DAILY School Maronquillo National High School Semester/Quarter Second/3rd
LESSON
LOG Teacher Joan E. Mina SHS Track/Grade Level ABM/STEM, GAS, AND HUMSS 11
SENIOR HIGH SCHOOL Inclusive Dates January 13 - 17, 2025 Learning Area Practical Research I
ABM/STEM: Monday: 7:30 – 8:30am; Wednesday & Friday: 12pm - 1:pm; Thursday: 9am - 10am;
Scheduled Time GAS: Monday: 3pm - 4pm; Wednesday: 10am - 11am; Thursday & Friday: 1pm – 2pm;
HUMSS: Monday & Tuesday: 12pm - 1pm; Wednesday: 1am - 2pm; Thursday: 2pm - 3pm
I. OBJECTIVES SESSION I SESSION II SESSION III SESSION IV
A. Content Standard The learner demonstrates understanding of: ethics of research; quantitative and The learner demonstrates understanding of: 1. the value of qualitative research;
qualitative research; and the kinds of research across fields. its kinds, characteristics, uses, strengths, and weaknesses
B. Performance Standards The learner is able to: use appropriate kinds of research in making decisions. The learner is able to: decide on suitable qualitative research in different areas of
interest.
The learners: The learners: The learners: The learners:
define the principles of research differentiate between quantitative differentiate kinds of qualitative describe characteristics, strengths,
C. Learning Competencies / ethics; and qualitative research research (e.g., case study, and weaknesses of qualitative
Objectives (Write the LC identify ethical issues in research (MELC Code: CS_RS11-IIIa-4). ethnography, phenomenology, research (CS_RS11-IIIa-d-2).
Code) and ways to address them; grounded theory, and narrative
apply ethical principles in inquiry). (CS_RS11-IIIa-d-1)
formulating a research plan.
Qualitative Research and Its
Qualitative Research and Its Importance in Daily Life:
Nature of Inquiry and Research: Nature of Inquiry and Research:
II. CONTENT Importance in Daily Life: Characteristics, Strengths, and
Ethics of Research Qualitative and Quantitative
Types of Qualitative Research Weaknesses,
of Qualitative Research
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials
Practical Research I : Module 2 Practical Research I : Module 3 Practical Research I : Module 3 Practical Research I : Module 3
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources Portals
B. Other Learning Resources Curriculum Guide, PowerPoint Curriculum Guide, PowerPoint Curriculum Guide, PowerPoint Curriculum Guide, PowerPoint
Presentation, laptop, TV, chalkboard Presentation, laptop, TV, chalkboard Presentation, laptop, TV, chalkboard Presentation, laptop, TV, chalkboard
IV. PROCEDURES
A. Revising previous lesson Interactive Scenario Discussion: Review of the previous lesson. Brief recap of the previous lesson. Brief recap of the previous
or presenting the new Motivational Activity Motivational Activity lesson
lesson Present a scenario where a "Research Puzzle": Divide the class Activity Name: Guess the
researcher is tempted to fabricate into groups and provide a puzzle Research Type!
data to meet a deadline. containing words related to Show images (or short
Ask students: "What would you do
scenarios) related to different
if you were in the researcher's
qualitative research types.
position? Why?"
"quantitative" and "qualitative." Students guess the research
Gather answers and connect the
type and explain their
activity to the concept of research
reasoning.
ethics.
B. Establishing a purpose for Present the lesson objective and Introduce the lesson: Kinds of Explain the importance of
the lesson relevance: "Today, we will learn how to qualitative research. understanding the characteristics,
Discuss why ethics is essential in
distinguish between quantitative and Discuss how understanding these strengths, and weaknesses of
maintaining the integrity and
qualitative research. This is vital in types is essential for choosing the qualitative research, especially in
credibility of research.
deciding which method to use for appropriate method for future choosing appropriate research
specific research problems." research. methods.
C. Presenting examples/ Show real-world examples of Discuss the main characteristics,
instances of the new ethical and unethical research strengths, and weaknesses of
lesson practices. qualitative research:
Discuss the consequences of
Show two sample research abstracts
unethical practices (e.g., Characteristics: Contextual,
(one quantitative, one qualitative). Provide real-life examples of each type
plagiarism, data fabrication). exploratory, and subjective
Discuss their differences in approach, of qualitative research.
Strengths: Rich data, flexibility, in-
purpose, and outcomes.
depth understanding
Weaknesses: Time-consuming, prone
to researcher bias, and limited
generalizability.
D. Discussing new concepts Quantitative Research:
and practicing new skills Explain its numerical focus, structured
Group brainstorming:
#1 design, and common tools (e.g., surveys,
Define key principles of research Each group is assigned a
experiments). Describe each type of qualitative
ethics: integrity, respect, fairness, characteristic, strength, or weakness
Qualitative Research: research.
integrity, and responsibility. of qualitative research to elaborate on
Highlight its exploratory nature,
using real-life examples.
flexibility, and tools (e.g., interviews,
observations).
E. Discussing concepts and Highlight ethical guidelines such as Interactive Activity Interactive group activity:
Interactive group activity:
practicing new skills #2 informed consent, confidentiality, Create a comparative table
Each group creates a poster or
and minimizing harm. "Guess the Type": Present scenarios, and summarizing the strengths and
infographic summarizing one type of
students decide whether quantitative or weaknesses of qualitative research
qualitative research.
qualitative research fits better. versus quantitative research.
Practice Activity: Individual reflective task:
Activity: Case Study Analysis: Conduct a class discussion where groups
F. Developing mastery Distribute cases of ethical Students work in pairs to list 3 examples present their work, followed by a Q&A Students write a short paragraph
(Leads to Formative dilemmas in research. of quantitative research and 3 of session. explaining one strength and one
Assessment 3) Students will identify ethical issues qualitative research from their weakness they find most significant
and propose solutions. surroundings. Discuss findings as a class and why.
and emphasize key differences.
G. Finding practical Discuss how these ethical Discuss how each research type can be Discuss how understanding these
applications of concepts principles will be applied in their used in real-world problem-solving (e.g., strengths and weaknesses can help
a company conducting ethnography to students make informed decisions in
and skills in daily living research projects.
understand workplace culture). their own research projects.
H. Making generalizations The teacher will ask:
and abstractions about
The teacher will ask:
the lesson "Why is it important to consider both
Summarize the key principles and
Discuss the key differences of the strengths and weaknesses of
their importance in ensuring credible "What makes each type of qualitative
qualitative and quantitative. qualitative research?"
research. research unique?"
"How do the characteristics of
"How do we decide which type to use?"
qualitative research influence its
application in real-life contexts?"
I. Evaluating learning Performance Task:
"Research Design Plan":
The group will create a simple research
plan identifying a research topic,
objective, and whether to use
quantitative or qualitative methods.
10-Item Modified True or False Quiz 10-Item Situational Quiz 10-Item Modified True or False Quiz
Rubric:
Clarity of Objective (5%)
Relevance of Method Chosen (5%)
Appropriateness of Tools Suggested
(5%)
Creativity and Presentation (5%)
J. Additional activities for Performance Task: Performance Task:
application or Create a Research Ethics Checklist Activity Name:
remediation for their own research proposals. Research Scenario Analysis
Task: Students are given different
Criteria: research scenarios and must identify
Content Accuracy – 10 points which type of qualitative research is
Practical Application – 10 points most appropriate, justifying their
choices.
Criteria:
Identification Accuracy – 10points
Justification – 10 points
V. REMARKS This lesson is rescheduled from January
This lesson is rescheduled from
9, 2025 to January 15, 2025 because the
January 8, 2025 to January 13, 2025
former scheduled was allotted for their
due to time constraints.
performance task activity.
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
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 remediation.
E. Which of my teaching Collaborative learning. Collaborative learning. Collaborative learning. Collaborative learning.
strategies worked well? Why The students feel at ease and belong The students feel at ease and belong to The students feel at ease and belong to The students feel at ease and belong to
did it work? to the class. the class. the class. the class.
Socratic method. Socratic method. Socratic method. Socratic method.
The teacher makes the class feel The teacher makes the class feel The teacher makes the class feel The teacher makes the class feel
comfortable so that they won’t feel comfortable so that they won’t feel comfortable so that they won’t feel comfortable so that they won’t feel
intimidated whenever they need to intimidated whenever they need to intimidated whenever they need to intimidated whenever they need to
participate in class discussion. participate in class discussion. participate in class discussion. participate in class discussion.
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I
used/discover which I wish
to share with other learners?
Prepared by: Checked by: Noted:
JOAN E. MINA MIRASOL G. GAMMAD ODETTE V. ESPIRIDION, PhD
SHS TEACHER I SHS FOCAL PERSON School Principal II