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THEORETICAL AND CONCEPTUAL FRAMEWORK: MANDATORY INGREDIENTS OF A QUALITY RESEARCH

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The theoretical and conceptual framework explains the path of a research and grounds it firmly in theoretical constructs. The overall aim of the two frameworks is to make research findings more meaningful, acceptable to the theoretical constructs in the research field and ensures generalizability. They assist in stimulating research while ensuring the extension of knowledge by providing both direction and impetus to the research inquiry. They also enhance the empiricism and rigor of a research. Thus, it is no exaggeration for Imenda (2014) to say that both the theoretical and conceptual frameworks give life to a research. Unfortunately, many postgraduate students and faculty staff at universities are confused of the two terms and apply them wrongly in their research papers. As a result, their research findings become weak because of the inappropriate application of a suitable theoretical framework and/or conceptual framework. This blurs the understanding of readers of the research paper who are lost, not knowing the purpose of the study, the importance of the study and the scholars the researcher is in dialogue with, whether in agreement or disagreement (Evan, 2007). A research without the theoretical or conceptual framework makes it difficult for readers in ascertaining the academic position and the underlying factors to the researcher's assertions and/or hypotheses. This renders the research sloppy and not appreciable as contributing significantly to the advancement of the frontiers of knowledge. This article explains with clear understanding, the two frameworks and how they could be utilized efficiently in the research expedition.
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ORIGINAL RESEARCH PAPER
THEORETICAL AND CONCEPTUAL FRAMEWORK: MANDATORY INGREDIENTS
OF A QUALITY RESEARCH
Dickson Adom*
Department of Educational Innovations in Science and Technology, Kwame Nkrumah
University of Science and Technology, P.O. Box NT 1Kumasi, Ghana *Corresponding Author
Emad Kamil
Hussein
Associate Professor/Head of Scientific Committee, Al-Furat Al-Awsat Technical
University, Iraq
Joe Adu Agyem
Department of Educational Innovations in Science and Technology, Kwame Nkrumah
University of Science and Technology, P.O. Box NT 1Kumasi, Ghana
Introduction
The theoretical and conceptual framework explains the path of a
research and grounds it firmly in theoretical constructs. The overall
aim of the two frameworks is to make research findings more
meaningful, acceptable to the theoretical constructs in the research
field and ensures generalizability. They assist in stimulating research
while ensuring the extension of knowledge by providing both direction
and impetus to the research inquiry. They also enhance the empiricism
and rigor of a research. Thus, it is no exaggeration for Imenda (2014) to
say that both the theoretical and conceptual frameworks give life to a
research. Unfortunately, many postgraduate students and faculty staff
at universities are confused of the two terms and apply them wrongly in
their research papers. As a result, their research findings become weak
because of the inappropriate application of a suitable theoretical
fr a me wor k and /or c onc ept u al fra mew ork . Th is bl urs t he
understanding of readers of the research paper who are lost, not
knowing the purpose of the study, the importance of the study and the
scholars the researcher is in dialogue with, whether in agreement or
disagreement (Evan, 2007). A research without the theoretical or
conceptual framework makes it difficult for readers in ascertaining the
academic position and the underlying factors to the researcher’s
assertions and/or hypotheses. This renders the research sloppy and not
appreciable as contributing significantly to the advancement of the
frontiers of knowledge. This article explains with clear understanding,
the two frameworks and how they could be utilized efficiently in the
research expedition.
What is a Theoretical Framework?
It is the ‘blueprint’ or guide for a research (Grant & Osanloo, 2014). It
is a framework based on an existing theory in a field of inquiry that is
related and/or reflects the hypothesis of a study. It is a blueprint that is
often ‘borrowed’ by the researcher to build his/her own house or
research inquiry. It serves as the foundation upon which a research is
constructed. Sinclair (2007) as well as Fulton and Krainovich-Miller
(2010) compare the role of the theoretical framework to that of a map
or travel plan. Thus, when travelling to a particular location, the map
guides your path. Likewise, the theoretical framework guides the
researcher so that s/he would not deviate from the confines of the
accepted theories to make his/her final contribution scholarly and
academic. Thus, Brondizio, Leemans, and Solecki (2014) concur that
the theoretical framework is the specific theory or theories about
aspects of human endeavor that can be useful to the study of events.
The the oretical f ramework consists of the ore tical p rin ciples,
constructs, concepts, and tenants of a theory (Grant & Osanloo, 2014).
In a postgraduate thesis or dissertation research, all aspects of the
research are expected to connect to the theoretical framework (Grant &
Osanloo, 2014). The student must tactfully select the relevant theory or
theories that underpin the knowledge base of the phenomenon to be
investigated. The student is expected to make a unique application of
the selected theory so as to apply the theoretical constructs to his/her
dissertation study.
The Importance of Theoretical Framework in Research
The theoretical framework offers several benefits to a research work. It
provides the structure in showing how a researcher defines his/her
stud y p hi lo so ph ic al ly, epi st em ol og ic al ly, me th od ol og y an d
analytically (Grant & Osanloo, 2014). Ravitch and Carl (2016) concur
that the theoretical framework assist researchers in situating and
contextualizing formal theories into their studies as a guide. This
positions their studies in scholarly and academic fashion. Moreover,
the theoretical framework serves as the focus for the research and it is
linked to the research problem under study. Therefore, it guides a
researcher’s choice of research design and data analysis plan. The
theoretical framework also guides the kind of data to be accrued for a
particular study (Lester, 2005). The theoretical framework, thus, aids
the researcher in finding an appropriate research approach, analytical
tools and procedures for his/her research inquiry. It makes research
findings more meaningful and generalizable (Akintoye, 2015). Imenda
(2014) clearly posits that a research without the theoretical framework
lacks accurate direction to the search of appropriate literature and
scholarly discussions of the findings from the research. For other
scholars in the field of inquiry, the theoretical framework provides a
common worldview or lens from which to support one’s thinking about
the problem and analysis of data (Grant & Osanloo, 2014).
The theoretical framework guides and should resonate with every
aspect of the research process from the definition of the problem,
literature survey, methodology, presentation and discussion of the
findings as well as the conclusions that are drawn. Eisenhart (1991)
contends that the theoretical framework helps the researcher in
considering alternative theories that might challenge his or her
perspective, thereby enriching the strengths of the study. Simon and
Goes (2011) as well as Maxwell (2004) aver tha t theoretical
frameworks deepen the essence of the study. Thus, research proposals
that require funding must clearly show the theoretical framework that
pivots the intended research. It convinces funding agencies that the
research inquiry is worth supporting. For scholars in the field and
readers, the proper selection and presence of a theoretical framework
convinces them that the study is not based on the personal instincts of
the researcher but rather is firmly rooted in an established theory
selected via credible studies (Akintoye, 2015).
How to Select a Suitable Theoretical Framework
There is no one perfect or right theory for a dissertation, though certain
theories are popular (Grant & Osanloo, 2014). Yet, the adoption or
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH
Engineering
Volume-7 | Issue-1 | January-2018 | ISSN No 2277 - 8179 | IF : 4.176 | IC Value : 93.98
ABSTRACT
Theoretical and conceptual frameworks guide the paths of a research and offer the foundation for establishing its credibility. Though these terms
seem similar, they are different from each other in concept and in their roles in the research inquiry. However, many students find it difficult and
confusing to distinguish between these two closely related frameworks while defining their roles in their research. Yet, the inclusion of a theoretical
and/or conceptual framework is a mandatory requirement in a thesis or dissertation that shows the student’s map of the research s/he seeks to
undertake. A good comprehension of both frameworks would inure to a good investigation. This article explains the meanings of the terms, their
importance in the research process, their difference and similarities while offering insightful suggestions on how they can be constructed and
utilized for a particular research.
KEYWORDS
438
International Journal of Scientific Research
ISSN No 2277 - 8179 | IF : 4.176 | IC Value : 93.98Volume-7 | Issue-1 | January-2018
adaptation of a theory must reflect the understanding of the researcher
regarding the study and must drive the study (Simon & Goes, 2011).
The selection of a theoretical framework requires a thorough
understanding of the problem, purpose, significance and research
questions of a study. This is important because when the selection is
poorly done, it would be as if the researcher is using a wrong bolt to
forcibly fix a wrong nut. The chosen theoretical framework must
accentuate the purpose and importance of the study dissertation (Grant
& Osanloo, 2014). To make an appropriate selection of a theoretical
context, the researcher must consider the guiding principles of the
study and situate the problem in relation to it. The research questions of
the study and the purpose of the study must entail noticeable aspects of
the theoretical framework and must agree with the assertions
promulgated by the theorists of the selected theory (Maxwell, 2004;
LoBiondo-Wood, 2010).
After the entire study has been conducted, the research findings
accrued from the study must corroborate, extend, or modify the
existing theory that was borrowed for the study (Lester, 2005). The
researcher may critique, develop and/or expand the theory that served
as a guide for his/her study vis-à-vis the findings gleaned from the
study (Grant & Osanloo, 2014). Munhall and Chenail (2008) contend
that this critique is often carried out in the data analysis stage of the
research before the final conclusions of the study are drawn. Grant and
Osanloo (2014) present a checklist that can aid researchers to be able to
identify the suitable theoretical framework for their research inquiry.
The authors have succinctly put them into questions that must be
reliably answered by the researcher to convince him/her that the
selection of a theory or theories is appropriate for a particular study.
These questions are:
1. What discipline will the theory be applied to?
2. Does the theory agree with the methodology plan for the study?
3. Is the theory to be selected well developed with many theoretical
constructs?
4. Have specific concepts or theoretical principles been selected to
meet the objectives of the study?
5. Does the problem of the study, the purpose and importance of the
study correlate with the theoretical framework?
6. Can the theory be used hand in hand with the research questions
for the study?
7. Does the theoretical framework inform the literature review?
8. Does the data analysis plan agree with the selected theoretical
framework?
9. Does the theoretical framework undergird the conclusions and
recommendations based on the data analysis?
Simon and Goes (2011) also suggest some points that can help
articulate the theory for an informed research. The important keys the
researcher have to satisfy include:
1. Knowing the main concern for inquiry into the research
2. Ascertaining the key variables in the research
3. Reading and reviewing current related literature on the topic using
key word search.
4. Listing the constructs and variables that might be relevant for the
study.
5. Considering how the variables are related to the theory
6. Revising the search while adding the word ‘theory’ to the key
words to find the theories and theorists most in line with the
thinking of the researcher.
7. Discussing the propositions of each theory and highlight its
relevance to the research.
8. Considering alternative theories that challenge the perspectives
of the researcher.
9. Considering the limitations associated with the selected theory
which the problem to be investigated can help address or provide
logic explanations.
The Position of a Theoretical Framework in a Thesis/Dissertation
Research
Many research instructors and postgraduate students usually wonder
where a theoretical framework is supposed to be placed in a
dissertation or thesis research. Many scholars suggest that the
theoretical framework needs to be shown readers right at the onset of
the thesis writing. The student is supposed to select and clarify the
theoretical framework from the time the dissertation topic is initially
conceptualized (Dooyeweerd as cited in Sir e, 2004). Staunch
researchers profess that the researcher’s choice of a theory must be
stated explicitly early in the writing of a dissertation (Grant & Osanloo,
2014). This popular view is not misplaced because Mertens (1998)
argues that the theoretical framework influence every decision made
by the researcher in the carrying out of the research. As such, it needs
an early mention in a dissertation or thesis writing.
Example of Theoretical Framework
As it has already been highlighted, the selection of a theory depends on
the discipline or field of research. Even within a particular discipline, a
specific theory or theories that resonate with the area of inquiry must be
selected. The authors illustrate this with an example of a study in
Cultural Anthropology. A student is undertaking a research into how
the cultures of a group of people influence their attitudes towards the
environment. In such a scenario, there are various theories in the field
of study that agrees with the problem for investigation. These include
the Human Environment Relations Theory, The Culture Theory, The
Cultural Ecology Theory, Historical Ecology Theory, Environmental
Determinism Theory, Culture Determinism Theory and so forth.
Though these theories all postulate that people and their cultures have a
relation with the environment, their internal workings and approach to
the subject differs. Therefore, it is the student/researcher who has to
read and deepen his/her understanding of the theories, including the
exponents, historical background information of the theory, its
exponents, its t heo ret ica l constructs, an d assumptions of it s
proponents, the strengths and weaknesses before s/he can make an
appropriate selection in line with the problem and research questions
laid out for the study.
Fig. 1 The Theoretical Framework Cultural Ecology
Source: Adopted from Steward (1968)
What is a Conceptual Framework?
A conceptual framework is a structure which the researcher believes
can best explain the natural progression of the phenomenon to be
studied (Camp, 2001). It is linked with the concepts, empirical
research and important theories used in promoting and systemizing the
knowledge espoused by the researcher (Peshkin, 1993). It is the
researcher’s explanation of how the research problem would be
explored. The conceptual framework presents an integrated way of
looking at a problem under study (Liehr & Smith, 1999). In a statistical
perspective, the conceptual framework describes the relationship
between the main concepts of a study. It is arranged in a logical
structure to aid provide a picture or visual display of how ideas in a
study relate to one another (Grant & Osanloo, 2014). Interestingly, it
shows the series of action the researcher intends carrying out in a
research study (Dixon, Gulliver & Gibbon, 2001). The framework
makes it easier for the researcher to easily specify and define the
concepts within the problem of the study (Luse, Mennecke &
Townsend, 2012). Miles and Huberman (1994, p.18) opine that
conceptual frameworks can be ‘graphical or in a narrative form
showing the key variables or constructs to be studied and the presumed
relationships between them.’
The Importance of Conceptual Framework in Research
The conceptual framework offers many benefits to a research. For
instance, it assists the researcher in identifying and constructing
his/her worldview on the phenomenon to be investigated (Grant &
Osanloo, 2014). It is the simplest way through which a researcher
presents his/her asserted remedies to the problem s/he has defined
(Liehr & Smith, 1999; Akintoye, 2015). It accentuates the reasons why
a research topic is worth studying, the assumptions of a researcher, the
scholars s/he agrees with and disagrees with and how s/he conceptually
grounds his/her approach (Evans, 2007). Akintoye (2015) posits that
the conceptual framework is mostly used by researchers when existing
theories are not applicable or sufficient in creating a firm structure for
the study.
How to Construct a Conceptual Framework
Environment
Other parts of culture
Cultural
core
International Journal of Scientific Research
439
Conceptual frameworks are always constructed by researchers (Polit
& Tatano, 2004). Ravich and Carl (2016) aver that conceptual
frameworks are generative frameworks that reflects the thinking of the
entire research process. Mostly, diagrams are created to clearly define
the constructs or variables of the research topic and their relationships
are shown by the use of arrows. Latham (2017) argues that the entire
methodology must agree with the varia bles , as well as their
relationships and context. Researchers are at liberty to adopt existing
frameworks, but have to modify it to suit the nature of the context of
their research as well as the nature of their research questions (Fisher,
2007). Fisher adds that a good conceptual framework must also be
expressed in writing for it to be understood clearly. This means that
after a researcher has craftily produced a diagrammatic representation
of the main variables of the study, s/he has to explain the relations
among them and how their complementation helps in answering the
major research problem defined.
Difference between a Conceptual Framework and a Theoretical
Framework
Many students and researchers usually ask whether the theoretical
framework is the same as the conceptual framework. Sometimes,
researchers develop their conceptual frameworks from the theories
that underpin their research. Though these frameworks work hand in
hand, they have characteristics that make them different from each
other. The differences have been outlined in Table 1.
Table 1: The Differences between Theoretical Framework and
Conceptual Framework
Source: Authors’ Construct
The Position of a Conceptual Framework in a Research
The conceptual framework is mostly placed in the chapter where the
literature survey was discussed. It is in this chapter that the theoretical
perspectives of the main variables or constructs are rigorously
reviewed. In most dissertation or thesis papers, the literature survey is
discussed in chapter two.
Examples of Conceptual Framework
There are many designs of the conceptual framework that researchers
have designed and utilized in their studies. However, the authors
present two simple conceptual framework designs from two studies,
namely a research on child literacy (Figure 2) and a study on the
research procedural steps (Figure 3).
Figure 2: Conceptual Framework on Child Literacy Research
Source: Adop ted fro m ht tp:// w ww. monas h. edu.au/lls /hdr/
design/2.2.1.html (Accessed 11/8/2017)
Figure 3: Conceptual Framework on the Research Procedural Steps
Source: Adopted from https://www.slideshare.net/jhim1022/review-
of-li terat ur e-hyp ot hesis -and-co ncept ua l-fra me work- 6584834 1
(Accessed 10/8/2017)
Conclusion
This paper has thoroughly discussed the importance of theoretical and
conceptual frameworks in a research. It has given enough justifications
on why their inclusion in a research is indispensable because they
heighten the quality of a research. Also, it has thoroughly explained the
meanings of the two frameworks, their distinctive roles that they play
in the research process, their differences, how they are constructed and
where they must be presented in a dissertation or thesis research write-
up. Researchers and students must tactfully incorporate theoretical
and/or conceptual framework in their research inquires to increase
their robustness in all its aspects.
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Theoretical Framework
It provides a general or
broader set of ideas within
which a study belongs.
It is based on existing
theory/theories in the
literature which has been
tested and validated by
other scholars.
It is in the form of a model
that pivots a study, with its
exponents and the results of
their studies.
It is well developed,
designed and accepted.
It offers a focal point for
approaching the unknown
research in a specific field
of inquiry.
It consists of theories that
seem interrelated with their
propositions deduced.
It is used to test theories, to
predict and control the
situations within the context
of a research inquiry.
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... The conceptual framework explains variables and how the research problem would be explored (Adom et al., 2018). The conceptual framework describes the relationship between the main concepts of the study. ...
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Migration Socioeconomic development Unemployment This study aims to identify the factors of college students' choices to migrate abroad. The independent variables are push and pull factors and the dependent variable is the socioeconomic motive for going abroad. Push factors consist of unemployment, poverty, family conflict, an inferior education system, political disturbance, and poor development activities, and pull factors consist of the desire to study, fashion, earn and learn, be rich, relative invite, and friends' suggestions. The study is carried out using a survey research design. The nature of the study is descriptive. For this study, data were collected from primary sources. The researchers obtained data about the sample using answers to structural questionnaires from the sampled 110 bachelor-level students of the Gaurishankar Multiple Campus, Charikot Multiple Campus, and Hanumanteshwor Multiple campus of Dolkahal district. Descriptive and inferential statistics were applied for the data analysis using SPSS software version 23. According to respondents from the descriptive analysis, most college students were unsatisfied with Nepal's current political system and government intervention for socioeconomic development. This research found that push and pull factors were significant determinants but push factors are more important than pull factors to motivate migration. Thus, three-tier governments should increase the budget for higher education for quality education and productive sectors with research.
... Since PAIA was passed, some of the notable developments observed thus far include: the National Information Officers Forum conference and the Golden Key Awards; the establishment of the Information Regulator in terms of the Protection of Personal Information Act (POPIA); several court cases that continue to provide a clear interpretation of the Act; the hosting of the continent's first information conference of the International Conference of Information Commissioners from 10 to 14 March 2019 in South Africa under the theme "International cooperation to strengthen public access to information"; an online portal for the registration of information officers (IOs) and deputy information officers (DIOs); and other portals that form part of the open data initiatives such as online budgeting data, open data toolkit and environmental geographic information system (South Africa, 2020). Adom et al. (2018) defined a conceptual framework as a researcher's explanation of how a research problem would be explored. A conceptual framework helps the researcher to visualise the display of how ideas through concepts in a study relate to one another within the theoretical framework (Grant and Osanloo, 2014) and how the relationship of concepts affects the investigated phenomenon (Ngulube et al., 2015). ...
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Purpose The purpose of this study was to investigate a framework for the implementation of freedom of information (FOI) legislation in South Africa, against Article 19’s nine principles of FOI legislation. Design/methodology/approach This qualitative study used semi-structured interviews to collect data from six experts selected by means of the snowball sampling technique and content analysis. The study used a modified Delphi design consisting of two rounds of interviews. Findings The results showed that little effort is made by government officials to demonstrate commitment to the implementation of FOI legislation. Practical implications The passing of FOI is expected to reduce corruption, increase public participation, reduce the level of secrecy and increase transparency and openness. This is not the case as the implementation of this socioeconomic right in South Africa is faced by numerous challenges, such as a lack of political will, secrecy laws providing for the opposite of what the FOI legislation seeks to achieve, poor legislative interpretation and a lack of clear policies. The study proposes a framework aimed at addressing these challenges. Originality/value The study provides a framework for the implementation of FOI legislation. The framework was developed under the guidance of Article 19 principles of freedom of information legislation.
... A conceptual framework is a logical structure that presents an integrated approach for exploring a research problem. This shows the series of actions the researcher wants to take in a study (Adom, Hussein, & Agyem, 2018). The conceptual framework for this study is presented in a diagram similar to that below. ...
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Purpose: This study aimed to offer a strategic solution for Rumah Zakat within a timeframe of 10 years. A scenario planning analysis was used to solve this problem. This study uses qualitative research methods, with the aim of determining the right scenario used by Rumah Zakat for the next 10 years. Research Methodology: In this study, an inductive approach was used based on a theory development approach. Based on the time of implementation, researchers obtained data by cross-section. The driving forces for the zakat industry were identified based on the results of the PESTEL and Porter Five Forces analyses obtained from the interview process. The interviewees identified 29 driving forces in the Zakat Industry. Results: Four scenarios were generated: Jumping Frog, Accelerate to Excellence, The Struggle, and Business as Usual as a reference description of the conditions that need to be considered when dealing with uncertain conditions in the future, so that the institution can determine its strategic direction more optimally. Institutions need to consider the implications and options strategies in each scenario to strengthen the ability of today's institutions to deal with various conditions that will arise in the future. Contributions: Implementing Common Strategy recommendations, namely (1) becoming a collaborator of government zakat institutions, (2) establishing partnerships with companies to access CSR funds as an alternative to financing empowerment programs, (3) implementing digitalization in all lines of institutions, and (4) creating new business models and new strategies. As a concrete step for the institution in responding to all scenarios formed.
... The theoretical framework is a blueprint that is frequently "taken" by researchers in order to construct their own study inquiry (Grant & Osanloo 2014). It serves as the basis upon which research is conducted (Adom, Hussein & Agyem 2018). Many researchers have stated that the theoretical framework gives a common perspective or lens from which to view the problem and select a suitable research strategy, analytical tools, and processes for the research enquiry (Ravitch & Carl 2016;Grant & Osanloo 2014). ...
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Purpose - As the era of technology continues to evolve, programming education has garnered a growing amount of interest. Programming has an important role in preparing students and arming them with the language of the future. The purpose of this study is to demonstrate the importance of programming, discuss the pedagogical philosophy of how programming is taught, identify the barriers to the proper implementation of programming education in UAE primary schools, and finally find solutions to overcome these barriers. Methodology - The study adopted a mixed methods approach to collect both quantitative and qualitative data. Thirteen ICT teachers, from different schools in the UAE, were interviewed in the qualitative study to investigate their perception of the teaching of programming to primary students. A questionnaire was used in the quantitative study. The questionnaire distributed to parents who have kids in primary school in the UAE received responses from 499 parents. The primary goal of the questionnaire is to validate the interview results as well as understand the parents' perspectives towards their kids' experiences with the programming being taught at school. Findings - The analysis of data revealed that the good application of programming education in UAE schools is yet to be accomplished. There is a need to reform the teaching of programming in primary schools in the UAE and to raise awareness about it and its importance in the schools. Implications - One significant implication is that teaching programming should be taken seriously by educational policymakers and school leaders as a core subject that should be taught to all students. The study also contributed to the growing body of literature on the value of programming skills and the role of the appropriate curriculum in developing these skills. It also makes some recommendations to the MOE, the school inspections team, school managers, and teachers in order to improve education programming and overcome challenges in UAE primary schools. Originality/value - This study provides new insights at both practical and scholarly levels. It can shed light on the field's expansion prospects. The outcomes of this study may assist educational policymakers in better implementing programming education, particularly in primary school. Moreover, it helps teachers better prepare for the problems that primary students may encounter with learning programming in schools.
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Maize is a significant food crop in Indonesia’s agricultural development endeavors. In South Sulawesi Province, Bantaeng Regency is one of the regencies that developed corn farming with a large land area. This study aimed to examine the impact of input application on maize yield and assess the degree of efficiency and inefficiency in maize farming. The study was conducted in Bantaeng Regency, utilizing a sample size of 180 households engaged in maize farming as the primary data collection method. The data collected was analyzed using the Stochastic Frontier Cobb-Douglas Model, Technical Efficiency Analysis, Allocative Efficiency Analysis, Economic Efficiency Analysis, and Inefficiency Model. The findings indicated that the variables of land area, seed application, urea fertilizer, insecticide, and herbicide exhibited a significant positive impact on yields of maize. Conversely, the variable of NPK fertilizer had a significant negative impact. In the meantime, it is observed that the labor variable demonstrates a negative impact. The observed values in technical (0.544), allocative (1.840), and economic (1.001) suggest that maize cultivation has not attained technical, allocative, or economic efficiency. Meanwhile, it was also found that the variables significant positive to the technical inefficiency of maize farming are farming experience and education level. Therefore, in a short-term perspective, from a technical-managerial perspective, expanding the area of land under management, increasing the volume of seeds, urea fertilizer, insecticides, and herbicides to the optimum use is the right choice and an effective way for farmers to increase maize production. On the local government side, reviewing the price of certified seeds, subsidizing the price of maize seeds, ensuring the availability of urea and NPK fertilizers, insecticides, and herbicides, and intensifying extension activities and technical guidance on maize cultivation are alternative agricultural policies that the government can implement to support the efficiency and effectiveness of maize farming management.
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This article provides an explanation of the process for selecting a research topic. The article uses Kuhn’s classic work on scientific revolutions to delineate the steps in developing theoretical research within an area. The paper provides methods for preparing to develop a research topic, steps for approaching a research problem, as well as methods for problem theoretical development. We end the article with pitfalls that can occur when selecting a research topic as well as bright spots with regard to doctoral students beginning research in an area. Our hope is that this research will help beginning doctoral students start the process of developing a research topic by providing assistance with the overall process.
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This is an opinion piece on the subject of whether or not ‘theoretical’ and ‘conceptual’ frameworks are conceptual synonyms, or they refer to different constructs. Although, generally, a lot of literature uses these two terms interchangeably – suggesting that they are conceptually equivalent, the researcher argues that these are two different constructs – both by definition and as actualised during the research process. Thus, in this paper, the researcher starts by developing his argument by examining the role of theory in research, and then draws a distinction between areas of research that typically follow deductive versus inductive approaches, with regard to both the review of literature and data collection. The researcher then subsequently argues that whereas a deductive approach to literature review typically makes use of theories and theoretical frameworks, the inductive approach tends to lead to the development of a conceptual framework – which may take the form of a (conceptua l) model. Examples depicting this distinction are advanced.
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The theoretical framework is one of the most important aspects in the research process yet is often misunderstood by doctoral candidates as they prepare their dissertation research study. The importance of theory-driven thinking and acting is emphasized in relation to the selection of a topic, the development of research questions, the conceptualization of the literature review, the design approach, and the analysis plan for the dissertation study. Using a metaphor of the ‘blueprint’ of a house, this article explains the application of a theoretical framework in a dissertation. Steps for how to select and integrate a theoretical framework to structure all aspects of the research process are described, with an example of how to thread theory throughout the dissertation.
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Increasingly, reviewers for research journals and other venues for reporting research are demanding clearly articulated theoretical frameworks in manuscripts under consideration for publication or presentation. Yet, if one examines the articles published in the major journals in our field and attends the research sessions at the annual AVERA meetings, one must conclude that there is a general lack of agreement on what is meant by theoretical framework. The author examines the theoretical literature on the relationship between theory and research from the perspective of the researcher. He presents succinct examples from the career and technical education literature of theoretical frameworks at the level of grand theory, middle range theory, and substantive theory. He argues that an adequate theoretical framework for a research study can be built at any of those three levels. He contends that writers who present conceptual frameworks for their studies are actually referring to theoretical frameworks at the level of substantive theory and argues against using the term "conceptual framework" in that context. This article is based on the author's Presidential Address at the AVERA Annual Meeting in December 2000.