Senior High School

Practical Research 2
First Semester-Quarter 1
Conceptual Framework:
An Illustration of the Research Study
CS_RS12-lf-j-6
Practical Research 2 – Grade 12
Alternative Delivery Mode
First Semester- Quarter 1
Conceptual Framework: An Illustration of the Research Study
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 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 - Region III

Secretary : Leonor M Briones
Undersecretary : Diosdado M. San Antonio
Development Team of the Module

Author: Janine Emeeh S. Caranto

Language Reviewer: Joselito G. Milan
Content Editor: Marciano V. Cruz, Jr.
Cherilyn R. Goyena, PhD
Illustrator: Alexander L. de Lazo
Layout Artist: Janine Emeeh S. Caranto

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Glenda S. Constantino
Project Development Officer II
Marinella P. Garcia Sy, PhD
EPS – Science
Joannarie C. Gracia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]
 Senior High School

Practical Research 2
First Semester- Quarter 1
Conceptual Framework:
An Illustration of the Research Study
CS_RS12-lf-j-6
 Introductory Message

For the facilitator:

Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module on
Conceptual Framework: An Illustration of the Research Study.

This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator, in helping the learners meet the
standards set by the K to 12 Curriculum 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.

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.

For the learner:

Welcome to the Practical Research Alternative Delivery Mode (ADM) Module on
Conceptual Framework: An Illustration of the Research Study.
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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

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

1
 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
What’s More
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
What I Have Learned paragraph to be filled in to process what you learned
from the lesson.
This section provides an activity which will help you
What Can I Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
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!

2
 What I Need to Know

This module was designed and written with you in mind. It is here to
help you properly illustrate and explain the conceptual framework of your
research 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.

After going through this module, you are expected to:

 describe the different models of conceptual framework commonly
used in research studies.
 determine the steps in writing the conceptual framework.
 appreciate the basic concepts and useful benefits of conceptual
framework.
 construct a conceptual framework applying the knowledge and skills
in writing research.

3
 What I Know

Directions: Underline the best answer from the given statements.

1. (Research Title, Research Problem, Conceptual Framework,
Conclusion) serves as basic structure of a research showing the
main concepts of the study.
2. (Flowchart, Table, Graphs, Pictures) is/are illustration/s used in
presenting conceptual framework.
3. In general, a (concept, framework, literature,) is a structure
considered as something that supports an object, a vehicle or a
building.
4. Conceptual framework use/s (graphical, verbal, both) presentation
of data to illustrate the concepts of the study.
5. (Elements, Variables, Instruments) should be clearly defined for
generating a conceptual framework.
6. Recipe: Food = Conceptual Framework: (Book, Essay, Research).
7. Independent: Cause= (Extraneous, Dependent, Intervening): Effect
8. Numerical: Numbers = Graphical: (Words, Texts. Shapes)
9. Conceptual: Concepts= Framework: (Picture, Structure, Job)
10. Scope and Delimitation: Coverage of the study=
Conceptual Framework: (Sources, Literature, Illustration)

Directions: For items number 11-15. Arrange in chronological order the

following steps. (Write number 1 for the first step, 2 for
second, 3 for third, 4 for fourth and 5 for the last step on the
space provided before the number.)
___ 11. Do a literature review.
___ 12. Identify the important variables.
___ 13. Generate the conceptual framework.
___ 14. Choose your topic
___ 15. Do the narrative.

4
 What’s In

In the previous lesson, you have learned how to present a written statement
of the problem. Kindly answer the activity below regarding this topic.

Directions: Identify if the given statement is true or false. Place a check mark ()
on the appropriate box that corresponds to your answer.

Statements True False

1. The objective of the study is the first paragraph of the

statement of the problem.

2. Research questions cannot lead to answering the main

problem of the study.

3. The consequences part of the statement of the problem

contains the present situation.

4. The ideal part shows how things should really be.

5. Statement of the problem is the part of the research

paper that gives a detailed explanation on the different
variables of the research study.

If you answered True to statement number 1 and 4, you are correct. The two
main elements of the statement of the problem are objective of the study and the
research questions. The objective is the first paragraph followed by the set of
questions formulated by the researcher. The ideal part of the statement of the
problem should contain how things should really be.
If you answered False to statement number 2, 3 and 5, you are right.
Research questions should lead the researchers to answer the main problem of
the study. On the other hand, the consequences part of the statement of the
problem should contain the good and bad effects of the reality. Lastly, statement
of the problem is brief and does not elaborate the problem too much.

5
 What’s New

Directions: Analyze the illustration and selection below, Then, answer the guide
questions that follows. (Note: See page 22 for the rubrics.)

The two builders: Upper picture shows the man whose house was built on the rock;
the lower picture shows the man whose house was built on the sand.

PARABLE OF TWO BUILDERS (Matthew 7:24-27)

“Everyone then who hears these words of mine and does them will be
like a wise man who built his house on the rock. And the rain fell, and the floods
came, and the winds blew and beat on that house, but it did not fall, because it
26
had been founded on the rock. And everyone who hears these words of mine
and does not do them will be like a foolish man who built his house on the
27
sand. And the rain fell, and the floods came, and the winds blew and beat
against that house, and it fell, and great was the fall of it.”

GUIDE QUESTION no. 1 (Note see page 23 for the rubrics.)

1. What is the moral of the story? __________________________________
___________________________________________________________
__________________________________________________________.
2. Why was the man who built his house on the rock considered to be wise?
___________________________________________________________
__________________________________________________________.
3. Why was the man who built his house on the sand thought to be foolish?
___________________________________________________________
__________________________________________________________.
4. What could be the relation of this story to the understanding of conceptual
framework? _________________________________________________
___________________________________________________________
__________________________________________________________.

6
 What is It

I. Conceptual Framework
The following terms are important for you to understand conceptual framework:
1. Framework is a basic conceptional structure (as of ideas) and it also refers
to a skeletal, openwork, or structural frame. A framework is a structure intended
to support a building, a vehicle or an object. It also shows how each part is inter
related to one another to be able to serve its purpose.
2. Concept something conceived in the mind; it is an abstract or generic idea
generalized from particular instances.
Conceptual framework is an outline on how to proceed with the research
study. It gives direction to the research study being undertaken. It also shows the
relationship of the variables involved and illustrates the research design of the study. It is
a basic structure with generic ideas generalized from existing body of knowledge. That
is why it is anchored to the theoretical framework of the study.
Conceptual Paradigm is a diagram that visually illustrates the concepts of a
research study. It presents variables that is related with one another based from the
researcher’s ideas before the actual exploration of its relationship.

Purposes of Conceptual Framework

1. To clarify concepts and show the relationships with one another
2. To provide a context to help in the interpretation of data
3. To illustrate observations made by the researcher before actual investigation
4. To encourage development of theory that is useful
5. To easily show readers the components of the study at a glance.

GUIDE QUESTION no. 2

(Note: See page 23 for the rubrics.)
1. How will you describe the skeletal frame
of the nipa hut shown in the picture?___
________________________________
________________________________.
2. What is the importance of building the
skeletal framework first before anything
else? ___________________________
________________________________
________________________________.
Skeletal Frame of a Nipa Hut

7
II. Three Major Models of Conceptual Framework
There are three major models commonly used in research studies. However,
making a conceptual framework is not limited to these three.
1. IV-DV Framework: where IV stands for independent variable and DV stands for
dependent variable. This is mostly used for descriptive research or other
non-experimental research studies.
Example:

Independent Variable Dependent Variable

Social Media
Students’ Mental Health
 Frequency of Usage
during the Pandemic
Time Allotment

Figure 1. Paradigm of the Study

The paradigm of the study is presented in Figure 1. The
independent variable (IV) reflects the social media. This also includes
the frequency of usage and time allotment of students. The
dependent variable (DV) is the students’ mental health during the
pandemic. The figure above also shows the main concepts of the
study that seeks to determine the effects of using social media on
students’ mental health during the pandemic. It is assumed that as the
students spend more time in social media, the more likely they are to
exhibit symptoms of depression and anxiety.

Remember: Independent variable is known as “cause

variable” because it is the one causing change to the
dependent variable which is called the “effect variable”.

GUIDE QUESTION no. 3 (Note: See page 23 for the rubrics.)

1. How will you differentiate independent variable from dependent variable?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.

8
2. IV-MV/IV-DV framework– this is a variation of the IV-DV framework. As you can
see there is another variable in the middle, the MV/IV which means mediating
variable or intervening variable. Mediating variable and intervening variable is the
same. These variables is referred to as “stand between” the independent and
dependent variable because it can affect the relationship of these variables. In
research, intervening variable is more frequently used.
Example:
Independent Variable Dependent Variable

Social Media
Students’ Mental Health
 Frequency of Usage
During the Pandemic
 Time Allotment

Intervening Variable

Social Media Platform Used

Reasons for Using Social

Media

Figure 2. Paradigm of the Study

The paradigm of the study is presented in Figure 2. The independent
variable (IV) reflects the social media. This includes the frequency of usage, that
is, how many times do they use it in a week; and time allotment of students, which
is, the number of hours spent on using social media.. The dependent variable
(DV), is the students’ mental health during the pandemic can be determined
through the intervening variable. This includes social media platform used and
reasons for using media.

The figure above shows the main concepts of this study which aims to
determine if prolonged usage of social media the affects mental state of the
students. The researcher identified intervening variables that may affect the
relationship of the independent and dependent variable and these are the social
media platform used by the students and their reasons for using social media. It is
assumed that the more time the students spend on different social media platform,
it is highly likely for them to show signs and symptoms of anxiety and depression.
On the other hand, it is also viewed that the underlying reasons for the use of
social media may have a different impact on the students’ mental state.

9
3. IPO framework, where I stands for input, P for process and O stands for
output. This framework is used in action research or in studies that include
intervention like an experimental research. The input is usually the independent
variable or the one you are working on; the process includes instruments and
analysis used; and the output is the solution to solve the main problem of the study.
Example:

Input Process Output

Profiling Detoxification of
Social Media
Usage of Data Gathering Students from
Students Social Media
Data Analysis

Figure 3. Paradigm of the Study

The figure above shows the main concepts of this study entitled
“SOCIAL MEDIA: ITS IMPACT TO THE LIVES OF STUDENTS’
DURING THE PANDEMIC.” The respondents age, gender and
socio-economic status are gathered for profiling. The method of data
collection are the use of questionnaires; which contains questions that
seeks answer about the positive and negative impact of social media to
their students’ day to day living during the pandemic; and interviews to
justify the responses on the survey questionnaire.. Then, the data are
analysed using descriptive analysis such as frequency and mean.
Lastly, based on the findings, the researchers recommended to the
school the ways on how to detoxify the students from the use of social
media.

Take Note:
There is no one way of presenting conceptual framework.
It usually depends on the institutional format of the school.

GUIDE QUESTION no. 4 (Note: See page 23 for the rubrics.)

1. What are the similarities of the three major models of conceptual framework?
_________________________________________________________________
_________________________________________________________________.
2. What are the differences of the three major models of conceptual framework?
_________________________________________________________________
_________________________________________________________________.

10
Other Models for Conceptual Framework
Graphical presentation of data uses different shapes, lines and arrows to show the
connection of each variable. The table below shows some examples on how to present
a conceptual framework but is not limited to these figures:
Table 2. Other Models for Conceptual Framework

11
III. Steps in Writing the Conceptual Framework
Below are the steps that you need to follow to create a better conceptual
framework.
1. Choose your topic. In choosing research topic, always keep in mind that it
should be with in your field of specialization or your field of interest.
2. Do a literature review. Search for relevant studies to your research. Use
reliable sources and proper documentation of the information you find. List down
the references for future use.
3. Identify the important variables. Clearly define the independent and
dependent variables of your study from the studies you have found. If any, also
include intervening or moderating variables.
4. Generate the conceptual framework. Using the variables you found in your
literature review that you identified as important, you can now build your
conceptual framework. Problem statement serves as reference in constructing
your framework; the important variables in your study is found here.
5. Do the narrative. This is the textual explanation of your paradigm since it
consists of lines, arrows and shapes, you have to elaborate each detail.

GUIDE QUESTION no. 5

(Note: See page 23 for the rubrics.)
1.In creating a conceptual framework,
what can you use in order to show
Step 5. Do the the connection of each variable?
Narrative _______________________________
_______________________________.

Step 4. Create
Conceptual Framework

Step 3: Identify
Variables

Step 2. Literature
Review

Step 1. Choose
Topic

12
 What’s More

INDEPENDENT ACTIVITY 1
IS IT A YES OR A NO?
Directions: Provided below is a checklist about conceptual framework. Place
a check mark () on the appropriate box that corresponds to your
answer.
STATEMENTS Yes No

1. Identifying the variables of the study is necessary in

making the conceptual framework.
2. Conclusion serves as reference in generating a
conceptual framework.
3. A conceptual paradigm is for elaborate textual
explanation of the different concepts of the research.
4. Conduct a literature review to gather information on the
studies relevant to your research.
5. Framework is a structure that supports something such
as buildings, houses, cars and toys.

INDEPENDENT ASSESSMENT 1
PICK ME!
Directions: Below are the five preparations a researcher must do in order to
make a conceptual framework. Shade number 1 for the first step, 2
for second, 3 for third, 4 for fourth and 5 for the last step to pick the
answer.

1 2 3 4 5 1. Generate the conceptual framework.

1 2 3 4 5 2. Do the narrative.
1 2 3 4 5 3. Do a literature review.
1 2 3 4 5 4. Choose your topic.
1 2 3 4 5 5. Identify important variables.

13
INDEPENDENT ACTIVITY 2
HUNT ME DOWN!
Directions: In this activity, you need to find at least five words related to
conceptual framework and describe each based on how
you remember it.

W E R T H G H J K L Y U I O O P K D F V
Y O Z X C O N C E P T R E W V B T T Y M

R E S E A R C H T O P I C C V D S M Q G

T Y U C I O P L Y T E R B N M K L A C I

M L I T E R A T U R E R E V I E W B N D

U M K Y T P R F G E W Q S F G J M G Y A

F I S H P O T G H N M V D R E R F A X R

P I V T Y F R A M E W O R K U R E F K A

I N D E P E N D E N T V A R I A B L E P

INDEPENDENT ASSESSMENT 2
YOU DEFINE ME!
Directions: For this activity, you need to define the underlined word from the
given context. That is, based from the given situation, you have to
give its meaning. Read the sentences carefully.
Situation 1. Phia is a student researcher who is now on the part of showing
the different components of her study through conceptual framework. She used
a concept map to illustrate the things in her mind and its relationship with one
another.
Situation 2. Ethan has a new toy car. His father started assembling its
framework. The parts were connected to each other in order to support the car.

Rubrics for Independent Activity 2 and Independent Assessment 2

3 2 1
Accurately Lacks key terms. Lacks main point.
Definition
defined.
Grammar and —————— Correct grammar and Wrong grammar and
Spelling —— spelling. spelling.
Total of 5 points

14
INDEPENDENT ACTIVITY 3
LET US AGREE OR DISAGREE!
Directions: Place a () check mark on the corresponding box of your answer. If the
statement is correct about the purpose of conceptual framework, check ()
AGREE; if the statement is incorrect, check () DISAGREE.

STATEMENTS AGREE DISAGREE

1. Conceptual framework helps the reader

easily understand the components of your
research.
2. It causes confusion between the concepts of
the study since it is not in verbal form.

3. Conceptual framework is useful in making new

theories.

4. It doesn’t show the direct relationship of the

variables.

5. Conceptual framework illustrates the

observation made by the researcher.

INDEPENDENT ASSESSMENT 3
TIME TO GENERATE!
Directions: Create a research framework that will serve as the paradigm of the given
research titles. Use IV-DV, IV-MV/IV-DV or IPO model.

1. Mobile Legends on the Academic Performance of Grade 12 Home

Economics Students in Carlos F. Gonzales High School

2. Utilization of Facebook as an Educational Platform and Its Impact on the Study

Habits of Grade 11 Students

3. Effectiveness of Brand XYZ Fertilizer to the Growth Rate of Pechay

Rubrics for this Activity (for each item):

2 points = correct placement of independent and dependent variable

1 point = appropriateness of the conceptual framework model used
1 point = shapes, lines and arrows are connected properly
1 point = neat and presentable conceptual framework
Total of 5 points

15
 What I Have Learned

Directions: Complete the paragraph below by adding what you have learned in
the module. Write your answer on the space provided.
(Note: Please refer to page 23 for the rubrics.)
I have learned that conceptual framework is ____________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________.
I found out that the three major models of conceptual framework are
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________.
I understand that the usual benefits of conceptual framework are
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________.
I discovered that the steps in writing a conceptual framework are
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________.

16
 What Can I Do Be careful in handling sharp
TAKE objects like scissors or knives.
CARE Always direct the sharp edge
away from yourself and others.
TALLEST TOWER!
Directions: (Note: Please refer to page 23 for the rubrics.)
In this activity, you need to gather 30 sticks or 30 plastic straws which
are about 1 foot long. You will only use one meter long scotch tape or any
tape available to connect the sticks/straws to make the tower. You only have
five minutes to do this activity. Use a timer or ask someone to tell you when
the time is up using a watch or a clock.
After building the tower, see if it will stand for at least 10 seconds.

Directions: Answer the following questions for your reflection.

1. Were you able to make a tower? What happened to the
structure as it grows taller? ____________________________
___________________________________________________
___________________________________________________.

2. How long is your tower in inches? Were you able to use all 30
sticks/straws within the time limit? ______________________
____________________________________________________
____________________________________________________.
3. Were you able to make your tower stand for at least 10
seconds?__________________________________________.
4. Did your tower fall? If yes, why do you think so? If no, explain
what principle you used for it to stand firm. ___________________
____________________________________________________
____________________________________________________.
5. How can building a strong foundation strengthen the
significance of your research and its contribution to the society?
____________________________________________________
____________________________________________________.

Note: You can add more of your realizations not

found in the questions provided.

17
 Assessment

Directions: Each question has four answer choices. Read each question and answer
carefully. Choose the BEST answer for each number.

1. Which of the following is the correct definition of framework?

A. It is used for picture frames. C. You were set-up for a crime.
B. It is composed of ideas D. It is a skeletal frame.
2. What is referred to as the stand between variable?
A. Independent Variable C. Extraneous Variable
B. Intervening Variable D. Dependent Variable
3. Which among the following shows an example of conceptual framework?

A. Based on the findings, the Grade 12 students allot more time in playing mobile
legends than studying.
B. Philip argued that playing Mobile Legends is good for the students since it
promotes camaraderie among players.
C. Independent Variable (IV) Dependent Variable (DV)

Mobile Legends Study Habits

D. Both A and B

4. What part of the research paper do researchers use to show to their

readers the basic components of the study in the level where they can easily
understand it?
A. Background of the Study C. Hypothesis
B. Statement of the Problem D. Conceptual Framework
5. Which among the following variables is most often the result of the study; it is also
called the effect variable?
A. Independent Variable C. Dependent Variable
B. Intervening Variable D. Extraneous Variable
6. What is the first step in preparation for writing the conceptual framework?
A. Do the narrative. C. Do the literature review.
B. Choose the topic. D. Identify the important variable.
7. Which among the following steps for writing the conceptual framework refers to
using of shapes, lines and arrows to show the relationship between the
variables?
A. Conclusion C. Generate conceptual framework
B. Do the literature review. D. Identify the important variable.

18
8. Which step in preparation for writing the conceptual framework does collecting
relevant information to the study pertains to?
A. Do the narrative. C. Do the literature review.
B. Choose the topic. D. Identify the important variable.
9. Which among the following steps includes identifying the independent and depend-
ent variable?
A. Conclusion C. Generate conceptual framework
B. Do the literature review. D. Identify the important variable.
10. Which among the following steps refers to the textual explanation of the conceptual
framework?
A. Do the narrative. C. Do the literature review.
B. Choose the topic. D. Identify the important variable.
11. What conceptual framework model shows the research instruments utilized by the
researchers to collect data?
A.IV-DV framework C. IPO framework
B.IV-MV/IV-DV framework D. None of the above
12. What does IV stand for in the IV-DV framework?
A. Independent Variable C. Extraneous Variable
B. Intervening Variable D. Dependent Variable
13. Which of the three major models of conceptual framework is used for action
research?
A.IV-DV framework C. IPO framework
B.IV-MV/IV-DV framework D. All of the above
14. Statement 1: In the IPO model, I stands for Input, P stands for Process and O
stands for Output.
Statement 2.: There is only one way of presenting conceptual framework.
A. Both Statements are correct.
B. Statement 1 is correct while statement 2 is incorrect.
C. Statement 1 is incorrect while statement 2 is correct.
D. Both statements are incorrect.
15. This is the variable that causes change, also known as “cause variable”:
A. Independent Variable C. Extraneous Variable
B. Intervening Variable D. Dependent Variable

19
 Additional Activity

Directions: Create a conceptual framework for the given information below. Use the
appropriate model of conceptual framework for each item.

1. Usage of Internet
Efficiency and Credibility of Information
2. Video Lessons of Pre-Calculus
Scores in Quarterly Examination of Pre-Calculus
Number of Worksheets Accomplished
3. Demographic Profile– Age, Gender
Profiling, Survey, Data Analysis
Proposed Intervention Program

Rubrics for this Activity (for each item):

2 points = correct placement of independent and dependent variable

1 point = appropriateness of the conceptual framework model used
1 point = shapes, lines and arrows are connected properly
1 point = neat and presentable conceptual framework
Total of 5 points

20
 21
What I Know:
1. Conceptual Framework WE R T H G H J K L Y U I O O P K D F V
2. Flowchart
3. Framework Y O Z X C O N C E P T R E WV B T T Y M
4. Graphical
5. Variables R E S E A R C H T O P I C C V D S M Q G
6. Book
T Y U C I O P L Y T E R B N M K L A C I
7. Dependent
8. Shapes M L I T E R A T U R E R E V I E WB N D
9. Structure
10. Illustration U M K Y T P R F G E WQ S F G J M G Y A
11. 2
12. 3 F I S H P O T G H N M V D R E R F A X R
13. 4
14. 1 P I V T Y F R A M E WO R K U R E F K A
15. 5
I N D E P E N D E N T V A R I A B L E P
What’s New:
Answers may vary. Independent Assessment 2 Assessment
Answers may vary but have the 1. D
What’s In: same thought: 2. B
1. True 1. Conceptual Framework is part 3. C
2. False of a research paper that 4. D
3. False shows the different compo- 5. C
4. True nents of the study. It can be 6. B
5. False
presented using concept map 7. C
or other graphical presenta- 8. C
Guide Questions 1-5: 9. D
Answers may vary. tion of data
10. A
2. Framework is something that 11. C
Independent Activity 1 12. A
1. Yes supports. The parts are con-
13. C
2. No nected to each other to serve
14. B
3. No its purpose.
15. A
4. Yes
5. Yes Independent Activity 3
1. AGREE Additional Activity
2. DISAGREE Answers may vary.
Independent Assessment 1
1. 4 3. AGREE
2. 5 4. DISAGREE
3. 2 5. AGREE
4. 1
5. 3 Independent Assessment 3
Answers may vary.
Independent Activity 2
Answer may vary. Total of 5 points each item.
In any order: What I have Learned
Concept-abstract or generic idea
from particular instances or 1. TREE DIAGRAM
conceived in the mind 2. MIND MAPS
Framework– structure, openwork, 3. TRIANGLES
supports 4. CONCENTRIC CIRCLES
Paradigm-visual presentation, 5. FLOWCHART
graphical presentation 6. SHAPE BASED DIAGRAM
Research Topic– field of interest 7. OVERLAPPING CIRCLES
or specialization 8. CONCEPTUAL FRAME-
Literature Review– gather WORK
information, relevant research 9. RESEARCH STUDY
studies 10. RELATIONSHIP
Independent Variable– the one
causing change, cause variable What Can I do
Answers may vary.
Answer Key
 References
Almeida, Adelaida B., Amelita A. Gaerlan, Norita E. Manly. Research Fundamentals from
Concept to Output: A Guide for Researchers & Thesis Writers. Quezon City, Manila:
Adriana Publishing, 2016.
Danna Ibañez, “How to Write the Conceptual Framework,” last modified September 6,
2019. https://www.eresearch101.today
Merriam-Webster.com Dictionary, s.v. “concept,” accessed June 19, 2020, https://
www.merriam-webster.com/dictionary/concept.
Merriam-Webster.com Dictionary, s.v. “framework,” accessed June 19, 2020, https://
www.merriam-webster.com/dictionary/framework.
Prieto, Nelia G., Victoria C. Naval, Teresita G. Carey. Practical Research 2 for Senior High
School. Quezon City, Metro Manila: Lorimar Publishing, 2017.

22
 Appendix
TABLE 1. RUBRICS FOR ESSAY/REACTION PAPER
4 3 2 1
1. Introduction Begins with a Attempts to Begins with an Introductory
statement that begin paragraph introductory paragraph dose
grabs the with statement statement that not contain any
attention of the to grab the might be attention
reader. attention of the constructed to get grabber.
reader but some attention but it is
how lacking not clear.
some sense into
it.
2. Body Provides clear Provide clear Vaguely on topic, Statements are
evidence and connection to lack clear unrelated or
ample examples statements but connections, and marginally
supporting lacking examples of the connected to the
statements. examples. main idea. topic.
Examples and
evidence is
weak or
non-existent.
3. Conclusion Provides clear Conclude essay Conclude in an Conclusion is
conclusion by in a satisfactory unsatisfactory non-existent.,
successfully manner but the manner, and the with little or no
stating his/her author’s position position of the position in the
position with the in the given author to the given given topic.
given topic. topic is lacking. topic is confusing.

4. Vocabulary Used words Used words Used simple Used simple

appropriately, appropriately words that are words,
without so much but some are repeated over and sentence
repetition of a repeated a few over again. structure is
word. times. Sentences are confusing.
Sentences are Sentences are structured in
well structured. structured in a unsatisfactory
satisfactory manner.
manner.
5. Grammar With little to no With relatively With a lot of errors With
and Spelling errors in small number of in grammar, numerous error
grammar and errors in spelling and in grammar,
spelling. grammar, punctuations spelling and
spelling and which confuses punctuations
punctuations the reader’s which makes it
but the thought understanding. hard to
is still there. understand.

23
 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]