Practical Research 1 2nd week

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Daily Lesson
Log
Grade 12
School ITLUGAN NATIONAL HIGH
SCHOOL (GR.7-12)
Grade Level 12
Teacher CHRISTIAN JAY D. SALAZAR Learning Area Practical Research I for Grade 12 HUMSS, TVL, ABM
Teaching Dates and Time Week 2 June 11-15, 2018 Quarter 1st
I. OBJECTIVES June 11, 2018 June 12, 2018 June 13, 2018 June 14, 2018 June 15, 2018
A. Content
Standards
PRE - TEST
NATIONAL
HOLIDAY
The Learner demonstrate
understanding of:
The kinds of research across
fields
NATIONAL
HOLIDAY
B. Performance
Standards
The learner is able to:
Use appropriate kinds of research in making
decisions.
C. Learning
Competencies /
Objectives
• To measure a starting
point or the amount
of pre-existing
knowledge on the
Course topic
• To compare with the
starting point of a
post-test
• To allow students to
test out of course
with a 100% correct
score
 Differentiates
quantitative from
qualitative research
 Use quantitative
and qualitative data
on a given research
scenario
CS_RS11-IIIa-4
 Provide examples of
research in areas of
interest (arts,
humanities, sports,
science, business,
agriculture and
fisheries,
information and
communication

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• To inform the
instructor about topics
that are/are not
needed to cover in the
Course based on
student’s previous
knowledge
• To indicate to the
student the learning
level of the course
topic
technology, and
social inquiry)
CS_RS11-IIIa-5
II. CONTENT PRE-TEST NATIONAL
HOLIDAY
QUALITATIVE AND
QUANTITAVE
RESEARCH
Kinds of Research
Across Fields
NATIONAL
HOLIDAY
III. LEARNING
RESOURCES
A. References
Teacher’s Guide
1. Learner’s
Materials
Guide
2. Textbook pages
3. Additional
Materials from
Learning
Resource (LR)
portal

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4. B. Other
learning
Resources
http://www.xavier.e
du/library/students/
documents/qualitativ
e_quantitative.pdf
http://www.thirteen
.org/edonline/lessons
/data/b.html
https://www.slidesha
re.net/ejfitzgerald/in
troduction-to-
quantitative-and-
qualitative-research
IV. Procedures NO P.A. (Pre Test) NATIONAL HOLIDAY CPFM ACTIVITY TDAR ACTIVITY ID’L FIT’R
Reviewing previous
lesson or presenting the
newlesson
Students will share
what they’ve learned
about their previous
RESEARCH class.
The teacher will
commend students in
sharing their
knowledge.
Sharing of their
insights from the
previous lessons.
Sharing of their
insights from the
previous lessons.
A. Establishing a
purpose for the
lesson
Teacher will tell
students that
there will pretest.
Create
Transparency of
Expectation: Ask
Teacher will show
video about sample
research related in

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Teacher will make
it clear to
students why he
needs to conduct a
pre test. Let
them read the
objective
presented.
students to think
about the different
ways their academic
performance has
been evaluated over
the years. List their
responses on the
board. (If all
students have only
been evaluated the
same way, share
some of the
different types of
assessment with
them: letter grades,
conferences, GPAs,
portfolios, rubrics,
narratives, self-
evaluations, etc.)
Ask students to talk
about which
method(s) they
preferred any why.
various fields like
social science
(HUMSS), business
(ABM) and home
economics (TVLE).
Students are
expected to relate
those researches to
their track and/or
their experiences in
schools and share
various importance of
that research.
Answering guide
questions.
a.)What are the
researchers trying to
find out?
b) Why is the
research important?
c) What things were
measured?

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Before beginning this
discussion, have
students define what
they think a good
assessment system
would do, e.g, give
them feedback on
their performance
relative to others in
the class, give them
constructive
criticism, etc. After
creating this list, ask
them which
type(s) of
assessment would
best meet these
criteria, and why.
Record their
responses on the
board.
Next, ask students
to name a strength
d) What were the
results?
e) What do the
authors conclude and
to what factors do
they attribute the
findings?
f) Can you accept
the findings as true?
Discuss any failings or
shortcomings of the
methods used to
support the findings.

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and weakness of each
type of assessment
they listed.
B. Presenting
examples/instan
ces ofthe new
lesson
Teacher will give
instruction for 1-
50 test item.
Write the words
“qualitative” and
“quantitative” data
on the board. Ask
students what they
know about these
types of data. If
they don’t know
what these words
mean, ask them to
look at the roots of
the words for clues:
(qual, quant).
Explain what the
words mean to the
students, then ask
them to categorize
the types of
assessment they
listed earlier as
Presentation of their
answer.

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“qualitative” or
“quantitative” data.
C. Discussing new
concepts and
practicing new
skills #1
TEST PROPER. Provide clear
instruction:
Teacher will show a
video differentiating
quali/quanti type of
research and the
teacher will further
discuss the topic.
And the teacher will
give instruction for
students activity.
Parts of Research.
Teacher will discuss
or show different
format and research
protocol that
students can choose
in their own research
output.
Sample:
IMRAD
(Introduction,
Methodology, Result
and Discussion or
D. Discussing new
concepts and
practicing new
skills #2
Chapter 1 – 5 (
Chapter 1: The
Problem, Chapter 2:
Review of Related
Literature, Chapter
3: Methodology
Chapter 4: Analysis

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of Data
Chapter 5: Results
and Recommendation
E. Developing
Mastery
TEST PROPER. Form a small
group: Students
will be group into 4
groups: 2 groups for
qualitative and 2
groups for
quantitative
research. They will
be given one the
same topic: “Although
the Internet brings
people together via
chatrooms, e-mail, etc.,
it ultimately isolates
people from one
another because they
talk less face-to-face
and over the phone.”
Tell the students
from the qualitative
group to each pick
Students will be
given sample research
output and they are
ask to arrange the
research statement
to the proper parts
it belongs.

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one person from the
quantitative group
to interview. The
qualitative student
should ask the
quantitative student
to respond to the
statement, and
record their
response. Then, the
quantitative student
should ask the
qualitative student
to respond to the
question using a
scale of one to five.
Give each student
the
appropriate STUDEN
T ORGANIZER:
ACTIVITY ONE-
QUANTITATIVE or
QUALITATIVE hando

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ut.
(Handout attached
to this DLL)
Once the students
have gathered their
data, ask both
groups to compile
and assess their
findings using the
information on their
handouts.
Note: Before asking
students to compile
and analyze their
results, you may
want to review the
types of analyses
described on the
handouts with the
students. If your
students are rusty

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or unfamiliar with
calculating
percentages, they
may need a review
or guidance.
Monitor and
Support: Have each
group share their
data and findings.
F. Finding
practical
applications of
concepts and
skills in daily
living
Why research
important to
student like you?
Why research
important to your
school and your
community?
G. Making
generalization
and
abstractions
about the lesson
CHECKING OF
THEIR ANSWERS.
Monitor and
Support: Students
will share their
experience while
doing the activity.
Students’ answers
are expected to
PRESENTATION OF
OUTPUT.

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differentiate
Quali/Quanti
Research.
H. Evaluating
learning
RECORDING. Choose one scenario
listed below, identify
whether it would be
best to gather
qualitative data,
quantitative data, or
a combination of
both to answer the
questions being
asked.
Scenario 1: You work
in an office that has
a water cooler. The
water cooler holds
twenty gallons of
water. Your boss
asks you to figure
out how many refills
your office will need
every month,
Performance Based
See Rubric

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because shes trying
to do the budget.
Type of data
collecting method
you would use?
(qualitative and/or
quantitative) Why?
Briefly describe how
you would collect
the data (what
tools would you
used, e.g., a ruler, a
questionnaire).
Scenario 2: Youre a
new restaurant
owner. Your
restaurant has been
open for several
weeks, and so far, it
looks like your
customers enjoy your
restaurant. But you

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want more
information. You
want to get
feedback from your
customers on their
dining experience,
specifically their
opinions on your
food, service, and
ambiance.
Type of data
collecting method
you would use?
(qualitative and/or
quantitative) Why?
Briefly describe how
you would collect
the data.
I. Additional
activities for
application
for
remediation

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V. REMARKS
VI. REFLECTION
A. A. No. of
learners who
earned 80% 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
lessons
D. No. of
learning’s who
continue to

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require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did I
encounter which
my principal can
help me solve?
G. What
innovations or
localize
materials did I
use which I
wish to share
with other
teachers?
PREPARED BY:
CHRISTIAN JAY D. SALAZAR
Teacher III

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GRADE LEVEL HEAD:
Mrs. Girene D. Solpico
MasterTeacher I Noted by:
________________
________________ JACQUELINE A. ARIAS
________________ Officer – in – Charge
________________
________________

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