RCE2601
Assignment 4
Due 4 September 2025
,RCE2601
Assignment 4
Due 4 September 2025
Question 1 – Literature Review Design
a) Conceptual Framework vs. Theoretical Framework
In academic research, the conceptual framework and theoretical framework are
distinct yet interrelated tools for guiding inquiry, each serving a different epistemological
and methodological function (Ravitch & Riggan, 2017).
Theoretical Framework
A theoretical framework is derived from established and widely recognised theories,
providing a deductive structure through which research phenomena are interpreted. It is
built on tested principles that offer explanatory and predictive power. For example,
Vygotsky’s Zone of Proximal Development provides a generalisable model for
understanding learning processes (Daniels, 2008). Similarly, Lewin’s (1946)
foundational work in action research drew heavily on social psychology to model group
dynamics. Once selected, the theoretical framework remains relatively fixed throughout
the study, offering a consistent interpretive lens (Grant & Osanloo, 2014).
Conceptual Framework
Conversely, a conceptual framework is context-specific and often inductive in
construction. It synthesises concepts, variables, and relationships from diverse
sources—including empirical research, practitioner insights, and relevant theories—to
form a bespoke model suited to the specific study (Miles, Huberman, & Saldaña, 2014).
It is flexible, adapting to emerging findings during the research process, and may
, integrate underrepresented perspectives, such as indigenous and localised knowledge
systems (Chilisa, 2012).
Key Differences
Feature Theoretical Framework Conceptual Framework
Basis Established, Synthesised from multiple scholarly
generalisable theories and practical sources
Orientation Deductive Inductive or abductive
Flexibility Fixed Adaptable and evolving
Scope Broad, universal Narrow, context-specific
Action Research May impose rigid Supports emergent, participatory
Utility boundaries inquiry
Appropriateness for this Study
In this action research project—aimed at enhancing learner participation in under-
resourced South African classrooms—the conceptual framework is most suitable.
Action research requires a dynamic and adaptable structure that reflects local
contexts and incorporates practitioner voices (Kemmis, McTaggart, & Nixon, 2014). By
using a conceptual framework, this study can address specific cultural and socio-
economic factors, bridging the gap between abstract theory and actionable classroom
interventions (Creswell & Creswell, 2018).
Assignment 4
Due 4 September 2025
,RCE2601
Assignment 4
Due 4 September 2025
Question 1 – Literature Review Design
a) Conceptual Framework vs. Theoretical Framework
In academic research, the conceptual framework and theoretical framework are
distinct yet interrelated tools for guiding inquiry, each serving a different epistemological
and methodological function (Ravitch & Riggan, 2017).
Theoretical Framework
A theoretical framework is derived from established and widely recognised theories,
providing a deductive structure through which research phenomena are interpreted. It is
built on tested principles that offer explanatory and predictive power. For example,
Vygotsky’s Zone of Proximal Development provides a generalisable model for
understanding learning processes (Daniels, 2008). Similarly, Lewin’s (1946)
foundational work in action research drew heavily on social psychology to model group
dynamics. Once selected, the theoretical framework remains relatively fixed throughout
the study, offering a consistent interpretive lens (Grant & Osanloo, 2014).
Conceptual Framework
Conversely, a conceptual framework is context-specific and often inductive in
construction. It synthesises concepts, variables, and relationships from diverse
sources—including empirical research, practitioner insights, and relevant theories—to
form a bespoke model suited to the specific study (Miles, Huberman, & Saldaña, 2014).
It is flexible, adapting to emerging findings during the research process, and may
, integrate underrepresented perspectives, such as indigenous and localised knowledge
systems (Chilisa, 2012).
Key Differences
Feature Theoretical Framework Conceptual Framework
Basis Established, Synthesised from multiple scholarly
generalisable theories and practical sources
Orientation Deductive Inductive or abductive
Flexibility Fixed Adaptable and evolving
Scope Broad, universal Narrow, context-specific
Action Research May impose rigid Supports emergent, participatory
Utility boundaries inquiry
Appropriateness for this Study
In this action research project—aimed at enhancing learner participation in under-
resourced South African classrooms—the conceptual framework is most suitable.
Action research requires a dynamic and adaptable structure that reflects local
contexts and incorporates practitioner voices (Kemmis, McTaggart, & Nixon, 2014). By
using a conceptual framework, this study can address specific cultural and socio-
economic factors, bridging the gap between abstract theory and actionable classroom
interventions (Creswell & Creswell, 2018).
