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Research methodology textbook on assessing and appreciating the impact of urban built form on micro-
temperature change: Chapter preview
Currently working on a book entitled Research methodology textbook on assessing

and appreciating the impact of urban built form on micro-temperature change which is a
follow-up and elaboration of the doctoral thesis The effect of urban built form on micro-
temperature change: A case study of Komarock Infill B Estate Nairobi, pp.35 – 72 (Review
of related literature) (Yusuf Hazara Ebrahim1, Department of Architecture and Building
Science, University of Nairobi, December 2017: Visit:
https://www.researchgate.net/publication/325214979); and also working on the migration of
the “Ebstats Software” (See: Use of the Ebstats Software for bioclimatic analysis in tropical
countries – Visit: https://www.researchgate.net/publication/325216696) from first to second
and third generations.
The writing of this textbook entitled Research methodology textbook on assessing
and appreciating the impact of urban built form on micro-temperature change, was
motivated by the first external examiners comments to a doctoral thesis submission in
December 2017 (Ebrahim, 2017) by the need of preparing a research methodology textbook
on assessing and appreciating the impact of urban built form on micro-temperature change
which ultimately can contribute to a better understanding of the relationship between urban
built form and climate change.
The textbook is divided into twenty one chapters in line with the theme and essence
of the study, which was: understanding and interpretation of the relationship between the
independent variables of urban built form and the dependent variable of micro-temperature
change. Each chapter is designed to reflect on the objectives of the study and the study
questions, the arguments and presentation of methods and tools, concepts, principles, theory
and its application with a general flow from the initial impression to drawing of results,
findings, summations and linkage to the next chapter. The subheadings address those
concepts, principles, flow of ideas and the essence of the chapter, in a logical order.
Chapter two on climatic design and microclimate has sub-headings discussing urban
built form and temperature change; significance of urban built form variables and
temperature change; sustainable urban built form and microclimate; and application of
design and planning strategies in a temperature changing environment.
Chapter three on theoretical reviews has sub-headings discussing the heat balance
equation; sick building syndrome; published climatic data and site climate; temperature
change; urban heat island studies; sol-air temperature; universal climate change agreements;
urban canyon studies; urban built form and microclimate; outdoor urban space design; and
theoretical methods summary.
Chapter four on conceptual reviews has sub-headings discussing the conceptual
framework model; potential for climatic controls; built form variables diagrammatic
representation; and spatial variables phenomenon study.
Chapter five on variables conceptual and operational definition has sub-headings
discussing the conceptual definition of variables; operationalization of concepts; operational
definition of variables; conceptual model; and hypothesis of the study.
For purposes of this chapter preview, chapters 2, 3, 4 and 5 have been amalgamated
into Chapter Two dealing with literature review and divided into the following two parts:
Part 1 (general matters of literature review); and Part two (theoretical framework, conceptual
framework review and modelling).
1
Author: Yusuf Ebrahim, lecturer, Department of Architecture and Building Science (DA+BS), University of
Nairobi. Email: ebrahimyusuf18@gmail.com or ebrahim@uonbi.ac.ke
Page: 1 of 11
Chapter 2 Literature review – Part 2 Theoretical framework, conceptual framework review and modelling
Yusuf H. Ebrahim
Part 1 of chapter two on general matters of literature review will be covered under
the following topics: general review of related literature; importance of a good literature
review; purpose of a literature review; types of literature reviews; basic six types of
literature review; argumentative review; integrative review; historical review;
methodological review; systematic review; theoretical review; structure and writing style;
four inclusions in the structure of a literature review; four critical evaluation of each work;
development of the literature review; four stages in the development of a literature review;
four considerations prior to writing a literature review; four ways of organizing literature
reviews; five other sections of the literature review; writing the literature review; common
mistakes to avoid when reviewing research literature; chi-square methods; and meta-analytic
methods.
Part 2 of chapter two on theoretical framework, conceptual framework review and
modelling will be covered under the following topics: theoretical framework; importance of
theory; strategies for developing the theoretical framework; structure and writing style;
conceptual framework review; difference between conceptual and theoretical framework;
how to build a conceptual framework; what is a conceptual framework for an educational
thesis; model and modelling; and hypothesis.
This chapter preview shows Part 2 (Theoretical framework, conceptual framework
review and modelling) of Chapter Two (Literature review), while Part 1 (General matters of
literature review) has already been presented under a different cover (Visit:
https://www.researchgate.net/publication/325813387). A reference list is given at the end for
readers to follow on the proceedings.
CHAPTER TWO: LITERATURE REVIEW

PART 2: THEORETICAL FRAMEWORK, CONCEPTUAL FRAMEWORK
REVIEW AND MODELLING
Part 2 of chapter two on theoretical framework, conceptual framework review and
modelling will be covered under the following topics: theoretical framework; importance of
theory; strategies for developing the theoretical framework; structure and writing style;
conceptual framework review; difference between conceptual and theoretical framework;
how to build a conceptual framework; what is a conceptual framework for an educational
thesis; model and modelling; and hypothesis. A reference list is given at the end for readers
to follow on the proceedings.
It is important at this juncture to define the following key words prior to embarking
on the theoretical framework, conceptual framework review and modelling of related
literature: thesis, dissertation, book, textbook, report, manual, handbook, reference book,
guidebook and guidelines.
A thesis is a document required by universities in support of a student’s candidature
for an advanced degree. Depending on the particular country, students undertaking a
master’s degree write a thesis, while those undertaking a doctorate degree submit a
dissertation (Mugenda & Mugenda, 2012, pp.332 – 333). For all intent and purpose, thesis
entitled the effect of urban built form on micro-temperature change: A case study of
Komarock Infill B Estate, Nairobi (Ebrahim, 2017) was completed and degree awarded to
the author. A thesis is also a proposition to be maintained of proved, dissertation especially
by candidate for a degree (Allen Ed. 1985, p.781).
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A dissertation is a detailed discourse especially as submitted for higher degree in a

university (“Disseto” in Latin is to “discuss) (Allen Ed. 1985, p.212).
A book in its simplest meaning is a set of printed or written sheets bound at one edge
with cover. However of interest is that a book is a literacy composition intended for printing
with a broad spectrum (Allen Ed., 1985, p.78). A textbook is a book for use in studying,
especially a standard account of a subject and is exemplary, accurate and instructively
typical (Allen Ed., 1985, p. 778) and were the qualities of the author’s doctoral thesis.
A report is an account given or opinion formally expressed after investigation,
description or epitome or reproduction of scene or speech or law case especially for
newspaper publication or broadcast (Allen Ed., 1985, pp.632 – 633). A manual is a
handbook or reference book (Allen Ed., 1985, p.447). A handbook is a short manual or
guidebook (Allen Ed., 1985, p.334). To reference, is to refer a matter for decision or
settlement or consideration to some authority, and a reference book is for occasional
consultation at particular points for particular information (Allen Ed., 1985, pp.624 – 625).
A guidebook is a book of information used by guides showing the way mainly for
tourist (book of rudiments: Allen Ed., 1985, p.327). Guideline is composed of two words,
with the first giving directing principle or motive (Allen Ed., 1985, p.327) and the second
demarcating the limits or boundary of leverage (Allen Ed., 1985, pp.425 – 426).
THEORETICAL FRAMEWORK
Theories are formulated to explain, predict, and understand phenomena and, in many
cases, to challenge and extend existing knowledge, within the limits of the critical bounding
assumptions. The theoretical framework is the structure that can hold or support a theory of
a research study. The theoretical framework introduces and describes the theory which
explains why the research problem under study exists (USC Libraries, 2014).
IMPORTANCE OF THEORY
A theoretical framework consists of concepts, together with their definitions, and
existing theory or theories that are used for one’s particular study. The theoretical
framework must demonstrate an understanding of theories and concepts that are relevant to
the topic of one’s research paper and that will relate it to the broader fields of knowledge in
the class one is taking. The theoretical framework is not something that is found readily
available in the literature. One must review course readings and pertinent research literature
for theories and analytic models that are relevant to the research problem one is
investigating. The selection of a theory should depend on its appropriateness, ease of
application, and explanatory power. The theoretical framework strengthens the study in the
following ways:
1. An explicit statement of theoretical assumptions permits the reader to evaluate them
critically.
2. The theoretical framework connects the researcher to existing knowledge. Guided by
a relevant theory, one is a given a basis for one’s hypotheses and choice of research
methods.
3. Articulating the theoretical assumptions of a research study forces one to address
questions of why and how. It permits one to move from simply describing a
phenomenon observed to generalizing about various aspects of that phenomenon.
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4. Having a theory helps one to identify the limits to those generalizations. A

theoretical framework specifies which key variables influence a phenomenon of
interest. It alerts one to examine how those key variables might differ and under what
circumstances.
By virtue of its application nature, good theory in the social sciences is of value
precisely because it fulfills one primary purpose, to explain the meaning, nature, and
challenges of a phenomenon, often experienced but unexplained in the world in which we
live, so that we may use that knowledge and understanding to act in more informed and
effective ways (USC Libraries, 2014).
STRATEGIES FOR DEVELOPING THE THEORETICAL FRAMEWORK

Strategies for developing the theoretical framework can be discussed under the
following broad headings: developing the theoretical framework; and purpose of the
theoretical framework (USC Libraries, 2014).
DEVELOPING THE THEORETICAL FRAMEWORK

The following are some strategies to develop an effective theoretical framework:
1. Examine one’s thesis title and research problem. The research problem anchors one’s
entire study and forms the basis from which one constructs one’s theoretical
framework.
2. Brainstorm on what one considers the key variables in one’s research. Answer the
question, what factors contribute to the presumed effect?
3. Review related literature to find answers to one’s research question.
4. List the constructs and variables that might be relevant to one’s study. Group these
variables into independent and dependent categories.
5. Review the key social science theories that are introduced to one in one’s course
readings and choose the theories that can best explain the relationships between the
key variables in one’s study.
6. Discuss the assumptions or propositions of this theory and point out their relevance
to one’s research.
A theoretical framework is used to limit the scope of the relevant data by focusing on
specific variables and defining the specific viewpoint or framework that the researcher will
take in analyzing and interpreting the data to be gathered, understanding concepts and
variables according to the given definitions, and building knowledge by validating or
challenging theoretical assumptions (USC Libraries, 2014).
PURPOSE OF THE THEORETICAL FRAMEWORK

Think of theories as the conceptual basis for understanding, analyzing, and designing
ways to investigate relationships within social systems. To this end, the following roles
served by a theory can help guide the development of one’s framework:
1. Means by which new research data can be interpreted and coded for future use;
2. Response to new problems that have no previously identified solutions strategy;
3. Means for identifying and defining research problems;
4. Means for prescribing or evaluating solutions to research problems;
5. Way of telling one that certain facts among the accumulated knowledge are
important and which facts are not;
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6. Means of giving old data new interpretations and new meaning;

7. Means by which to identify important new issues and prescribe the most critical
research questions that need to be answered to maximize understanding of the issue;
8. Means of providing members of a professional discipline with a common language
and a frame of reference for defining boundaries of their profession; and
9. Means to guide and inform research so that it can, in turn, guide research efforts and
improve professional practice (USC Libraries, 2014).
STRUCTURE AND WRITING STYLE

The theoretical framework may be rooted in a specific theory, in which case, one is
expected to test the validity of an existing theory in relation to specific events, issues, or
phenomena. Many social science research papers fit into this rubric. For example, peripheral
realism theory, which categorizes perceived differences between nation-states as these that
give orders, those that obey, and those that rebel, could be used as a means for
understanding conflicted relationships among countries in Africa. A test of his theory could
be the following: does peripheral realism theory help explain intra-state actions, such as,
disputed split between southern and northern Sudan that led to the creation of two nations?
However, one may not always be asked by one’s supervisor to test a specific theory
in one’s paper, but to develop one’s own framework from which one’s analysis of the
research problem is derived. Given this, it is perhaps easiest to understand the nature and
function of a theoretical framework if it is viewed as the answer to two basic questions:
1. What is the research problem or question? For example, how should the individual
and he state relate during periods of conflict?
2. Why is one’s approach a feasible solution? One could choose to test instrumentalist
or circumstantialist models developed among ethnic conflict theorists that rely upon
socio-economic-political factors to explain individual-state relations and to apply this
theoretical model to periods of war between nations.
The answers to these questions come from a thorough review of the literature and
one’s course readings, and the gaps in the research that emerge from the review process.
With this in mind, a complete theoretical framework will likely not emerge until after one
has completed a thorough review of the literature.
In writing this part of the research paper, one needs to keep the following in mind:
1. Clearly describe the framework, concepts, models or specific theories that underpin
one’s study. This includes noting who the key theorists are in the field who have
conducted research on the problem one is investigating and, when necessary, the
historical context that supports the formulation of that theory. This latter element is
particularly important if the theory is relatively unknown or it is borrowed from
another discipline;
2. Position one’s theoretical framework within a broader content of related frameworks,
concepts, models, or theories. There will likely be several concepts, theories, or
models that can be used to help develop a framework for understanding the research
problem. Therefore, note why the framework one has chosen is the appropriate one;
3. The present tense is used when writing about theory;
4. One should make one’s theoretical assumptions as explicit as possible. Later, one’s
discussion of methodology should be linked back to this theoretical framework;
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5. Don’t just take what the theory says as a given? Reality is never accurately
represented in such a simplistic way; if one implies that it can be, one fundamentally
distort a reader’s ability to understand the findings that emerge. Given this, always
note the limitations of the theoretical framework one has chosen – i.e. what parts of
the research problem require further investigation because the theory does not
explain a certain phenomenon (USC Libraries, 2014).
CONCEPTUAL FRAMEWORK REVIEW

The following are ways of making a conceptual framework for a thesis:
1. The conceptual framework for a thesis is similar to an artist’s concept illustration for
a new building. Just as a good illustration conveys everything the architect wants to
accomplish in the building, from how it will actually look to the desired emotion the
architect wants to evoke, the conceptual framework communicates the essence of a
thesis.
2. The conceptual framework also guides research. It is a starting point that helps
rese3archers deepens their awareness and understanding of what is to be studied as
well as a tool that scaffolds research once the study is underway. A conceptual
framework contains both narrative text such as the hypotheses and key factors,
constructs or variables and a schematic, which illustrates the relationship between
them. A thorough framework also helps researchers make meaning of their findings.
3. For example, suppose one wants to study the effect of campaign issue ads during an
election. The framework’s narrative portion should communicate one’s hypotheses
as well as any independent and dependent variables. It could be as straightforward as
the following: this study examines the relationship between respondents’ exposure to
TV and radio campaign issue ads (independent variable) and their attitude towards
that issue (dependent variable). It will also take into account respondents’ socio-
demographic characteristics (independent variable).
4. A schematic would show the relationship between the identified variables. For the
campaign issue “ad study”, the schematic could consist of three components. On the
left side, under the heading “independent variables”, there would be two boxes. One
would be labelled “issue ads” and contain two variables: television ads and radio ads.
The other box, labeled “socio-demographic variables”, would contain the variables
age, sex, income, religion and so on. To the right of these boxes would be an arrow
pointing to a box on the right side. Here, under the heading dependent variables
would be one box containing this text: belief and attitude toward issue in
advertisement.
5. The conceptual framework should be considered a living document. Anytime a
change is made to one framework component, all other components should be
reviewed and revised as needed. Also, it is important to review and revise the
framework whenever changes are made to other methodology components. Upon
conclusion of the study, review the framework’s effectiveness by seeing if it
provided a common language to describe the study and report one’s findings
(Gardner, 2014).
DIFFERENCE BETWEEN CONCEPTUAL AND THEORETICAL FRAMEWORK

The following are differences between the conceptual and theoretical framework:
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1. Any research topic has multiple perspectives to it. The researcher, however, cannot
focus on all the viewpoints simultaneously. He has to put forth a logical structure
that the research will follow by setting down the broad areas that will be covered.
This is called the framework of the research. The research framework, especially,
helps the researcher retain a sharp focus on the work. It may be theoretical or
conceptual.
2. When there is any topic to be researched, there are certain theories associated with it;
these theories are generalized observations of the researcher himself or well-
established theories propounded on the topic by earlier researchers. A research
framework based on ideas and models. It establishes the vantage point on perspective
through which the researcher views the problem. Conceptual framework is used by
researchers to guide their inquiry and presents the research in relation to the relevant
literature. The conceptual framework may summarize the major dependent and
independent variables in the research and the relation between them. Conceptual
framework is the operationalization of the theoretical framework.
3. The objective of forming a theoretical framework is to define a broad framework
within which a researcher may work. The theoretical framework enhances overall
clarity of the research. It also helps the researcher get through the research faster as
he has to look only for information within the theoretical framework, and not follow
up any other information he finds on the topic. The main objective in forming a
conceptual framework is to help the researcher give direction to the research. The
conceptual framework identifies the research tools and methods that may be used to
carry out the research effectively.
4. The theoretical framework looks at time-tested theories in relation to any research
topic. The conceptual framework is the researcher’s idea on how the research
problem will be explored, keeping in mind the theories put forth in the theoretical
framework. The theoretical framework looks at the general relationship of things in a
phenomenon, while conceptual framework puts forth the methods to study the
relationship between the specific variables identified in the research topic.
Conceptual framework gives a direction to the research that is missing in theoretical
framework by helping decide on tools and methods that may be employed in the
research.
5. The theoretical framework is broader in scope and looks at the larger picture. For
instance, an example of a theoretical framework for research could be “eating
choices affect health”, a broad topic. The conceptual framework is more specific and
puts down the specific variables that will have to be explored in the investigation. In
this specific example, the conceptual framework may include the specific foods
eaten and their relation to specific health issues like blood pressure or diabetes
(Steward, 2014).
HOW TO BUILD A CONCEPTUAL FRAMEWORK

The following is how to build a conceptual framework:
1. A conceptual framework helps construct a “house” of relevant information. As the
book “qualitative data analysis” notes, this house explains, either graphically or in
narrative form, he main things to be studied or taught and the relationships among
them. Forming a conceptual framework, then given the wide number of ways it could
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be applied, suits researchers, teachers and students alike. Further, these conceptual
houses are built with “open windows’, inviting anyone interested in a given concept
to a cleat overview of it, and showing them why it’s important.
2. Know the objective. Whether one is a student, teacher or researcher, or even all the
said afore, the main objective in forming a conceptual framework is the same: find
and connect relevant information that leads to a desired conclusion. For example, if
one is doing research about how innovation improves school education, focus only
on information that connects innovation with school improvement.
3. Own the information. This involves making one’s conceptual construct into more of
a home than just a house. One achieves this by viewing information-gathering as
more than a perfunctory process, series of chores to check off on a list. Rather, make
the information meaningful to one on one’s own terms. Make it worth one’s time.
4. Write it out. After thinking about the information one has gathered, what it means
and how it relates to one’s objective, record one’s thought in writing. Writing is
thinking, and it aids critical reflection. In this way, one will organize one’s mind and
thoughts, and one will help reveal any unresolved questions so that one can address
them intelligently.
5. Share with others. Collaboration serves as a test of one’s conceptual framework’s
integrity. Sharing one’s information with others will reveal whether one’s objective
is clear and that the information is relevant. This “open house” approach also gives
one an opportunity to gain valuable feedback from others, which is especially
important when working on a research team.
6. Be flexible. Over time, one may receive new information that adds an important
piece to one’s conceptual framework. For example, in 2003, the United Nations’
Food and Agricultural Organization published a conceptual framework about
agricultural development and food security. Its purpose, said the publication, was “to
propose a flexible, general approach” to addressing the issue and creating a strategy.
Like the U.N., one needs to be willing to “redecorate” one’s conceptual home. This
may even mean revising previously formed conclusions (Charles, 2014).
WHAT IS A CONCEPTUAL FRAMEWORK FOR AN EDUCATIONAL THESIS

The following is an explanation of what is a conceptual framework for an
educational thesis:
1. An educational thesis paper will answer a research question asked by the writer in
the paper. A thesis is a statement discussing what the paper will be about. This
statement should be strong and succinct, providing the reader with a clear picture.
Writing a thesis paper can be made easier by creating a conceptual framework.
Conceptual frameworks are visual diagrams about what will be discussed in an
educational thesis paper.
2. A conceptual framework is a graphic diagram of a research topic or thesis. The
conceptual framework is basically a visual representation of the research topic. The
conceptual framework discusses the thesis or hypothesis stated in the paper, expands
on literature pertinent to the topic and offers a synopsis of the research paper’s main
points. A conceptual framework assists to structure a research paper and expand,
clarify and discuss the subject fully.
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3. A thesis statement is one or two sentences in a paper that contains the focus of the
paper and discusses what the paper will be about. All academic and research papers
must contain a thesis statement. The thesis statement will often expound upon a
research question that will be answered in the paper.
4. To create a conceptual framework the writer must develop research questions,
examine the key variables in regards to those research questions, create a graphic
diagram of the question examined, graphically describe the key elements involved,
depicts current research associated with questions and show relationships between all
variables.
5. It is important to focus on one topic or one question that will be addressed. For
example, if a student’s research interests lie in special education they may choose a
thesis related to special education. A strong thesis statement regarding special
education is important because all research conducted will be related to that
statement. After the statement is formulated a conceptual framework will assist the
writer in creating an outline and agenda for the dissertation. A conceptual framework
assists the thesis writer in forming his or her hypothetical question, finding research
relevant to the question, answering the questions and forming a conclusion about the
hypothesis based on the research presented (Golden, 2014).
MODEL AND MODELLING

The positivist paradigm assumes that each phenomenon or reality is singular and can
be fragmented into different concepts. These concepts or variables can be observed,
described and measured. The phenomenon under study can therefore be conceptualized as a
framework comprising different components that are inter-related. Conceptualization of the
different elements of the problem under study assists the investigator to plan and carryout
the study convincingly. The conceptual framework is founded upon existing theories,
literature or professional haunch. The researcher should therefore first identify a theoretical
framework that will underpin the conceptual framework and subsequently inform the
problem statement. And in research, a conceptual framework is a concise description of the
phenomenon under study accompanied by a graphic or visual depiction of the major
variables of the study (Mugenda, 2011, p.111).
Modelling is the creation of a physical or computer analogy to some phenomenon.
Modelling helps in estimating the relative magnitude of various factors involved in a
phenomenon. A successful model can be shown to account for unexpected behavior that has
been observed, to predict certain behaviours, which can be then be tested experimentally,
and to demonstrate that a given theory cannot account for certain phenomenon. Models are
representations of objects, principles, processes, or ideas often used for imitation or
emulation (USC Libraries, 2014).
HYPOTHESIS
Hypothesis testing is the basic activity in all research. No scientist worth his salt will
base his research findings on mere hearsay, rumour or unsubstantiated facts. All research
begins from a point of uncertainty. The researcher may have been familiar with the problem
at hand through his professional activities and may wish to investigate on the possible ways
of solving the problem. The area of scientific investigating and the associated research
methodology is very wide. However, all research follows the scientific method; which
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involves among other things problem identification, research hypothesis, an operational

research method including field and sampling techniques and a decision rule (King’oriah,
2004, p.176).
One of the greatest cornerstones of the scientific method of investigation is the clear
statement of the nature of the problem through the formulation of a hypothesis or
hypotheses. This is usually followed by a clear statement of the nature of research that will
be involved in hypothesis testing and a clear decision rule, which makes all other researchers
in the field to know that the circles to state one’s hypothesis, research methodology and
decision rule after one has already seen how the data looks like. If there is any prior
knowledge of the way data is likely to turn-out to be before investigation of such data in the
field, any statement of hypothesis is, in most cases, expected to be biased or unethical
(King’oriah, 2004, p.176).
Hypotheses meant to be tested statistically are usually formulated in a negative way.
It is expected that in stating such hypotheses one should allow all chances that the
undesirable event must happen; so that should the desired event take place despite such a
conservative approach, one can then be in a position to confirm that the event did not occur
as a matter of mare chance. The negative statement of the suspected truth that is going to be
investigated through data collection and data manipulation is the so called “null hypothesis”.
For example, if one wishes to investigate whether there is a difference between two groups
of houses owned by two local authorities there could be two possibilities:
(a) There is no difference between the two groups of houses, and that if any apparent
difference exists, it is due to mere chance.
(b) There could be a marked difference between the two groups of houses in terms of
size, design, location factors, infrastructure, etc.
One may therefore suspect there is a difference of whatever kind. He therefore
begins by stating a null hypothesis like in (a) above. The null hypothesis (Ho) looks
something like this:
Ho: There is no significant difference between the two groups of houses. Once the
null hypothesis has been stated it is formally followed by an alternative hypothesis (HA). An
alternative hypothesis is the alternative set of facts that are accepted (or proven to be true), if
the null hypothesis is rejected (proven not to be true or proven not be applicable to a certain
set of circumstances). From the example above, the alternative hypothesis could be stated as
follows:
HA: There is a statistically difference between the two groups of houses. The null
hypothesis implies that the two groups of houses come from the same population. It assumes
that any differences between the two data sets are no more than might be expected from
random variations. The alternative hypothesis on the other hand, accepts the fact that the two
populations out of which data has been collected are different in every respect. Null and
alternative hypotheses can also be stated; in situations where one is investigating association
between any two sets of variables. The null hypothesis then becomes:
Ho: There is no association between the two variables (being investigated).
Or, there is no relationship between the two data sets. The alternative hypothesis in
such a situation then becomes:
HA: There is a statistically significant association or relationship between the two
variables of data sets.
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A situation could arise where data is apparently similar in every respect. The
investigation could suspect on the face of the existing facts that there is no difference
between any two variables. He or she may then want to test this fact that there is no
difference. The negative statement when this is the case becomes:
Ho: There is a difference …
The corresponding alternative hypothesis is:
HA: There is no difference …
This means that in practice the null hypothesis need not contain negative wording.
The important thing is that a null hypothesis is always stated against the direction of the
concept that the researcher suspects, is true (King’oriah, 2004, pp.177 - 178).
REFERENCE LIST
Allen, R.E. (Ed.). (1985). The Oxford dictionary of current English. (7th ed.). Oxford:
Oxford University Press.
Charles, A. (2014). How to build a conceptual framework. Retrieved September 4, 2014
from http://www.ehow.com/info_8604436_build-conceptual-framework.html
Ebrahim, Y.H. (2018). Use of the Ebstats Software for bioclimatic analysis in tropical
countries: Micro-temperature change in relation to urban built form. Research Gate
Publications, May 2018 (Visit: https://www.researchgate.net/publication/325216696).
Ebrahim, Y.H (2017). The effects of urban built form on micro-temperature change: A case
study of Komarock Infill ‘B’ Estate Nairobi. (Unpublished doctoral thesis). University of
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Chapter 2 Literature review - Part 2 Theoretical framework, conceptual

Chapter · June 2018

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Currently working on a book entitled Research methodology textbook on assessing

CHAPTER TWO: LITERATURE REVIEW

A dissertation is a detailed discourse especially as submitted for higher degree in a

4. Having a theory helps one to identify the limits to those generalizations. A

STRATEGIES FOR DEVELOPING THE THEORETICAL FRAMEWORK

DEVELOPING THE THEORETICAL FRAMEWORK

PURPOSE OF THE THEORETICAL FRAMEWORK

6. Means of giving old data new interpretations and new meaning;

STRUCTURE AND WRITING STYLE

CONCEPTUAL FRAMEWORK REVIEW

DIFFERENCE BETWEEN CONCEPTUAL AND THEORETICAL FRAMEWORK

HOW TO BUILD A CONCEPTUAL FRAMEWORK

WHAT IS A CONCEPTUAL FRAMEWORK FOR AN EDUCATIONAL THESIS

MODEL AND MODELLING

involves among other things problem identification, research hypothesis, an operational

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