Curriculum map for Practical Research

1. Archdiocese of Caceres
St. Bridget School
Buhi, Camarines Sur
Senior High School Department
Academic Year 2023-2024
CURRICULUM MAP AND INSTRUCTIONAL PLAN IN RESEARCH 2: PRACTICAL RESEARCH
Date: January 8 – March 22 Subject Teacher: Ms. Jenalyn C. Felices,LPT
Learning Content (LC): Quantitative Research: Its Definition, Types, Purposes, ang Goals
Review of Literature
Content Standard (CS):
The learners demonstrate an understanding of
1. the characteristics, strengths, weaknesses, and kinds of quantitative research
2. the importance of quantitative research across fields
3. the nature of variables
4. the range of research topics in the area of inquiry
5. the value of research in the area of interest
6. the specificity and feasibility of the problem posed
7. the formulation of conceptual framework
8. the research hypotheses (if appropriate)
9. the definition of terms as used in the study
Performance Standard (PS):
The learner shall be able to:
1. decide on suitable quantitative research in different areas of interest;
2. formulate clearly the statement of research problem
3. formulate clearly conceptual framework, research hypotheses (if appropriate), and define terms used in study; and
4. present objectively written review of related literature and conceptual framework.
Transfer Goal:
Students will create their research problem, with a brief rationale and at least three research problems.
Students will write the Chapter 1 and 2 of their research.
Essential Understanding/s (EU/s):
The application of quantitative research methods can enhance decision-making and
problem-solving in everyday life in several ways. Quantitative research involves the
collection and analysis of numerical data, allowing for a systematic and objective
approach to understanding various phenomena.
Essential Question/s (EQ/s):
How can the application of quantitative research methods enhance decision-making and problem-
solving in everyday life, and what specific areas or aspects of daily living could benefit the most from a
quantitative research approach?
Date and Section
Learning
Competencies (LCs)
Assessment
21st
Century Skills Learning Activities Resources
Formative Summative

2. Date___________
Section/s/Day/s
_______________
_______________
_______________
Remarks:
 Describes
characteristics,
strengths,
weaknesses, and
kinds of
quantitative
research
CS_RS12-Ia-c-1
 Illustrates the
importance of
quantitative
research across
fields
CS_RS12-Ia-c-2
 Cluster Web
 Recitation
 Boardwork
 Quiz
 Critical Thinking
 Creativity
 Communication
 Getting to Know Activity
 Setting of Expectations
 Subject Requirement
Activity
A. Motivation
 Cluster Web
Instructions: Write words or phrases that come
into your mind when you hear the term
“quantitative research”.
Discussion from the Students
 Students will share their answers with their pair.
Input of the Teacher
A. Presentation of Lesson Objectives
 At the end of the lesson learners will be able to:
a. Describes characteristics, strengths,
weaknesses, and kinds of quantitative
research
b. Illustrates the importance of quantitative
research across fields
B. Lesson Proper
 Teacher will define quantitative research.
 Then, the characteristics, advantages and
disadvantages of quantitative research will be
discussed.
 Types of quantitative research will be provided
as well.
 Lastly, the importance of quantitative research
will be given to the class as well.
Deepening of the Lesson
Students will be asked of the following guide
questions:
 What is the difference of experimental and
quasi-experimental research?

3.  How will research be used in the field of
education?
Assessment
 Through a quiz, students will identify the
advantage and disadvantage of conducting
quantitative research ad well as the types of
research.
Synthesis
 Based on your opinion, which research design is
the easiest to perform?
Date___________
Section/s/Day/s
_______________
_______________
_______________
Remarks:
 Differentiates
kinds of variables
and their uses
CS_RS12-Ia-c-3
 Jeepney Ride
 Recitation
 Quiz  Critical Thinking
 Problem Solving
 Collaboration
 Self-direction
Activity
A. Motivation
 Jeepney Ride
Students will work in groups. Each group will
think of measurable entities or objects
associated with jeepney rides. The group that
writes the greatest number of items in two
minutes will win.
Discussion from the Students
 After the activity, students will answer the guide
questions below:
a. Take two item from the list, how do you
think does each affect an entire jeepney
ride?
b. How do you think this activity is related to
identifying variables in quantitative
research?
Input of the Teacher
A. Presentation of Lesson Objectives
 At the end of the lesson, the learner will be able
to:
a. Determine the classification of variables
b. Identify the types of variables used in a
research study
B. Lesson Proper
 The teacher will discuss the classification of
variables.

4. a. Numerical Variables
b. Categorical Variables
c. Experimental Variables
d. Non-experimental variables
e. Variables according to the number being
studied
Deepening of the Lesson
 How do you distinguish dependent and
independent variable?
Assessment
 Through a quiz, learners will classify variables.
Synthesis
 Students will be given research title and based
from it, they will identify the dependent and
independent variable. Another set of title will be
provided where they will identify the predictor
and criterion variable.
Date___________
Section/s/Day/s
_______________
_______________
_______________
Remarks:
 Designs a
research used in
daily life
CS_RS12-Id-e-1
 Writes a
research title
CS_RS12-Id-e-2
 Motivational
Activity
 Group work
 Board work
 Quiz  Collaboration
 Critical Thinking
 Self-direction
Activity
A. Motivation
 Brainstorming
Students will work in pair. They will analyze the
titles provided by their teachers and they will
determine their common characteristics. From
their analysis, they will determine the common
elements of a good research title.
Discussion from the Students
 From the students’ analysis, they will determine
the common elements of a good research title.
Input of the Teacher
A. Presentation of Lesson Objectives
 At the end of the lesson, the learner will be able
to
a. Designs a research used in daily life
b. Writes a research title
B. Lesson Proper

5.  First, the teacher will discuss what should be the
content of a research title
 Examples of research title will be provided next.
 Then, students will be guided on the possible
means of identifying research problems.
 Lastly, the different criteria in choosing a
research problem will be discussed to the class.
Deepening of the Lesson
 Title Check-up
The class will be shown with a few research title
and they will be asked to check whether the
given title is acceptable or not together with an
explanation.
Assessment
 Learners will answer Activity 1 on page 25 of
their textbook.
Synthesis
 The class will be divided into groups for their
research. After, they will brainstorm and create
at least three working titles they have interest in
for their research work.
Date___________
Section/s/Day/s
_______________
_______________
_______________
Remarks:
 Describes
background of
research
CS_RS12-Id-e-3
 States research
questions
CS_RS12-Id-e-4
 Presents written
statement of the
problem
CS_RS12-Id-e-7
 Picture Query  Quiz  Critical Thinking
 Problem Solving
 Initiative
 Social skills
Activity
A. Motivation
 Picture Query
Students will be presented with an image to be
analyzed. Then on their small groups, they will
create three questions that the picture triggers in
their mind. From those questions, they will
formulate a statement describing the problem
shown in the picture.
Discussion from the Students
Students will answer the following discussion
questions:
a. Did you find formulating questions easy or
difficult? Why
b. How did the questions help you formulate
the statement of the problem?
c. Why is it necessary to formulate good
questions when analyzing a problem?

6. Input of the Teacher
A. Presentation of Lesson Objectives
 At the end of the lesson, the learner will be able
to
a. Describes background of research
b. Presents written statement of the problem
c. Presents written statement of the problem
B. Lesson Proper
 After the activity, the teacher will introduce the
topics.
 The first part will be about writing the research
introduction. Students will be guided by
answering the guide questions in formulating the
introduction.
 Elements of a general problem will be defined.
 Then, the types of researchable questions will be
discussed along with its examples.
 Additionally, the criteria in creating general
problem will be given.
Deepening of the Lesson
 Learners will be given varying research
introduction. Their task is to highlight the
important contents of it and identify why is it
important.
Assessment
 Performance Task: Students will create their
research problem, with a brief rationale and at
least three research problems.
Synthesis
 When is a question researchable and non-
researchable?
 What are the important contents of research
introduction?

7. Date___________
Section/s/Day/s
_______________
_______________
_______________
Remarks:
 Presents written
review of related
literature
CS_RS12-If-j-9
 Picture Query  Quiz  Critical Thinking
 Problem Solving
 Initiative
 Social skills
Activity
B. Motivation
 Reading Comprehension
Students will be given a text about research
elements. After five minutes, they will answer
questions related to the article.
Discussion from the Students
Students will discuss how were they able to
answer the guide questions related to the article.
Input of the Teacher
A. Presentation of Lesson Objectives
 At the end of the lesson, the learner will be able
to
a. Identify the different process of reviewing
literature
b. Differentiate the various styles of research
writing
c. Follow the rules and guidelines of each citation
style
d. Write the review of related literature
B. Lesson Proper
 In order to present a comprehensive review of
related literature, the teacher will discuss the
following
 Purposes of Reviewing a Literature
 Preparing a Literature Review
 Four Types of Reading
 Conducting a Review of Literature
 Strategies for Reading and Review
 Ethical Standards in Research
Writing
 How to Write a Literature Review
 Tips in Writing the Review of
Related Literature
 Related Studies
Deepening of the Lesson
 GROUP FORUM: The class will be divided into six
groups. Each group will be assigned to analyze
the different citation format. They will identify its

8. differences in terms of citation rules,
bibliography layout and the paper format. They
will present their output through a graphic
organizer.
Assessment
 Table Completion. Students will complete a table
regarding the different citation formats.
Synthesis
 Identify reliable websites that can be a good
source for literatures and research articles.
Date___________
Section/s/Day/s
_______________
_______________
_______________
Remarks:
 Illustrates and
explain the
conceptual
framework
CS_RS12-If-j-6
 Theorists and
Their Theory
 Quiz  Critical Thinking
 Problem Solving
 Initiative
 Social skills
Activity
A. Motivation
 Theorists and Their Theory
A day before, students are tasked to research
one theorist and their theory. They are going to
present it the class afterwards.
Discussion from the Students
Students will answer the following guide
questions:
a. How did your chosen theorist arrived at his
or her proposed theory?
b. What major variables did your chosen
theorist consider as the foundation for the
formulation of his or her theory?
c. Based on your research, how will you define
theory?
Input of the Teacher
A. Presentation of Lesson Objectives
 At the end of the lesson, the learner will be able
to
a. Illustrates and explain the conceptual
framework
B. Lesson Proper
 Theory and framework will be first defined.
 Then, theoretical framework will be introduced
to the learners. An example will be shown as
well.

9.  Next is the defining what is a conceptual
framework.
 The different symbols in constructing a
conceptual paradigm will be discussed as well.
 Then, the common paradigm models will be
shown alongside its examples.
Deepening of the Lesson
 Using the theory the students have presented in
the motivational activity, they will write the
summary of the theory, an explanation what is it
about and the important concepts in the theory.
Assessment
 Still from the same theory, students will now
create a proposed paradigm about it.
Synthesis
 What is the difference of theoretical and
conceptual framework?
 Which model for conceptual framework best suit
your study?
Date___________
Section/s/Day/s
_______________
_______________
_______________
Remarks:
 Lists research
hypothesis (if
appropriate)
CS_RS12-If-j-8
 Defines terms used
in study
CS_RS12-If-j-7
 Taboo  Quiz  Critical Thinking
 Problem Solving
 Initiative
 Social skills
Activity
A. Motivation
 Taboo
Divide the class into four teams. Place a chair
facing each team. One representative of each
team should now sit on the chair with his or her
back on the whiteboard. The teacher then writes
a word on the board and the representative of
each team tries to guess the word with the help
of his or her teammates. The team member
CANNOT mention the word, but they can give its
synonyms, define its meaning, provide an
example of where it might be used, or even give
a rhyming word.
Discussion from the Students
Students will answer the following guide
questions:
a. Was it difficult for you to define and describe
the given words? Why is it so?

10. 
b. How helpful were the definitions and
descriptions?
c. How does the activity relate to the
importance of definitions in the context of
research?
Input of the Teacher
A. Presentation of Lesson Objectives
 At the end of the lesson, the learner will be able
to
a. Lists research hypothesis (if appropriate)
b. Defines terms used in study
B. Lesson Proper
 Hypothesis will be defined first then its kinds will
be discussed.
 Simple Hypothesis
 Complex Hypothesis
 Directional Hypothesis
 Non-directional Hypothesis
 Null Hypothesis
 Alternative or Research Hypothesis
 Next is the definition of assumption along with
its examples.
 Then, definition of terms in research will be
explained.
 Lastly, defining terms operationally and
conceptually will be discussed by providing
examples in each form.
Deepening of the Lesson
 Students will work in their groups for research
and they will create assumptions for their
research problem.
Assessment
 Students will identify terms related to their study
and will define it operationally and/or
conceptually.
Synthesis
 Performance Task: Students will write the
Chapter 1 and 2 of their research.

11. Christian Formation Standards (CFS):
 Explore the ethical principles outlined in the Bible and their application in quantitative research.
 Discuss the importance of integrity, honesty, and accountability in research.
References:
 www.enago.com/academy
 Cristobal, Amadeo P. et, al. Practical Research 2. C&E Publishing, Inc. 2022.