ambrad tudtud chapter 3

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1. Gender Differences occur. Males are different with females. A person learns about his or her gender role as soon as he or she realizes what gender he or she is. These differences are explained thoroughly with Kohlberg’s Theory of Gender Development (1966).
Theory of Gender-Role Development
Gender Differences occur. Males are different with females. When a person realizes what gender he or she is then learns about his or her gender role. (don’t repeat same sentences, same construction)

CHAPTER III
THEORETICAL, CONCEPTUAL, OPERATIONAL FRAMEWORKS
In this chapter, the theoretical framework, conceptual framework and the operational framework are presented and explained as to the logical flow of the concepts of this study.

THEORETICAL FRAMEWORK
As a person grows, he or she develops gender-role and recognizes his or her own gender which greatly affects his or her outlook on life, actions, things to play, decisions and attitudes.
According to the World Health Organization (2011), gender refers to the roles, behaviors, attributes, actions that a certain society considers appropriate for males and females.
Gender Differences occur. Males are different with females. A person learns about his or her gender role as soon as he or she realizes what gender he or she is. These differences are explained thoroughly with Kohlberg’s Theory of Gender Development (1966).

Theory of Gender-Role Development
Gender Differences occur. Males are different with females. When a person realizes what gender he or she is then learns about his or her gender role.
According to Lawrence Kohlberg’s Theory of Gender-Role Development (1966), gender-role development is a four-stage development: Infancy (0 – 1 year), Early Childhood (2 - 6), Middle Childhood (3 - 12), and Adolescence (13 - 20). Kohlberg (1966) states that gender-role development follows the context of the Social Learning Theory (1977) which focuses on the learning that occurs within a social context; considers that people learn from one another, including such concepts as observational learning, imitation, and modeling.
In context with Kohlberg’s Theory of Gender-role Development (1966) supported by the Social Learning Theory (1977), an individual goes through the four stages of gender-role development by modeling the society and its environment. With gender-role developed, gender differences then occur from the adapted behaviors and attitudes from the society and/or environment.
With the gender differences from the developed gender-roles, attitude defined as a favorable or unfavorable evaluative reaction toward something or someone, exhibited in one’s beliefs, feelings, or intended behavior exists (Myers, 2001).
People learn attitudes based on sociocultural, self-evaluation and environmental factors. But the key point here is that attitude is learned. One of the most prominent learning theories supports that attitude can be learned by everyone, the Classical Conditioning Theory of Pavlov (1927).


Classical Conditioning Theory
This prominent theory postulated by Pavlov (1927) states that learning is acquired through experience. An unconditioned stimulus causes an automatic reflex response without prior learning. A conditioned stimulus is created by learning whereby a stimulus becomes associated with something else. An unconditioned response is a spontaneous response. While, conditioned response is learned response pattern.
Pavlov (1927) explains in this theory that if an individual is exposed to an experience, he or she learns on how to respond or think about in relative to his or her experience about the object.
This theory works with attitude. Attitude towards an object is learned based on experience to either be positive, negative or neutral about the object.
Presented on the next page is Fig.1, which presents the logical flow the theories of this study. People acquire recognition of gender and realize their gender-roles which lead to gender differences (Kohlberg, 1966). Relatively, gender-roles affect attitude which people possess towards something and can be learned through experience (Pavlov, 1927).








Figure 1. Theoretical Framework

CONCEPTUAL FRAMEWORK
The conceptual framework of this study presents the flow of the conceptualization of the theories used in this research. Figure 2, on the next page, projects that social development in relation to the gender-role development exists in every individual. People, specifically teenagers develop gender-roles which makes differences in terms of social roles and attitude of being males and females.
Same as what the Classical Conditioning Theory proposes, teenagers learn their attitude in context with their gender-roles from modeling their social environment or environment; different attitudes for males and different for females with respect to a particular object.
Since attitude is defined as a favorable or unfavorable evaluative reaction toward something or someone, an object must be presented to extract attitude from it (Myers, 2001). In this study, academics serve as the object for the attitudes of the teenagers. Based on the Classical Conditioning Theory, teenagers’ attitudes towards academics are based on experience, to be positive or negative or neutral about it.






Figure 2. Conceptual Framework

OPERATIONAL FRAMEWORK
The operational framework of this study presents the actual application of the theories and the concepts in the research. This portion will deliver the specifications of the theories and the concepts mentioned on the previous frameworks. On the following page is the illustration of the Operational Framework (Figure 3).
Teenagers, specifically University of the Philippines Cebu College students from the ages 16 – 20 years old are one scholastic community. UPCC students both males and females acquire attitude towards academics. This time, the object academics is being broke down to Mathematics. UPCC students of both genders aging from 16 – 20 years old have certain attitudes towards Mathematics. May it be positive, negative or neutral, since the study is descriptive, it is considered and given importance.
As seen on the succeeding page is Figure 2 which projects the Operational Framework of the study and how it basically works.