1. The document outlines a daily lesson log for a Grade 12 Practical Research 2 class. It details the objectives, content, procedures, and assessment for lessons on inquiry and research held from August 29-31, 2023. 2. The lessons cover defining and differentiating inquiry from research, qualitative from quantitative research, and experimental from non-experimental research. Activities include class discussions, group work, quizzes and developing research questions. 3. The goal is for students to understand the characteristics, strengths, weaknesses and kinds of quantitative research by the end of the sessions. Assessment of learning is conducted through formative quizzes to check comprehension of concepts.

1. 1
GRADE 12
DAILYLESSONLOG
School Panacan National High School Grade Level GRADE 12
Teacher JENNY ROSE F. RABANG Learning Area PRACTICAL RESEARCH 2
Teaching Dates and Time August 29-31, 2023/ Week 1 Quarter 1st QUARTER
TUESDAY
(August 29, 2023)
THURSDAY
(August 31, 2023)
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of the characteristics, strengths, weaknesses and kinds of quantitative research
B. Performance Standards The learner is able to decide on suitable quantitative research in different areas of interest
C. Learning Competencies/Objectives
Write the LC code for each
Learning Competency
The learner describes characteristics,
strengths, weaknesses and kinds of
quantitative research.
CS_RS12-Ia-c-1
Objectives:
At the end of the session, learners are
expected to:
1. Explain the meaning of
research in relation to inquiry
2. Point out the similarities and
differences of research and
inquiry
Learning Competency
The learner describes characteristics,
strengths, weaknesses and kinds of
quantitative research.
CS_RS12-Ia-c-1
Objectives:
At the end of the session, learners are
expected to:
1. Define quantitative research
accurately
2. Compare and contrast
qualitative and quantitative
research based on some
criteria or standards
Learning Competency
The learner describes characteristics,
strengths, weaknesses and kinds of
quantitative research.
CS_RS12-Ia-c-1
Objectives:
At the end of the session, learners are
expected to:
1. Determine kinds of Quantitative
Research
2. Distinguish Experimental and Non
experimental Research
3. Cite examples of Experimental and
Non- experimental Research
Learning Competency
The learner describes
characteristics, strengths,
weaknesses and kinds of
quantitative research.
CS_RS12-Ia-c-1
Objective:
At the end of the session, learners are
expected to differentiate True
Experimental and Quasi- Experimental
Research
II. CONTENT
Limits and Continuity
NATURE OF INQUIRY AND
RESEARCH
Topic: Inquiry vs. Research (A
Review)
NATURE OF INQUIRY AND
RESEARCH
Topic: Characteristics of
Quantitative Research
NATURE OF INQUIRY AND
RESEARCH
Topic: Kinds of Quantitative
Research
NATURE OF INQUIRY AND
RESEARCH
Topic: True Experimental and
Quasi- Experimental Research
III. LEARNINGRESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages Research Book pp.2-4 Research Book pp. 8-9 Research Book pp. 9-10 Research Book pp. 13- 17
4.Additional Materials from
Learning Resource (LR) portal
Internet
B. Other Learning Resources
IV. PROCEDURES
Review/ Drill: Review: Review: Review:

2. 2
A. Reviewing previous
lesson or presenting the new
lesson
Old and New Concept Formation:
Vocabulary Improvement. Based on
the stock knowledge and on the word
surrounding the middle word, define
the middle word in the cluster.
Determine whether Inquiry or Research is
applicable to the given situations. Check the
corresponding column of your answer.
Situation Inquiry Research
1. A person
wants to know
the occupant of
one
condominium.
2. Professor
Gomez wants to
discover the
impact of social
networking on
his students’
learning
abilities.
Let the students explain their answers. Have
the distinguish Inquiry and Ressearch
Let the students discuss the difference
between Quantitative and Qualitative
Research.
Let the student discuss the difference
between experimental and non-
experimental research.
B. Establishing a purpose for the
lesson
One goal of education is knowledge
acquisition. However, education is not just
stocking your brain with knowledge, but it
also encourages you to use acquired
knowledge for deeper understanding of the
world- an understanding that inspires you to
create, construct or produce things for the
betterment of not only your own life but the
whole world as well. How is this possible?
Inquiry, a term that is synonymous with the
word “investigation” is the answer to this
question. Thinking in this manner makes you
ask open- ended questions to elicit views,
opinions and beliefs of others in relation to
your research.
Now you already distinguish Inquiry
and Research. To move on with our
lesson, we will define quantitative
research accurately and compare and
contrast qualitative and quantitative
research based on some criteria or
standards
Present the objectives of the lesson Present the objectives of the lesson
C. Presenting examples/instances
of the new lesson
Which between these two sets of
statements is easier or quicker to
understand?
Set A
*Ninety five (95%) of the examinees passed
the licensure exams.
*Twenty pages of the book contain
grammatically incorrect sentences.
Set B
*A big number of examinees passed the
licensure exams.
*Several pages of the book contain
grammatically incorrect sentences.
Having obtained much knowledge
about quantitative and qualitative
research, you are now able to
compare and contrast them. Let us
now focus on quantitative research.
The importance of quantitative
research lies greatly in the production
of results that should reflect precise
measurement and in depth analysis
of data. Quantitative research is of
two kinds: Experimental and non
experimental.
Name some famous and great inventions
you have known since birth. What makes
you say they are great? How do you think
did the inventors come to discover the
value of greatness of their creations?
(Give students selection to read)
Could this selection give you the answers
to your questions? Read the text to
discover answers to your questions.

D. Discussing new concepts and
practicing new skills#1
Discussions
1. Define Research and
Inquiry
2. Explain the similarities
and differences of
Research and Inquiry
Discussion
1. Determine the characteristics
of Quantitative Research
2. Differentiate quantitative to
Qualitative Research
Discussion about Experimental and
Non- experimental Research
The class will be grouped into two.
Group 1 will be all the girls and Group
2 all the boys.
Discussion:
1. True Experimental Research
2. Quasi- Experimental Research

3. 3
Girls will brainstorm and discuss about
Experimental Research and Boys for
Non Experimental Research.
Write the data in manila paper.
E. Discussing new concepts and practicing
new skills#2
 After group activity, a leader will
present their output to the class.
F. Developing mastery
(Leads to FormativeAssessment3)
Show videos of inquiry and research
and let the students compare and
contrast inquiry and research based
from the videos
Let the students make a written outline of all
the ideas they have discovered from reading
selection of this lesson.
Divide the class into two. Two students
must pretend a guest speaker in a
research conference. Take turns in
discussing about topics on True
Experimental Research and Quasi-
Experimental Research.
G. Finding practical applications of
concepts and skills in daily living
Speculative Thinking: Let the students
prove how inquisitive they are by
letting them raise investigative
questions about these topics: 21st
Century Educational Strategies, Era of
Globalization, Social Networking,
Climate Change, Digital Age,
Sustainable Community, Carcinogenic
Foods, Email vs Postal Mail, Stem Cell
Therapy, Proliferation of
Dermatological Clinics, and Food
Supplements. Classify questions into
lower- level and top- level questions.
In a group of three, formulate quantitative
research questions out of the given
qualitative questions.
1. Which of these expressions serve as
the favourite among teenagers
nowadays: OMG! My Gosh! Oh,
Yak, Hey You! My golly! Oh, my!
2. How did the Miss Universe
contestants answer questions
pertaining to climate change?
3. In which country do OFWs love to
work?
With their respective groups, graphically
present the major and minor classifications of
Quantitative Research.
(Students will be given 15 minutes to
do this activity outside the classroom)
Discover more about the ins and outs
of experimental research by
interviewing some teachers in hard
sciences. Share discoveries with
teachers and classmates.
H. Making generalizations and
abstractions about the lesson
Ask the students what they had
learned and then write conclusions
on the board. Direct them to note
down the conclusions on their
notebooks.
Define Quantitative Research?
How is quantitative Research differs with
qualitative research?
Ask the students what they had
learned and then write conclusions
on the board. Direct them to note
down the conclusions on their
notebooks.
Ask the students what they had
learned and then write
conclusions on the board. Direct
them to note down the
conclusions on their notebooks.
I. Evaluating learning Quiz: Explain understanding of
inquiry and research by answering
questions.(Comprehension Check,
pp.5)
Answer Concept Explanation. Activity 1, pp.10 Quiz: Answer the following questions:
1.Compare and contrast the two types of
Quantitative Research
Answer Concept Explanation. Activity 1,
pp.18
J. Additional activities for
application or remediation
Work in pair in this activity:
Ask each other question about
quantitative and qualitative research. Or do a
guessing game in which you describe
something in relation to a research type and
let your partner identify the idea being referred
to. Be sure you know the right identification of
your descriptions or answers to your
questions as these are your basis to
determine the correctness of the given
answers. Decide how will you reward each
other for having given more correct answers
to questions raised.
V. REMARKS

4. 4
Prepared by: Checked:
JENNY ROSE F. RABANG JOEL N. GULANE, Ph.D.
Subject Teacher Principal IV
VI.REFLECTION
A.No.oflearnerswhoearned80%on the
formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson.
D. No. of learners who continue to require