Week 1-3 Lesson Exemplar in Practical Research 2

Learning Area Practical Research 2 (Applied)
Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)
School Sto. Tomas Senior High Grade Level Grade 12

School
LESSON Practical Research 2
Teacher Sarah Jane S. Vallar Learning
EXEMPLAR (Applied)
Area
Teaching August 24-28, 2020 Quarter First Quarter
Date
Teaching No. of Days Week 1/4 days
Time
I. OBJECTIVES At the end of the lesson, learners are expected to:

a. Define quantitative research,
b. Describes the characteristics, strengths and
weaknesses of kinds of quantitative research;
and
c. Recognize the importance of kinds of
quantitative research for the students in their
everyday lives.
A. Content Standards The learner demonstrates understanding of the

characteristics, strengths, weaknesses, and kinds of
quantitative research. (CS_RS12-Ia-c-1)
B. Performance Standards The learner is able to decide on suitable

quantitative research in different areas of interest.
(CS_RS12-Ia-c-1)
C. Most Essential Learning Describes characteristics, strengths, weaknesses, and

Competencies (MELC) kinds of quantitative research. (CS_RS12-Ia-c-1)
D. Enabling Competencies
(If available, write the attached enabling
competencies)
II. CONTENT
Definition, Characteristics, Strengths, Weaknesses
and Kinds of Quantitative Research
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from Learning

Resources
B. List of Learning Resources for Practical Research 2 for Quarter 1
Development and
Engagement Activities
IV. PROCEDURES This is a learner-structured module. It contains icons that will
guide the learners throughout the lesson.
It contains a pre-test that learners need to answer to determine how much they
know about the topic. At every pre-test, they will find a question to answer. They
will write their answers on the blank provided for or as instructed in the pre-test.
If they cannot answer a question may leave it blank. But see to it that they go
back to check after they have studied or read the text.
They will find an icon before some chunks of text in the following
pages that tells the learners to carefully study the concepts, principles, or
processes discussed in the text. It also tells them that there is a question to
answer or an idea to think about it.
There is an icon that will introduce a list of important ideas to remember.

The learners need to read it carefully and keep it in mind. From the good habit of
reviewing the text and how much time, effort, interest and patience the learners
invest in their learning will determine how sure they are in having good scores in
the checkpoint. Their attitude will help them to learn more and effectively that
makes them better learners.
Learners will also find an icon at the end of every lesson. It signals a
self-test to determine how well they have achieved the objectives set in the unit.
They need to study the lesson well and they will perform quite well in the self-
test. This will be submitted to their teacher after they answer the self-test. They
should write legibly and always follow instructions properly.
Lastly, there is an icon that tells the learners of an assignment that they
have to perform. The quality of their output from this assignment will show the
extent to which they can apply what they have learned from the lesson. They
have to submit this also to their teacher at the date specified.
A. Introduction What I need to know?

This module will introduce learners all the concepts that they need to
learn.
Human history abounds with problems. Problems are everywhere in
different variety in different perspective which affect mankind. Problems are
observed along political, social, environmental and many aspects of life. This
may between individuals, groups or in an organization. In that, mankind wants
solution to these problems. These solutions should not be only effective but also
be acquired and used for improvement. To be able to achieve that, solutions must
be based in knowledge, not on mere beliefs, guesses, or theories. To acquire this
knowledge it requires a well-planned and systematic procedure and should be
continuously evaluated on its accuracy and usefulness. In that, research has been
devised to meet this need.
Research is a natural day-to-day activity of gathering information. It
may in the form of qualitative or quantitative. Qualitative researches are those
studies in which the data concerned can be described without the use of
numerical data while quantitative research suggests that the data concerned can
be analyzed in terms of numbers.
Quantitative research designs use numbers in stating generalizations
about a given problem or inquiry in contrast to qualitative research that hardly
uses statistical treatment in stating generalizations. The numbers in quantitative
research are the results of objective scales of measurements of the units of
analysis called variables.
Research findings are subjected to statistical treatment to determine
significant relationships or differences between variables, the results of which
are the bases for generalization about phenomena.
In this week, learners will be encountering also the characteristics of
quantitative research, its strength and weaknesses, and its kinds.
After studying this unit, learners are expected to be able to:
 describe the characteristics, strengths, weaknesses and kinds of
quantitative research;
What’s new?
The learners will answer the Pre-test questions.
Answer the questions below. Follow instructions properly.
I. True or False. Write QUANTITATIVE after the item when the sentence
is true while QUALITATIVE if the statement is false.
1. In quantitative research, researchers know in advance what they are

looking for. _______________
2. Quantitative research can be easily misinterpreted because it provides
numerical data. _______________
3. Quantitative research puts emphasis on proof, rather than discovery.
_______________
II. Put a tick (/) if it describes the characteristics of a Quantitative

Research.
1. Data is in the form of words, pictures or objects.

2. The data is usually gathered using structured research instruments.
3. It is not based upon numerical measurements and does not use numbers
and statistical methods as key research indicators and tools.
B. Development What I know?

After reading about the definition of quantitative
research, the learners will answer the short-response essay
about the given question.
Definition of Quantitative Research
Quantitative research is an objective, systematic empirical

investigation of observable phenomena through the use of
computational techniques. It highlights numerical analysis of data
hoping that the numbers yield unbiased results that can be generalized
to some larger population and explain a particular observation.
Simply, quantitative research is concerned with numbers and its
relationship with events.
The quantitative research suggests that the data concerned can be

analyzed in terms of numbers. An example that we can give for this
study is a study comparing the performance of Grade 12 in B1
National High School and B2 National High School in Practical
Research 1 when ICT is integrated in teaching. This can be
approached by getting the average performance of both schools before
and after integrating ICT. Then the averages can be compared and
analyzed to see the differences or effectiveness. In this case, numbers
are used as data for analysis. Another is surveying what do viewers in
San Miguel, St. Tomas prefer to watch: is it GMA dramarama or
ABS-CBN Golden Kapamilya noontime show. In here, it may be
approached by making a survey questionnaire asking for the
preference of viewers in San Miguel, St. Tomas.
May you now give your own example of a quantitative research?

__________________________________________________________
__________________________________________________.
What’s in?
After reading about the characteristics, strengths and
weaknesses of quantitative research, the learners will give
examples scenarios for each characteristic of quantitative
research using graphic organizers.
Characteristics of Quantitative Research

1. Objective. Quantitative research seeks accurate measurement and
analysis of target concepts. It is not based on mere intuition and
guesses. Data are gathered before proposing a conclusion or solution
to a problem.
2. Clearly defined research questions. The researchers know in
advance what they are looking for. The research questions are well-
defined for which objective answers are sought. All aspects of the
study are carefully designed before data are gathered.
3. Structured research instruments. Standardized instruments guide
data collection, thus, ensuring the accuracy, reliability and validity
of data. Data are normally gathered using structured research tools
such as questionnaires to collect measurable characteristics of the
population like age, socio-economic status, number of children,
among others.
4. Numerical data. Figures, tables or graphs showcase summarized
data collection in order to show trends, relationships or differences
among variables. In sum, the charts and tables allow you to see the
evidence collected.
5. Large sample sizes. To arrive at a more reliable data analysis, a
normal population distribution curve is preferred. This requires a
large sample size, depending on how the characteristics of the
population vary. Random sampling is recommended in determining
the sample size to avoid researcher’s bias in interpreting the results.
6. Replication. Quantitative methods can be repeated to verify findings
in another setting, thus strengthen and reinforcing validity of
findings eliminating the possibility of spurious conclusions.
7. Future outcomes. By using complex mathematical calculations and
with the aid of computers, if-then scenarios may be formulated thus
predicting future results. Quantitative research puts emphasis on
proof, rather than discovery.
Strengths of Quantitative Research
The advantages of quantitative research includes the following:
1. It is objective. The most reliable and valid way of concluding

results, giving way to a new hypothesis or to disproving it.
Because of bigger number of the sample of a population, the
results or generalizations are more reliable and valid. Since it
provides numerical data, it can’t be easily misinterpreted.
2. The use of statistical techniques facilitates sophisticated analyses
and allows you to comprehend a huge amount of vital
characteristics of data.
3. It is real and unbiased. If the research is properly designed it
filters out external factors, and so can be seen as real and
unbiased.
4. The numerical data can be analyzed in a quick and easy way. By
employing statistically valid random models, findings can be
generalized to the population about which information is
necessary.
5. Quantitative studies are replicable. Standardized approaches
allow the study to be replicated in different areas or over time
with formulation of comparable findings.
6. Quantitative experiments are useful for testing the results gained
by a series of qualitative experiments, leading to a final answer,
and narrowing down of possible directions to follow.
Weaknesses of Quantitative Research

The disadvantages of quantitative research are as follows:
1. Quantitative research requires a large number of respondents. It is
assumed that the larger the sample is, the more statistically accurate the
findings are.
2. It is costly. Since, there are more respondents compared to qualitative
research, the expenses will be greater in reaching out to these people and
in reproducing questionnaires.
3. The information is contextual factors to help interpret the results or to
explain variations are usually ignored. It does not consider the distinct
capacity of the respondents to share and elaborate further information
unlike the qualitative research.
4. Much information are difficult to gather using structured research
instruments, specifically on sensitive issues like pre-marital sex,
domestic violence, among others.
5. If not done seriously and correctly, data from questionnaires may be
incomplete and inaccurate. Researchers must be on the look-out on
respondents who are just guessing in answering the instrument.
Kinds of Quantitative Research Designs
Research design refers to the overall strategy that you choose in order
to integrate the different components of the study in a coherent and
logical way, thereby ensuring you will effectively address the research
problem. Furthermore, a research design constitutes the blueprint for the
selection, measurement and analysis of data. The research problem
determines the research you should.
Quantitative methods emphasize objective measurements and the
statistical, mathematical, or numerical analysis of data collected through
polls, questionnaires, and surveys, or by manipulating pre-existing
statistical data using computational techniques.
The following are the various kinds of quantitative research design that a
researcher may employ:
1. Experimental Research Design. This allows the researcher to

control the situation. In doing so, it allows the researcher to answer
the question, “What causes something to occur?” This kind of
research also allows the researcher to identify cause and effect
relationships between variables and to distinguish placebo effects
from treatment effects. Further, this research design supports the
ability to limit alternative explanations and to infer direct causal
relationships in the study; the approach provides the highest degree
level of evidence for single studies.
A. Pre-Experimental Design. A type of research apply to

experimental design that with least internal validity. One
type of pre-experiment, the simple group, pre-test-post-test
design, measures the group two times, before and after the
intervention.
Instead of comparing the pretest with the posttest within one
group, the posttest of the treated groups is compared with
that of an untreated group. Measuring the effect as the
difference between groups marks this as between-subjects
design. Assuming both groups experienced the same time-
related influences, the comparison group feature should
protect this design from the rival explanations that threaten
the within-subject design.
Two classes of experimental design that can provide better internal

validity than pre-experimental designs are: quasi-experimental and
true experimental design (Dooly, 1999).
B. Quasi – Experimental Design. In this design, the

researcher can collect more data, either by scheduling more
observations or finding more existing measures. Quasi-
experimental design involves selecting groups, upon which a
variable is tested, without any random pre-selection
processes. For example, to perform an educational
experiment, a class might be arbitrarily divided by
alphabetical selection or by seating arrangement. The
division is often convenient and, especially in an educational
situation, causes as little disruption as possible. After this
selection, the experiment proceeds in a very similar way to
any other experiment, with a variable being compared
between different groups, or over a period of time.
There are two types of quasi-experimental design, these are:
a. Non-Equivalent Control Group. This refers to the

chance failure of random assignment to equalize the
conditions by converting a true experiment into this kind of
design, for purpose of analysis.
b. Interrupted Time Series Design. It employs multiple
measures before and after the experimental intervention. It
differs from the single-group pre-experiment that has only
one pretest and one posttest. Users of this design assume
that the time threats such as history or maturation appear as
regular changes in the measures prior to the intervention.
C. True-Experimental Design. It controls for both time-
related and group-related threats. Two features mark true
experiments: two or more differently treated groups; and
random assignment to these groups. These features require
that the researchers have control over the experimental
treatment and the power to place subjects in groups.
True experimental design employs both treated
and control groups to deal with time-related rival
explanations.
A control group reflects changes other than
those due to the treatment that occur during the time of the
study. Such changes include effects of outside events,
maturation by the subjects, changes in measures and impact
of any pre-tests.
True experimental design offers the highest
internal validity of all the designs. Quasi-experimental
design differs from true experimental design by the absence
of random assignment of subjects to different conditions.
What quasi-experiments have in common with true
experiments is that some subjects receive an intervention
and provide data likely to reflect its impact.
2. Non-Experimental Design. In this kind of design, the researcher

observes the phenomena as they occur naturally and no external
variables are introduced. In this research design, the variables are not
deliberately manipulated nor is the setting controlled. Researchers
collect data without making changes or introducing treatments. This
may also called as descriptive research design because it is only one
under non-experimental design.
Descriptive research design’s main purpose is to observe,
describe and document aspects of a situation as it naturally occurs
and sometimes to serve as a starting point for hypothesis generation
or theory development.
The types of descriptive design are as follows:
a. Survey. It is used to gather information from groups

of people by selecting and studying samples chosen
from a population. This is useful when the objective
of the study is to see general picture of the
population under investigation in terms of their
social and economic characteristics, opinions, and
their knowledge about the behavior towards a
certain phenomenon.
b. Correlational. It is conducted by researchers whose
aim would be to find out the direction, associations
and/or relationship between different variables or
groups of respondents under study.
Correlational research has three types, these are:
1. Bivariate correlational studies – It obtains score

from two variables for each subject, and then uses
them to calculate a correlation coefficient. The term
bivariate implies that the two variables are
correlated (variables are selected because they are
believed to be related).
Example: Children of wealthier (variable one),
better educated (variable 2) parents earn higher
salaries as adults.
2. Prediction Studies – It uses correlation coefficient
to show how one variable (the predictor variable)
predicts another (the criterion variable).
Example: Which high school applicants should be
admitted to college?
3. Multiple Regression Prediction Studies – All
variables in the study can contribute to the over-all
prediction in an equation that adds together the
predictive power of each identified variable.
Example: Suppose the High School GPA is not the
sole predictor of college GPA, what might be other
good predictors?
4. Ex-Post Facto Or Causal-Comparative. This

kind of research derives conclusion from
observations and manifestations that already
occurred in the past and now compared to some
dependent variables. It discusses why and how a
phenomenon occurs.
Example 1: A researcher is interested in how weight

influences stress-coping level of adults. Here the
subjects would be separated into different groups
(underweight, normal, overweight) and their stress-
coping levels measured. This is an ex post facto
design because a pre-existing characteristic (weight)
was used to form the groups.
Example 2: What is the Effect of Home Schooling

on the Social Skills of Adolescents?
5. Comparative. It involves comparing and

contrasting two or more samples of study subjects
on one or more variables, often at a single point of
time. Specifically, this design is used to compare
two distinct groups on the basis of selected
attributes such as knowledge level, perceptions, and
attitudes, physical or psychological symptoms.
Example: A comparative Study on the Health

Problems among Rural and Urban People in Region
IV-A CALABARZON, Philippines.
6. Normative. It describes the norm level of

characteristics for a given behavior. For example: If
you are conducting a research on the study habits of
the high school students you are to use the range of
score to describe the level of their study habits. The
same true is when you would want to describe their
academic performance.
7. Evaluative. It is a process used to determine what

has happened during a given activity or in an
institution. The purpose of evaluation is to see if a
given program is working, an institution is
successful according to the goals set for it, or the
original intent was successfully attained. In other
words, in evaluation judgments can be in the forms
of social utility, desirability, or effectiveness of a
process. For example, we can cite here a situation.
In evaluation study, it will not just be considering
the performance of the students who were taught
under modular instruction; instead, it is the rate of
progress that happened among the students who
were exposed to modular instruction.
Example: A test of children in school is used to

assess the effectiveness of teaching or the
deployment of a curriculum.
8. Methodological. In this approach, the

implementation of a variety of methodologies forms
a critical part of achieving the goal of developing a
scale-matched approach, where data from different
disciplines can be integrated.
What is it?
The learners will be provided with another activity called as Mind
Challenge. Learners need to answer the following questions, and follow the
given directions.
Non-Stop Writing. List down all the concepts that come into your mind
after reading the given questions.
1. What is quantitative research?
_________________________________________________________________
_________________________________________________________________
___________________________________________________________.
2. What are the characteristics of quantitative research?

_________________________________________________________________
_________________________________________________________________
___________________________________________________________.
3. Discuss the strengths of quantitative research.

_________________________________________________________________
_________________________________________________________________
___________________________________________________________.
4. Discuss the weaknesses of quantitative research.

_________________________________________________________________
_________________________________________________________________
___________________________________________________________.
C. Engagement What’s more?

I. Learners will identify what is being asked in each number. Write
your answer after the statement.
1. It highlights numerical analysis of data hoping that the numbers yield

unbiased results that can be generalized to some larger population and
explain a particular observation. _________________________
2. It suggests that the data concerned can be analyzed in terms of numbers.
_______________________
3. This kind of research derives conclusion from observations and
manifestations that already occurred in the past and now compared to
some dependent variables. _______________________
What I can do?

Learners will describe each type of quantitative research design. Give
example for each.
Example: Survey - used to gather information from groups of
people by selecting and studying samples chosen from a
population.
Example: Preference T.V network of viewers in San
Miguel, Sto. Tomas.
What other enrichment activities can I engage in? (Additional

Activities)
Research Work. Research 15 different titles of research in a research reports

and classify them to any of the research designs we have discussed. Choose
only quantitative research titles. Follow the format below.
Research Title Research Design

D. Assimilation What I have learned?
Learners will choose the correct letter that best describe
the question or complete the statement. Write the
answer on the space before each number.
1. Which of the following BEST defines quantitative

research?
A. It is an exploration associated with libraries,
books and journals.
B. It is an activity concerned with finding new
truth in education.
C. It is a systematic process obtaining numerical
information about the world.
D. It is an activity of producing or proving a
theorem.
2. Which of the following is NOT a characteristic of
quantitative research?
A. Data are gathered before proposing a conclusion
or solution to a problem.
B. Quantitative methods can be repeated to verify
findings in another setting, thus strengthen and
reinforcing validity of findings eliminating the
possibility of spurious conclusions.
C. Figures, tables or graphs showcase summarized
data collection in order to show trends,
relationships or differences among variables. In
sum, the charts and tables allow you to see the
evidence collected.
D. It seeks to gather a more comprehensive
understanding of activities related to human
behavior and the attributes that rule such
behavior.
3. Which of the following describes the characteristics of
research where data are in form of statistics?
A. Objective B. Numerical Data
C. Replication D. Large Sample Size
What I can do? (Assessment)

Determine if the description given below is a strength
or weakness of a quantitative research. Write your answer on the
blank provided for.
1. The most reliable and valid way of concluding results,

giving way to a new hypothesis or to disproving it.
___________________________
2. Since, there are more respondents compared to
qualitative research, the expenses will be greater in
reaching out to these people and in reproducing
questionnaires. _______________________
3. If not done seriously and correctly, data from
questionnaires may be incomplete and inaccurate.
____________________________
V. REFLECTION  The learners, in their notebook, journal or

portfolio will write their personal insights
about the lesson using the prompts below.
I understand that .
I realize that .


School
EXEMPLAR (Applied)
Area
Teaching August 31-September 4, Quarter First Quarter
Date 2020
Time

and
everyday lives.


(CS_RS12-Ia-c-1)

competencies)
II. CONTENT
A. References
c. Textbook Pages

Resources
Development and


learn.
What’s new?

looking for. _______________
_______________

Research.

4.



__________________________________________________________
__________________________________________________.
What’s in?

to a problem.
among others.
evidence collected.

unbiased.
necessary.

findings are.

D. Pre-Experimental Design. A type of research apply to

intervention.

E. Quasi – Experimental Design. In this design, the


F. True-Experimental Design. It controls for both time-
explanations.
of any pre-tests.

a. Survey. It is used to gather information from groups

certain phenomenon.
b. Correlational. It is conducted by researchers whose

salaries as adults.
good predictors?

phenomenon occurs.








What is it?
given directions.
_________________________________________________________________
_________________________________________________________________
_______________________________________________________________.

_________________________________________________________________
_________________________________________________________________
_______________________________________________________________.

_________________________________________________________________
_________________________________________________________________
_______________________________________________________________.

_________________________________________________________________
_________________________________________________________________
______________________________________________________________.

I. Learners will identify what is being asked in each number. Write

_______________________
What I can do?

example for each.
population.
Miguel, Sto. Tomas.

Activities)



research?
books and journals.
truth in education.
theorem.
evidence collected.
behavior.

blank provided for.

___________________________
questionnaires. _______________________
____________________________

I understand that .
I realize that .


School
EXEMPLAR (Applied)
Area
Teaching September 7-11, 2020 Quarter First Quarter
Date
Time

and
everyday lives.


(CS_RS12-Ia-c-1)

competencies)
II. CONTENT
A. References
c. Textbook Pages

Resources
Development and


learn.
What’s new?

looking for. _______________
_______________

Research.





__________________________________________________________
__________________________________________________.
What’s in?

to a problem.
among others.
evidence collected.

unbiased.
necessary.

findings are.

G. Pre-Experimental Design. A type of research apply to

intervention.

H. Quasi – Experimental Design. In this design, the


I. True-Experimental Design. It controls for both time-
explanations.
of any pre-tests.

c. Survey. It is used to gather information from groups

certain phenomenon.
d. Correlational. It is conducted by researchers whose

salaries as adults.
good predictors?

phenomenon occurs.








What is it?
given directions.
_________________________________________________________________
_________________________________________________________________
_____.

_________________________________________________________________
_________________________________________________________________
_____.

_________________________________________________________________
_________________________________________________________________
_____.

_________________________________________________________________
_________________________________________________________________
_____.

II. Learners will identify what is being asked in each number. Write

_______________________
What I can do?

example for each.
population.
Miguel, Sto. Tomas.

Activities)



research?
books and journals.
truth in education.
theorem.
evidence collected.
behavior.

blank provided for.

___________________________
questionnaires. _______________________
____________________________

I understand that .
I realize that .

Week 1-3 Lesson Exemplar in Practical Research 2

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Week 1-3 Lesson Exemplar in Practical Research 2

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Learning Area Practical Research 2 (Applied)

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

School Sto. Tomas Senior High Grade Level Grade 12

I. OBJECTIVES At the end of the lesson, learners are expected to:

A. Content Standards The learner demonstrates understanding of the

B. Performance Standards The learner is able to decide on suitable

C. Most Essential Learning Describes characteristics, strengths, weaknesses, and

a. Teacher’s Guide Pages

b. Learner’s Material Pages

d. Additional Materials from Learning

There is an icon that will introduce a list of important ideas to remember.

A. Introduction What I need to know?

Answer the questions below. Follow instructions properly.

1. In quantitative research, researchers know in advance what they are

II. Put a tick (/) if it describes the characteristics of a Quantitative

1. Data is in the form of words, pictures or objects.

B. Development What I know?

Definition of Quantitative Research

Quantitative research is an objective, systematic empirical

The quantitative research suggests that the data concerned can be

May you now give your own example of a quantitative research?

Characteristics of Quantitative Research

1. It is objective. The most reliable and valid way of concluding

Weaknesses of Quantitative Research

Kinds of Quantitative Research Designs

1. Experimental Research Design. This allows the researcher to

A. Pre-Experimental Design. A type of research apply to

Two classes of experimental design that can provide better internal

B. Quasi – Experimental Design. In this design, the

There are two types of quasi-experimental design, these are:

a. Non-Equivalent Control Group. This refers to the

2. Non-Experimental Design. In this kind of design, the researcher

The types of descriptive design are as follows:

a. Survey. It is used to gather information from groups

Correlational research has three types, these are:

1. Bivariate correlational studies – It obtains score

4. Ex-Post Facto Or Causal-Comparative. This

Example 1: A researcher is interested in how weight

Example 2: What is the Effect of Home Schooling

5. Comparative. It involves comparing and

Example: A comparative Study on the Health

6. Normative. It describes the norm level of

7. Evaluative. It is a process used to determine what

Example: A test of children in school is used to

8. Methodological. In this approach, the

2. What are the characteristics of quantitative research?

3. Discuss the strengths of quantitative research.

4. Discuss the weaknesses of quantitative research.

C. Engagement What’s more?

1. It highlights numerical analysis of data hoping that the numbers yield

What I can do?

What other enrichment activities can I engage in? (Additional

Research Work. Research 15 different titles of research in a research reports

Research Title Research Design

1. Which of the following BEST defines quantitative

What I can do? (Assessment)

1. The most reliable and valid way of concluding results,

V. REFLECTION  The learners, in their notebook, journal or

Learning Area Practical Research 2 (Applied)

School Sto. Tomas Senior High Grade Level Grade 12

I. OBJECTIVES At the end of the lesson, learners are expected to:

A. Content Standards The learner demonstrates understanding of the