12. D
13. B
14. A
15. D
Answer Key
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Lesson 2: Activity 1: Strip Tease
Lesson 2: Activity 1: Hypothetically Speaking!
1. Independent Variable: Extra-curricular Activities
Dependent Variable: Student’s Academic Performance
Hypothesis: Extra-curricular Activities has no effect on student’s academic performance
2. Independent Variable: Bridging Program
Dependent Variable: Student’s school readiness
Hypothesis: The bridging program has no significant effect on the student’s school readiness
3. Independent Variable: SHS students’ skills and competencies
Dependent Variable: skills and competencies look for by the employers
Hypothesis: There is no significant relationship between skills and competencies look for by
the employers and the acquired skills and competencies of Senior High School students
Lesson 2: Activity 3: Define, Definitely!
Students’ outputs may vary, refer to the Scoring Rubrics.
Lesson 2: Activity 5: Mind Map
Lesson 2: Activity 4: Word
Students’ outputs may vary, refer to the Scoring
Cloud
Rubrics.
1. Conceptual definition
2. Operational definitions
Additional Activities
3. Definition of Terms
Students’ outputs may vary, refer to the Scoring
4. Directional hypothesis
5. Null Hypothesis
Rubrics.
Assessment
1. A 9. C
2. C 10. A
3. B 11. B Hypothesis: There is no significant relationship
4. C 12. C between the students’ perspective towards school
5. A 13. D uniform policy and the level of its implementation
6. B 14. C Key terms to be defined: Student’s perspective, School
7. C 15. B uniform policy, implementation
8. B
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References
Aliswag, E., et al. Professional Guidelines in Research Writing. Aliswag Review
Series 3. Second Edition. Philippines: n.d.
Prieto, N., Naval, V., and Carey, T., Practical Research 2 for Senior High School.
Philippines: Lorimar Publishing, Inc., 2017
Pulmones, R. Quantitative Research You and the Natural World Series. Philippines:
Phoenix Publishing House, Inc., 2016

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For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor Deped Palawan Building
Telephone no. (048) 433-6392

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone no. (048) 434-0099