Grades 1 to 12 School
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
D. Learning Code
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Urdaneta City National High School Grade Level Grade 12
Research in Daily
Teacher Melchora D. Bolambao Learning Area Life 2
BLOOM (T,WTH,F) -7:30-8:30
Teaching LOCKE (M,T,TH,F) -8:30-9:30
Dates and Quarter 2nd
FREUD (M,T,W,F) -9:30-10:30
Time
DEWEY (M,T,W,TH)- 1:00-2:00
Date October 10, 2019
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
The learner demonstrates understanding of quantitative research designs.
The learner is able to describe adequately quantitative research designs.
1. The learner identifies the different contraceptive methods flashed on the screen.
2. The learner classifies quantitative research design.
3. The learner chooses appropriate quantitative research design.
CS_RS12-IIa-c-1
Understanding Data and Ways to Systematically Collect Data
List the materials to be used in different days. Varied sources of materials sustain children’s
interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper- based materials. Hands- on learning promotes concept
development.
Curriculum Guide, pp.
N/A
Prieto, N.G., Naval, V.C., Carey, T.G. (2017) Practical Research 1 for Senior High School. Quezon
City, Metro Manila. Lorimar Publishing Inc. pp. 96-100
Ppt Presentation Slides, TV Monitor, Pictures,Sample Outputs
These steps should be done across the week. Spread out the activities appropriately so that students
will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge, indicate the time allotment for each
step.
Daily Routine:
Prayer
Checking of Attendance
Review the past lesson about what a quantitative research is.

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
Group Activity:
The students are able to identify the different contraceptive methods flashed on the screen.
1. Divide the class into three groups.
2. Each group will be given manila paper and pen for their answers in the questions given
below:
a. What are different contraceptives did you see in the picture?
b. Do you have some idea on how to use such contraceptive? Give one and explain.
c. Do you agree that contraceptives are product of research? Explain further.
3. Each group will be given 10 minutes to present their output.
Like contraceptives, research have different designs to use in collecting, analysing, and interpreting
data using quantitative and qualitative research.
Discussion about the classification of quantitative research design.
Research design
◆ Experimental Designs
◆ Correlational Designs
◆ Survey Designs
THINKING POINT
1. When do you use experimental design?
2. When do you use correlational research?
3. Why do you use survey research design?
1. An experimental design is the traditional approach to conducting quantitative research. In an
experiment, you test an idea to determine whether it influences an outcome or dependent variable.
You first decide on an idea with which to “experiment,” assign individuals to experience it and then
determine whether those who experienced the idea performed better on some outcome than those
who did not experience it(Creswell, 2015).
2. You use this design when you seek to relate two or more variables to see if they influence each
other. You also use this design when you know and can apply statistical knowledge based on
calculating the correlation statistical test.
3. a. You use survey research to describe trends, such as community interests in school .
b. You also use survey research to determine individual opinions about policy issues, such as
whether students need a choice of schools to attend.
c. Surveys help identify important beliefs and attitudes of individuals, such as college students’
beliefs about what constitutes abusive behaviors in dating relationships.
Brainstorming Skill
1. Let the students get their research output.
2. Let them brainstorm on what type of research design they are going to use?
The learner chooses appropriate quantitative research design.
The students (in groups) will be asked to identify what research design is appropriate for their group’s
study based on their research title and purpose. They will construct the “Research Design” section of
their manuscript’s Chapter 3. Selected groups will be asked to present their output
(see attach rubrics at the last page)
H. Making generalizations and The students will describe the different conditions which need to be considered in choosing a research
abstractions to the lesson design.

I. Evaluating learning The students will be evaluated through their oral presentations and short quiz. (formative assessment)

J. Additional activities for Students will work for the finalization of their study’s Research Design of Chapter 3
application and remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress
this week. What works? What else needs to be done to help the students learn? Identify what
VI. REFLECTION help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.

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 lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?