Publication Information
Journal: NAU Journal of Technology and Vocational Education
Volume: 6 (2021)
FROM CHOICE OF CONCEPTS TO DESIGNING STATISTICALLY TESTABLE MODELS: ON THE CENTRALITY OF DEVELOPING CONCEPTUAL FRAMEWORKS IN RESEARCH
Chukwuedo, Samson Onyeluka
so.chukwuedo@unizik.edu.ng Department of Technology and Vocational Education, Nnamdi Azikiwe University
Chukwuedo, Chinedu Blessing
chiblessed.chukwuedo@gmail.com Department of Human Kinetics and Health Education, Nnamdi Azikiwe University
Paul, John Ogwuche
pjogwuche@nda.edu.ng Department of Mathematical Sciences, Nigerian Defence Academy, Kaduna
Nnajiofor, Francisca Nebechi
fn.nnajiofor@unizik.edu.ng Department of Technology and Vocational Education, Nnamdi Azikiwe University
The divergence in the application of nomological network of concepts, constructs or variables in
the report of conceptual frameworks at different levels of research is a concern to intellectual,
skilled, and experienced research scholars. Sometimes, conceptual framework is erroneously
reported as a collection of operational definition of concepts or even as a research design. This
study is, therefore, in two folds: to x-ray the practical examples of more realistic and statistically
testable conceptual models to foster less experienced researchers’ knowledge in developing and
reporting conceptual framework in research; and to investigate students’ abilities in reporting
conceptual framework in their research. The study adopted literature review approach with a
mixed method design. This study sampled postgraduate (PG) students (N = 21), drawn from a
faculty in Nnamdi Azikiwe University from 2019 to 2021, as well as PG students’ certified and
approved theses/dissertations (N = 125). Observation checklist was used for the quantitative
data collection, while a semi-structured interview was used for the qualitative data collection.
Percentage was employed to analyze the quantitative data, while thematic analysis was applied
for the qualitative data. Reviews demonstrated practical guides and examples of conceptual
models. Findings revealed poor students’ skills in designing and reporting acceptable
conceptual frameworks. Hence, recommendations were made for improvement.
the report of conceptual frameworks at different levels of research is a concern to intellectual,
skilled, and experienced research scholars. Sometimes, conceptual framework is erroneously
reported as a collection of operational definition of concepts or even as a research design. This
study is, therefore, in two folds: to x-ray the practical examples of more realistic and statistically
testable conceptual models to foster less experienced researchers’ knowledge in developing and
reporting conceptual framework in research; and to investigate students’ abilities in reporting
conceptual framework in their research. The study adopted literature review approach with a
mixed method design. This study sampled postgraduate (PG) students (N = 21), drawn from a
faculty in Nnamdi Azikiwe University from 2019 to 2021, as well as PG students’ certified and
approved theses/dissertations (N = 125). Observation checklist was used for the quantitative
data collection, while a semi-structured interview was used for the qualitative data collection.
Percentage was employed to analyze the quantitative data, while thematic analysis was applied
for the qualitative data. Reviews demonstrated practical guides and examples of conceptual
models. Findings revealed poor students’ skills in designing and reporting acceptable
conceptual frameworks. Hence, recommendations were made for improvement.
Adom, D., Hussein, E. K., & Adu-Agyem, J. (2018). Theoretical and conceptual framework: Mandatory
ingredients of quality research. International Journal of Scientific Research, 7(1), 438-441.
Anyakaoha, E. U. (2009). An overview of research process. In E. U. Anyakaoha (Ed.), Developing
research Skills: Concepts and conceptual frameworks (pp. 21-40). Great AP Express Publisher
Ltd.
Chukwuedo, S. O., & Igbinedion, V. I. (2014). ICT competencies and capacity building needs of technical
and vocational education lecturers in Nigerian universities. African Journal of Interdisciplinary
Studies, 7, 45-53.
Chukwuedo, S. O., & Ogbuanya, T. C. (2020). Fostering academic major satisfaction, career curiosity and
job search behaviours among electrical/electronic technology education undergraduates. Journal
of Career Development, 47(5), 495-508. https://10.1177/0894845318807570
Chukwuedo, S. O., & Uko-Aviomoh, E. E. (2015). Buiding theoretical and conceptual frameworks for
quantitative research reports in education. African Journal of Studies in Edution, 10(2), 83-101.
Chukwuedo, S. O., Onwusuru, I. M., & Agbo, N. M. (2021). Practitioners’ vocational guidance and direct
learning model: Influencing career commitment and employability in electrical/electronic
technology. International Journal for Educational and Vocational Guidance, 1-26.
https://doi.org/10.1007/s10775-021-09471-6
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed method approaches (4th ed.).
Sage Publications.
Eboh, E. C. (2009). Developing conceptual framework for empirical research. In E. U. Anyakaoha (Ed.),
Developing research Skills: Concepts and conceptual frameworks (pp. 7-20). Great AP Express
Publisher Ltd.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational research competencies for analysis and
application (10th ed.). Pearson Educational International.
Gotschi, T., de Nazelle, A., Brand, C., & Gerike, R. (2017). Towards a comprehensive conceptual
framework of active travel behaviour: A review and synthesis of published frameworks. Current
Environmental Health Reports, 4(3), 286-295. https://doi.org/10.1007/s40572-017-0149-9
Haider, S., De-Pablos-Heredero, C., & De-Pablos-Heredero, M. (2020). A three-wave longitudinal study of
moderated mediation between high-performance work systems and employee job satisfaction:
The role of relational coordination and peer justice climate. Frontiers in Psychology, 11, 1-15.
https:// doi.org/ 10.3389/fpsyg.2020.00792
Imenda, S. (2014). Is there conceptual difference between conceptual and theoretical frameworks? Journal
of Social Science, 38(2), 185-195. https:// doi.org/10.1080/09718923.2014.1189
Jabareen, Y. (2009). Building conceptual framework: Philosophy, definitions, and procedures.
International Journal of Qualitative Methods, 8(4), 49-62. https://
doi.org/10.1177/160940690900800406
Kaur, H., & Kaur, R. (2020). The relationship between career adaptability and job outcomes via fit
perceptions: A three-wave longitudinal study. Australian Journal of Career Development, 29(3),
196-204. https:// doi.org/ 10.1177/1038416220935677
Kelle, U., Kuhberger, C., & Barnhard, R. (2019). How to use mixed-methods and triangulation design: An
introduction to history education research. History Education Research Journal, 16(1), 5-23.
https://doi.org/10.185446/HERJ.16.1.02
Kelly, C. M., Rofcanin, Y., Heras, M. H., Ogbonnaya, C., Marescaux, E., & Bosch, M. J. (2020). Seeking
an “i-deal” balance: Schedule-flexibility ideal as mediating mechanisms between supervisor
emotional support and employee work and home performance. Journal of Vocational Behavior,
118, 103369. https://doi.org/10.1016/j.jvb.2019.103369
Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education and
Teaching International, 44(1), 93-105. https://doi.org/10.1080/14703290601081407
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the
trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1-13.
https://doi.org/10.1177/1609406917733847
Ogbonnaya, C., & Babalola, M. T. (2020). A closer look at how managerial support can help improve
patient experience: Insights from the UK’s national health service. Human Relations, 1-21.
https://doi.org/10.1177/0018726720938834
Ogbuanya, T. C., & Chukwuedo, S. O. (2017). Career-training mentorship intervention via the Dreyfus
model: Implication for career behaviors and practical skills acquisition in vocational electrnic
technology. Journal of Vocational Behavior, 103, 88-105.
https://doi.org/10.1016/j.jvb.2017.09.002
Ogbuanya, T. C., Esadi, C., Orji, C. T., Anyanwu, J. I., Ede, M. O., & Bakare, J. (2018). Effects of rational
emotive behavior therapy on negative career thoughts of students in technical colleges in Nigeria.
Psychological Reports, 12(1), 356-371. https://doi.org/101177/0033294117724449
Otache, I., Edokpolor, J. E., & Okolie, U. C. (2021). Entrepreneurial self-confidence, perceived desirability
and feasibility of hospitality business and entrepreneurial intentions of hospitality management
technology students. The International Journal of Management Education, 19. 100507. https://
dio.org/ 10.1016 /j.ijme.2021.100507
Stenbacka, S., & Forsberg, G. (2020). To ‘go gender’ – A conceptual framework for analysing migrationrelated strategic gender practice. Norwegian Journal of Geography, 74(5), 296-309.
https://doi.org/10.1080/00291951-2020.1858154
Rocco, T. S., & Plakhotnik, M. S. (2009). Literature reviews, conceptual frameworks, theoretical
frameworks: Terms, functions, and dissertations. Human Resource Development Review, 8(1),
120-130. https://doi.org/10.1177/1534484309332617
Tsai, C-T, S., Hsu, H., & Hsu, Y-C. (2017). Tourism and hospitality college students’ career anxiety: Scale
development and validation. Journal of Hospitality and Tourism Education, 29(4), 158-165.
https://doi.org/10.1080/10963758.2017.1382365
Van Ewijk, A. R., Oikkonen, E., & Belghiti-Mahut, S. (2020). Linking methods to outcomes: A multicourse mixed-method study of the effects of active and passive pedagogy on entrepreneurial
intentions. The International Journal of Management Education, 18.
https://doi.org/10.1016/j.ijme.2020.100420
Van Wingerden, J., Bakker, A. B., & Derks, D. (2017). The longitudinal impact of job crafting
intervention. European Journal of Work and Organizational Psychology, 26(1), 107-119.
https://doi.org/10.1080/1359432X.2016.1224233
ingredients of quality research. International Journal of Scientific Research, 7(1), 438-441.
Anyakaoha, E. U. (2009). An overview of research process. In E. U. Anyakaoha (Ed.), Developing
research Skills: Concepts and conceptual frameworks (pp. 21-40). Great AP Express Publisher
Ltd.
Chukwuedo, S. O., & Igbinedion, V. I. (2014). ICT competencies and capacity building needs of technical
and vocational education lecturers in Nigerian universities. African Journal of Interdisciplinary
Studies, 7, 45-53.
Chukwuedo, S. O., & Ogbuanya, T. C. (2020). Fostering academic major satisfaction, career curiosity and
job search behaviours among electrical/electronic technology education undergraduates. Journal
of Career Development, 47(5), 495-508. https://10.1177/0894845318807570
Chukwuedo, S. O., & Uko-Aviomoh, E. E. (2015). Buiding theoretical and conceptual frameworks for
quantitative research reports in education. African Journal of Studies in Edution, 10(2), 83-101.
Chukwuedo, S. O., Onwusuru, I. M., & Agbo, N. M. (2021). Practitioners’ vocational guidance and direct
learning model: Influencing career commitment and employability in electrical/electronic
technology. International Journal for Educational and Vocational Guidance, 1-26.
https://doi.org/10.1007/s10775-021-09471-6
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed method approaches (4th ed.).
Sage Publications.
Eboh, E. C. (2009). Developing conceptual framework for empirical research. In E. U. Anyakaoha (Ed.),
Developing research Skills: Concepts and conceptual frameworks (pp. 7-20). Great AP Express
Publisher Ltd.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational research competencies for analysis and
application (10th ed.). Pearson Educational International.
Gotschi, T., de Nazelle, A., Brand, C., & Gerike, R. (2017). Towards a comprehensive conceptual
framework of active travel behaviour: A review and synthesis of published frameworks. Current
Environmental Health Reports, 4(3), 286-295. https://doi.org/10.1007/s40572-017-0149-9
Haider, S., De-Pablos-Heredero, C., & De-Pablos-Heredero, M. (2020). A three-wave longitudinal study of
moderated mediation between high-performance work systems and employee job satisfaction:
The role of relational coordination and peer justice climate. Frontiers in Psychology, 11, 1-15.
https:// doi.org/ 10.3389/fpsyg.2020.00792
Imenda, S. (2014). Is there conceptual difference between conceptual and theoretical frameworks? Journal
of Social Science, 38(2), 185-195. https:// doi.org/10.1080/09718923.2014.1189
Jabareen, Y. (2009). Building conceptual framework: Philosophy, definitions, and procedures.
International Journal of Qualitative Methods, 8(4), 49-62. https://
doi.org/10.1177/160940690900800406
Kaur, H., & Kaur, R. (2020). The relationship between career adaptability and job outcomes via fit
perceptions: A three-wave longitudinal study. Australian Journal of Career Development, 29(3),
196-204. https:// doi.org/ 10.1177/1038416220935677
Kelle, U., Kuhberger, C., & Barnhard, R. (2019). How to use mixed-methods and triangulation design: An
introduction to history education research. History Education Research Journal, 16(1), 5-23.
https://doi.org/10.185446/HERJ.16.1.02
Kelly, C. M., Rofcanin, Y., Heras, M. H., Ogbonnaya, C., Marescaux, E., & Bosch, M. J. (2020). Seeking
an “i-deal” balance: Schedule-flexibility ideal as mediating mechanisms between supervisor
emotional support and employee work and home performance. Journal of Vocational Behavior,
118, 103369. https://doi.org/10.1016/j.jvb.2019.103369
Leshem, S., & Trafford, V. (2007). Overlooking the conceptual framework. Innovations in Education and
Teaching International, 44(1), 93-105. https://doi.org/10.1080/14703290601081407
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the
trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1-13.
https://doi.org/10.1177/1609406917733847
Ogbonnaya, C., & Babalola, M. T. (2020). A closer look at how managerial support can help improve
patient experience: Insights from the UK’s national health service. Human Relations, 1-21.
https://doi.org/10.1177/0018726720938834
Ogbuanya, T. C., & Chukwuedo, S. O. (2017). Career-training mentorship intervention via the Dreyfus
model: Implication for career behaviors and practical skills acquisition in vocational electrnic
technology. Journal of Vocational Behavior, 103, 88-105.
https://doi.org/10.1016/j.jvb.2017.09.002
Ogbuanya, T. C., Esadi, C., Orji, C. T., Anyanwu, J. I., Ede, M. O., & Bakare, J. (2018). Effects of rational
emotive behavior therapy on negative career thoughts of students in technical colleges in Nigeria.
Psychological Reports, 12(1), 356-371. https://doi.org/101177/0033294117724449
Otache, I., Edokpolor, J. E., & Okolie, U. C. (2021). Entrepreneurial self-confidence, perceived desirability
and feasibility of hospitality business and entrepreneurial intentions of hospitality management
technology students. The International Journal of Management Education, 19. 100507. https://
dio.org/ 10.1016 /j.ijme.2021.100507
Stenbacka, S., & Forsberg, G. (2020). To ‘go gender’ – A conceptual framework for analysing migrationrelated strategic gender practice. Norwegian Journal of Geography, 74(5), 296-309.
https://doi.org/10.1080/00291951-2020.1858154
Rocco, T. S., & Plakhotnik, M. S. (2009). Literature reviews, conceptual frameworks, theoretical
frameworks: Terms, functions, and dissertations. Human Resource Development Review, 8(1),
120-130. https://doi.org/10.1177/1534484309332617
Tsai, C-T, S., Hsu, H., & Hsu, Y-C. (2017). Tourism and hospitality college students’ career anxiety: Scale
development and validation. Journal of Hospitality and Tourism Education, 29(4), 158-165.
https://doi.org/10.1080/10963758.2017.1382365
Van Ewijk, A. R., Oikkonen, E., & Belghiti-Mahut, S. (2020). Linking methods to outcomes: A multicourse mixed-method study of the effects of active and passive pedagogy on entrepreneurial
intentions. The International Journal of Management Education, 18.
https://doi.org/10.1016/j.ijme.2020.100420
Van Wingerden, J., Bakker, A. B., & Derks, D. (2017). The longitudinal impact of job crafting
intervention. European Journal of Work and Organizational Psychology, 26(1), 107-119.
https://doi.org/10.1080/1359432X.2016.1224233