0822 MBA CH2 and Variance

Main ideas / lessons conveyed

1) Course session structure, deadlines, and group logistics (Weeks 5+)

• The instructor confirms the class is on Week 5, building on earlier topics covering:
  • Introduction
  • Specific objectives
  • Review of related literature
• For today, the focus is:
  • Conceptual framework
  • Methodology (format + procedure)
  • Submission deadlines mentioned for:
    • Journal reflection
    • SOP (handled later)
• After the first part, students may get time for a short discussion on:
  • Measures of variability and dispersion
• Students are asked to prepare a frequency table (previously assigned) and practice calculations.
• Students are reminded to ask questions via raising hands or PM, with a preference to avoid publicly naming themselves.

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2) What a conceptual framework is (and what it must include)

Core definition

A conceptual framework is the researcher’s synthesis of literature explaining a phenomenon. It maps out the actions/steps of the study based on:

• prior knowledge
• other researchers’ viewpoints
• the researcher’s observations

Important notes on terminology

A conceptual framework may also be called:

• research framework
• research model
• research process
• research paradigm

Purpose / components required

The conceptual framework should guide the researcher to:

• identify and define the data to be gathered
• identify the target response
• identify the instruments to gather data
• identify other data sources and methods of analysis

Data collection guidance

Students should specify:

• how data will be gathered
• who the target respondents are
• how respondent numbers affect analysis and decision-making (emphasis: it’s not just “more respondents,” but proper incorporation of required elements)

Students may extend respondents, but grading focuses on proper format and integration of required study components.

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3) Format and rules for designing the conceptual framework (detailed instructions)

A. Phasing and objectives

• The conceptual framework should present the entire procedure as a step-by-step flow (often shown as phases and steps).
• It may include as many as five phases.
• Phase rules:
  • Maximum of two objectives per phase
  • Not every phase must include an objective, but objectives are generally distributed to show when they are accomplished
  • Phases must have a logical arrangement showing progression through the research

B. Step design and SOP alignment

• The conceptual framework should be built from SOPs (steps of the procedure).
• SOPs should:
  • be spread out chronologically
  • be mapped to phases so each objective is accomplished through relevant steps
• The conceptual framework must be manual, not AI-generated:
  • “You cannot ask artificial intelligence to do this for you.”

C. Diagram/arrow rules

• Use only straight arrows within/inside phases.
• Use dashed lines/arrows to indicate connections between phases.
• Avoid curved/nonstandard arrows.

D. Quantity and structure requirements

• The conceptual framework must be divided into:
  • minimum of three phases
• SOP placement rule:
  • SOPs must be chronological throughout the conceptual framework

E. Verbs / Bloom’s taxonomy rule (instructions)

• Each SOP/step statement should begin with a verb pattern aligned to Bloom’s taxonomy.
• Logical constraint example:
  • if step 1 uses “analyze,” subsequent steps should not use a lower-level verb that breaks logical progression.
  • the instructor emphasizes general “upward” flow (example: “evaluate” should not come before weaker verbs).
• Instructor is more flexible only “outside of the two SOPs,” but still emphasizes logical sequencing.

F. Chapter placement clarification

• Students must use correct chapter labeling:
  • Chapter 2 = Method
  • Under Method, include:
    • methodology
    • conceptual framework (as part of Chapter 2)
    • research design, setting, respondents, data gathering, statistical treatment, etc.
• Placement order:
  • Conceptual framework appears first in Chapter 2 (framework form)
  • then methodology is presented as the expanded version (paragraph form)

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4) Methodology vs conceptual framework (how to expand it)

Key principle

• The conceptual framework is the diagrammatic/step summary.
• The methodology is the expanded version:
  • same content, but rewritten with detailed paragraphs per step/phase.

What to include in methodology

For each phase/step, include:

• expanded titles/keywords into full explanations
• procedural steps
• where relevant, materials/equipment
• mathematical treatment, equations, and models used

Purpose: readers should understand how the study was conducted so it can be replicated or extended.

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5) Methodology chapter format checklist (what to verify per step)

For each step (e.g., Step 1, Step 2, etc.), students should check whether they include:

• Research setting
• Respondents of the study
• Data gathering procedures
• Data gathering instruments
• Statistical treatment

Instructor clarification:

• Not all checklist items must appear within a single step; some details may be expanded elsewhere (e.g., respondents details under “Response of the study”).

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6) Research design and other Chapter 2 components (overview + examples)

Research design definition

A research design is the specific approach/methodology used to structure the research. It includes a systematic method for collecting, measuring, and analyzing data to reach logical conclusions related to the hypothesis.

Research design guidance for this class

Students are expected to use the same general design approach:

• quantitative survey research (one-paragraph explanation required)

Examples of research designs discussed

• Experimental (cause-and-effect; independent variables changed)
• Descriptive (clarifies issues when limited information exists)
• Survey research (gather credible information from groups/individuals)
• Qualitative research (values/interpretations not expressed as quantifiable matrices)
• Quantitative research focus (statistical evidence; numerical data easier to interpret/compare)
• Correlation (relationship without assuming causality)
• Diagnostic (find underlying causes to propose solutions)
• Exploratory (used when research is not fully defined; may lead to follow-ups)
• Explanatory (understand cause and effect)

Research setting requirements

Must include:

• place and map address
• environment description and reasons for choosing the site
• instructor suggestion:
  • include a Google Map and a location perimeter

Response of the study (respondents) requirements

Students should explain:

• size of the population
• study population
• margin of error and proportion
• sampling/selection technique
• computation of sampling (if applicable)
• sample size details
• representativeness justification (sampling technique must support it)

Sample size

• In this class, the instructor says 30 respondents are already provided/used.
• Future guidance includes:
  • Slovin’s formula
  • sample size calculators (e.g., calculator.net, Clean Culk, SurveyMonkey)

Data gathering instruments

• Sometimes may be omitted if instruments are simple.
• Example acceptable tools:
  • computer, paper, laptop, ballpen, etc.

Statistical treatment

• Must align with:
  • nature of the problem
  • nature of the gathered data
• Instructor notes:
  • statistical treatment ties directly to hypothesis testing, to be discussed later.

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7) Hypothesis, hypothesis types, and significance/scope/limitations (Chapter 1 parts)

Hypothesis (definition + instructor interpretation)

• Hypothesis testing draws inferences about a population from a sample.
• Instructor analogy:
  • hypothesis = “gossip/rumor” (not yet confirmed)
  • once confirmed, it becomes research result/known conclusion

Null vs alternative hypothesis

• Null hypothesis (H0): states no difference between parameters
• Alternative hypothesis (H1): states existence of difference
• Instructor simplified meaning:
  • H0 = current status/no effect
  • H1 = what you want to prove/expected effect

Significance of the study (required convincing points)

Include why the study matters, such as:

• importance to respondents
• contribution to solving the problem
• improvement in social/economic/health conditions
• demonstrate:
  • why the study is timely and relevant
  • that the problem is addressed in the correct context (avoid generic or unrelated examples)
  • the priority of the concern: who/what/where (target location/entity/context)

Scope and limitations

Include constraints affecting results, such as:

• coverage of the study area
• subject/respondents/topics
• local entity where data is gathered
• population/universe from which respondents are selected
• period/duration of the study
• plus:
  • research instruments
  • software issues/concerns
  • duration

Instructor emphasis:

• scope/limitations must be specific so out-of-scope questions are not mistakenly answered.

Definition of terms

• Define keywords as needed (minimum number of words identified in related literature/key terms).
• Instructor note:
  • this definition is sometimes placed in the introduction if used in a new context.

Introduction parts (Chapter 1 structure)

• Part 1: setting/context/frame of reference
  • explains the “springboard/need”
• Part 2: statement of purpose
  • compress objectives into one paragraph without copying
• Part 3: methodology (compressed)
• Part 4: scope and limitation
• Part 5: results and conclusion
  • highlight results + corresponding conclusions

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8) Proposal defense and PowerPoint guidelines (detailed instructions)

Proposal schedule and submission rules

• Proposal defense: September 26, 2026 (online only), starting at 3:00 (time mentioned as “300”)
• PowerPoint submission:
  • September 23 at 6:00 p.m.
  • send to centralclegescp.ph
  • email subject format:
    • surname (example given: “Cruz Santos Kevara, MBA”)
• Deadlines reiterated for SOP submission reminders.

Group presentation timing

• Each group:
  • maximum 8 minutes presentation
  • 10 minutes Q&A afterward
• Deductions for exceeding maximum time.

Presentation practice

• Instructor stresses strict practice to fit vital content in limited time.

Technical requirements for Zoom

• Double-check microphone and video upon entering Zoom.
• Back up internet connectivity.
• Instructor emphasized checking mic/camera:
  • at least minutes before and/or a week before (as stated in the message).
• Technical difficulty is not an excuse.

PowerPoint design tips

• Avoid flashy animations and distracting backgrounds.
• Use bullet points and short phrases.
• Ensure readable font sizes for virtual viewing (example: Times New Roman, 32).
• Maintain a consistent professional color scheme.
• Keep camera open during the presentation.

Conceptual framework slide guidance for proposal PPT

• Conceptual framework can be shown as 3–4 slides depending on number of phases.
• Do not explain every element on each slide.
• Use 2–3 sentence summaries per phase, then proceed to the next phase.

Required PPT slide sequence (minimum)

• Slide 1: title of the study
• Slide 2: premise of the study
• Slide 3: general objective + specific objectives
• Keywords
• Theoretical framework
• Conceptual framework
• Then include:
  • research setting
  • response of the study
  • statistical treatment
  • scope/limitations (to fit under <10 slides for 8 minutes)

Group logistics for questions during defense

• Panelist greeting group individually.
• Arrangement determined using Wheel of Names by 3:00 p.m. on defense day.

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9) SOP submission requirements and strict format compliance

• Instructor checks SOP via recordings and monitoring.
• If work isn’t aligned with the taught format:
  • it can be rejected
• SOP submission expected through Google chat/space.
• Instructor forbids using the wrong email and reminds students to use:
  • central colleges GC (email provided)

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Measures of variability and dispersion (quantitative techniques section)

1) Range (instructions + interpretation)

Definition

• Range = (maximum value) − (minimum value)

Advantages

• easiest to compute
• meaning is direct
• useful for preliminary work when precision isn’t critical
• helpful for identifying the extent of extreme variation
• can be used for testing significance with small samples

Interpretation

• Higher range → data more heterogeneous
• Lower range → data more homogeneous

Computation example

• Sort 10 numbers, identify max and min, then compute:
  • range = highest − lowest

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2) Deviation (setup + interpretation; ungrouped data)

Deviation definition

• Deviation of entry (x) = (x - \text{mean})

Step-by-step procedure

1. List data vertically (highest to lowest).
2. Compute the mean:
   • sum of values / number of values
3. Create a second column:
   • deviations = each number − average
4. Sum the deviations and interpret the result.

Interpretation rule discussed

• If sum of deviations (\approx 0):
  • data is symmetric/normal
  • majority centered around the mean
• If sum of deviations (> 0):
  • more high values than average → “negatively skewed” (wording may be inconsistent, per notes)
• If sum of deviations (< 0):
  • more low values than average → “positively skewed” (per notes)

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3) Variance and Standard Deviation (concepts + computation procedure)

Relationship

• Standard deviation = (\sqrt{\text{variance}})
• Both measure variability (homogeneity vs heterogeneity)

Instructor notes

• Variance is more “algebraically treatable.”
• Standard deviation is more practically interpretable and supports other statistics (correlation, regression, hypothesis testing).

Computation instructions

• Create a table with columns: 1) values 2) deviations from mean 3) squared deviations (deviation²)
• Sum squared deviations.
• Divide appropriately to get:
  • variance
• Take square root to get standard deviation.

Sample vs population

• Sample standard deviation: denominator uses (n − 1)
• Population standard deviation: denominator uses n

Interpretation

• Lower SD → values closer together (more homogeneous)
• Instructor threshold idea:
  • SD “5 and below” considered lower (also noted as relative)

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4) Coefficient of Variation (CV) (instructions + interpretation)

Definition

• ( \text{CV} = \left(\frac{\text{standard deviation}}{\text{mean}}\right)\times 100\% )

Interpretation

• Lower CV → greater consistency
• Higher CV → greater relative variability / more separation

Use case

• compare variability across datasets even when means differ
• useful for business/management

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5) Frequency-table method for variance/SD (class assignment workflow)

Students are told to use a frequency table.

Requested columns

• classes
• frequency
• class midpoint
• mean required/used

Next columns (described afterward)

• difference column: (midpoint − mean)
• squared difference: (difference)²
• multiply frequency by squared difference
• sum final values
• substitute into variance/SD formula
• emphasize denominator choice:
  • (n-1) vs (n)

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6) Empirical rule (68–95–99.7) + Chebyshev theorem

Empirical rule

• Used when data is approximately normal (bell-shaped)
• Coverage:
  • ~68% within mean ± 1 SD
  • ~95% within mean ± 2 SD
  • ~99.7% within mean ± 3 SD
• Example framing: mean ± SD ranges (e.g., sales forecasting)

Chebyshev theorem

• Used when distribution may not be normal
• Provides minimum proportions:
  • example stated:
    • 75% corresponds to within 2 SD
    • 88.9% corresponds to within 3 SD
• Contrast:
  • Empirical rule gives 99.7% only under normality
  • Chebyshev gives guaranteed bounds for any distribution

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7) Measures of position: quartiles, percentiles, deciles

Quartiles

• Divide ordered data into 4 parts:
  • Q1 = 25%
  • Q2 (median) = 50%
  • Q3 = 75%
  • Q4 = 100%
• Example use:
  • categorize top/bottom performers

Percentiles and deciles

• Percentile divides into 100 parts
• Decile divides into 10 parts
• Used for finer ranking than quartiles
• Workplace mention:
  • identify top % of employees for coaching/performance benchmarking
  • rank respondents by relative position

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Speakers / sources featured

Speakers

• Instructor / Panelist (main speaker) (name not fully captured; referred to as “Sir”)
• Miss Rooth (audio/visibility sound check; possibly “Miss R…”)
• Miss Bartolome
• Miss Bongalon (appears again later for PPT tips)
• Miss Cagayan
• Miss Estrada
• Miss Eno (respondent-response description)
• Miss Lopez
• Miss Guillermo
• Miss Lunar
• Michael (scope and limitations read)
• Sir Bench (responded to conceptual framework definition question)
• Sir Arias (addressed repeatedly; also asked/acknowledged)
• Miss Costales