GRADE 1 2 School TINAJERO HIGH SCHOOL-ANNEX Grade Level 12

DAILY LESSON LOG Teacher MARTEE B. GOZUN Learning Area Practical Research 2
Senior High School Inclusive Date November 21 - 25, 2022 Quarter FIRST

I. OBJECTIVES Day 1 Day 2 Day 3 Day 4 Day 5

A. Content The range of The range of research The range of research topics in The range of research topics in the area of The range of research topics in the area
Standard research topics in topics in the area of the area of inquiry inquiry of inquiry
the area of inquiry inquiry
B. Performance The learner is able The learner is able The learner is able to The learner is able to formulate clearly The learner is able to formulate clearly
Standard to formulate clearly to formulate clearly formulate clearly the the statement of research problem the statement of research problem
the statement of the statement of statement of research
research problem research problem problem
C. Learning Describes sampling Describes sampling Describes sampling procedure Describes sampling procedure and the Describes sampling procedure and the
Competency/Objectiv procedure and the procedure and the and the sample sample sample
es sample sample CS_RS12-IIa-c-2 CS_RS12-IIa-c-2 CS_RS12-IIa-c-2
Write the LC code for CS_RS12-IIa-c-2 CS_RS12-IIa-c-2
each.
II. CONTENT Identifying the Inquiry and Stating the Problem

III. LEARNING https://www.scribbr.com/methodology/sampling-methods/

RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional Books and Other Books and Other Books and Other Researches Books and Other Researches Books and Other Researches
Materials from Researches Researches
Learning
Resource
(LR)portal
B. Other Learning
Resource
IV.PROCEDURES
A. Reviewing Review Lessons Review Review Lessons from Review Lessons from Previous Review Lessons from Previous
previous lesson or from Previous Lessons Previous lesson lesson lesson
presenting the new lesson from
lesson Previous
lesson
B. Establishing a State the Objective State the Objective State the Objective of the State the Objective of the Lesson State the Objective of the Lesson
purpose for the of the Lesson of the Lesson Lesson
lesson
C. Presenting Sampling Methods Samples are used to make In non-probability sampling, the sample Research Work
examples/Instance | Types, Probability sampling inferences about is selected based on non-random
s of the new lesson Techniques & means that every populations. Samples are criteria, and not every member of the
Examples member of the easier to collect data from population has a chance of being
When you conduct population has a because they are practical, included.
research about a chance of being
cost-effective, convenient,
group of people, selected. It is mainly
used in quantitative and manageable. Common non-probability sampling
it’s rarely possible
to collect data from research. If you want methods include convenience sampling,
every person in to produce results that voluntary response sampling, purposive
that group. Instead, are representative of sampling, snowball sampling, and quota
you select a the whole population, sampling.
sample. The probability sampling
sample is the techniques are the
group of individuals most valid choice.
who will actually
participate in the
research.
D. Discussing new To draw valid There are four main types of probability sample. Non-probability sampling methods Research Work
concepts and conclusions from 1. Simple random sampling In a non-probability sample, individuals
practicing new your results, you In a simple random sample, every member of the are selected based on non-random
skills # 1 have to carefully population has an equal chance of being selected. Your criteria, and not every individual has a
decide how you will sampling frame should include the whole population. chance of being included.
select a sample
that is To conduct this type of sampling, you can use tools like
random number generators or other techniques that are
This type of sample is easier and
representative of
the group as a based entirely on chance. cheaper to access, but it has a higher
whole. There are risk of sampling bias. That means the
two types of Example: Simple random sampling inferences you can make about the
sampling methods: You want to select a simple random sample of 100 population are weaker than with
employees of Company X. You assign a number to probability samples, and your
Probability every employee in the company database from 1 to conclusions may be more limited. If you
sampling involves 1000, and use a random number generator to select 100 use a non-probability sample, you
random selection, numbers. should still aim to make it as
allowing you to representative of the population as
make strong possible.
statistical
inferences about Non-probability sampling techniques
the whole group.
are often used in exploratory and
Non-probability
sampling involves qualitative research. In these types of
non-random research, the aim is not to test a
selection based on hypothesis about a broad population,
convenience or but to develop an initial understanding
other criteria, of a small or under-researched
allowing you to population.
easily collect data.
You should clearly
explain how you
selected your
sample in the
methodology
section of your
paper or thesis.
Population vs
sample
First, you need to
understand the
difference between
a population and a
sample, and
identify the target
population of your
research.

The population is
the entire group
that you want to
draw conclusions
about.
The sample is the 2. Systematic sampling
specific group of Systematic sampling is similar to simple random
individuals that you sampling, but it is usually slightly easier to conduct.
will collect data Every member of the population is listed with a number,
from. but instead of randomly generating numbers, individuals
The population can are chosen at regular intervals.
be defined in terms Example: Systematic sampling
of geographical
location, age, All employees of the company are listed in alphabetical
income, and many order. From the first 10 numbers, you randomly select a
other starting point: number 6. From number 6 onwards, every
characteristics. 10th person on the list is selected (6, 16, 26, 36, and so
on), and you end up with a sample of 100 people.
If you use this technique, it is important to make sure
that there is no hidden pattern in the list that might skew
the sample. For example, if the HR database groups
employees by team, and team members are listed in
order of seniority, there is a risk that your interval might
skip over people in junior roles, resulting in a sample
that is skewed towards senior employees.
3. Stratified sampling
Stratified sampling involves dividing the
population into subpopulations that may differ in
important ways. It allows you draw more precise
conclusions by ensuring that every subgroup is
properly represented in the sample.
To use this sampling method, you divide the
population into subgroups (called strata) based
on the relevant characteristic (e.g. gender, age
range, income bracket, job role).
Based on the overall proportions of the
population, you calculate how many people
should be sampled from each subgroup. Then
you use random or systematic sampling to select
a sample from each subgroup.
Example: Stratified sampling
The company has 800 female employees and 200
male employees. You want to ensure that the
sample reflects the gender balance of the
1. Convenience sampling
A convenience sample simply includes
the individuals who happen to be most
accessible to the researcher.
This is an easy and inexpensive way to
gather initial data, but there is no way to
tell if the sample is representative of the
population, so it can’t produce
generalizable results.
Example: Convenience sampling
You are researching opinions about
student support services in your
university, so after each of your classes,
you ask your fellow students to
complete a survey on the topic. This is a
convenient way to gather data, but as
you only surveyed students taking the
same classes as you at the same level,
the sample is not representative of all
the students at your university.
2. Voluntary response sampling
Similar to a convenience sample, a
voluntary response sample is mainly
based on ease of access. Instead of the
researcher choosing participants and
directly contacting them, people
volunteer themselves (e.g. by
responding to a public online survey).
Voluntary response samples are always
at least somewhat biased, as some
people will inherently be more likely to
volunteer than others.
.
 company, so you sort the population into two
strata based on gender. Then you use random
sampling on each group, selecting 80 women and
20 men, which gives you a representative sample
of 100 people.

E. Discussing new It can be very broad Example: Voluntary response sampling Research Work
concepts and or quite narrow: 4. Cluster sampling You send out the survey to all students
practicing new maybe you want to Cluster sampling also involves dividing the at your university and a lot of students
skills # 2 make inferences about population into subgroups, but each subgroup decide to complete it. This can certainly
the whole adult should have similar characteristics to the whole give you some insight into the topic, but
population of your sample. Instead of sampling individuals from the people who responded are more
country; maybe your
each subgroup, you randomly select entire likely to be those who have strong
research focuses on
customers of a certain subgroups. opinions about the student support
company, patients services, so you can’t be sure that their
with a specific health If it is practically possible, you might include opinions are representative of all
condition, or students every individual from each sampled cluster. If students.
in a single school. the clusters themselves are large, you can also 3. Purposive sampling
sample individuals from within each cluster This type of sampling, also known as
It is important to using one of the techniques above. This is called judgement sampling, involves the
carefully define your multistage sampling. researcher using their expertise to select
target population
a sample that is most useful to the
according to the This method is good for dealing with large and
purpose and
purposes of the research.
dispersed populations, but there is more risk of
practicalities of your error in the sample, as there could be substantial It is often used in qualitative research,
project.
differences between clusters. It’s difficult to where the researcher wants to gain
If the population is guarantee that the sampled clusters are really detailed knowledge about a specific
very large, representative of the whole population. phenomenon rather than make statistical
demographically inferences, or where the population is
mixed, and Example: Cluster sampling very small and specific. An effective
geographically The company has offices in 10 cities across the purposive sample must have clear
dispersed, it might be country (all with roughly the same number of criteria and rationale for inclusion.
difficult to gain employees in similar roles). You don’t have the Always make sure to describe your
access to a capacity to travel to every office to collect your inclusion and exclusion criteria.
representative sample. data, so you use random sampling to select 3
offices – these are your clusters. Example: Purposive sampling
Sampling frame
The sampling frame is You want to know more about the
the actual list of opinions and experiences of disabled
Probability sampling means that every member students at your university, so you
individuals that the of the target population has a known chance of purposefully select a number of students
sample will be drawn being included in the sample. with different support needs in order to
from. Ideally, it gather a varied range of data on their
should include the Probability sampling methods include simple experiences with student services.
entire target random sampling, systematic sampling, 4. Snowball sampling
population (and
stratified sampling, and cluster sampling. If the population is hard to access,
nobody who is not
part of that snowball sampling can be used to
In multistage sampling, or multistage cluster recruit participants via other
population).
sampling, you draw a sample from a population participants. The number of people you
Example: Sampling using smaller and smaller groups at each stage. have access to “snowballs” as you get in
frame contact with more people.
You are doing This method is often used to collect data from a
research on working large, geographically spread group of people in Example: Snowball sampling
conditions at national surveys, for example. You take You are researching experiences of
Company X. Your advantage of hierarchical groupings (e.g., from homelessness in your city. Since there is
population is all 1000 state to city to neighborhood) to create a sample no list of all homeless people in the city,
employees of the that’s less expensive and time-consuming to probability sampling isn’t possible. You
company. Your collect data from.
sampling frame is the
meet one person who agrees to
company’s HR participate in the research, and she puts
Sampling bias occurs when some members of a you in contact with other homeless
database which lists
population are systematically more likely to be people that she knows in the area.
the names and contact
details of every ample selected in a sample than others. A sample is a subset of individuals from
size a larger population. Sampling means
The number of selecting the group that you will
individuals you actually collect data from in your
should include in your research. For example, if you are
sample depends on researching the opinions of students in
various factors, your university, you could survey a
including the size and
sample of 100 students.
variability of the
population and your
research design.
In statistics, sampling allows you to test
There are different a hypothesis about the characteristics of
sample size a population.
calculators and
formulas depending
on what you want to
achieve with
statistical analysis.
employee.
 F. Developing Sampling Sampling Sampling Formulation Sampling Formulation Research Work
mastery Formulation Formulation
(leads to Formative
Assessment 3)
G. Finding practical Apply it in real life Apply it in real life Apply it in real life Apply it in real life Research Work
application of
concepts and skills
in daily living
H. Making Summarize the Summarize the Lesson Summarize the Lesson and Summarize the Lesson and Ask the Students Summarize the Lesson and Ask the
generalizations Lesson and Ask the and Ask the Students Ask the Students about the about the Topic Students about the Topic
and abstractions Students about the about the Topic Topic
about the lesson Topic

I. Evaluating learning Short Quiz Short Quiz Short Quiz Short Quiz Short Quiz
J. Additional activities
for application or
remediation
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
who scored below
80%
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?

Grade and Section 12-EARTH, JUPITER, MARS, 12-EARTH, JUPITER, 12-EARTH, JUPITER, 12-EARTH, 12-EARTH,
MERCURY, SATURN, MARS, MERCURY, MARS, MERCURY, JUPITER, MARS, JUPITER, MARS,
SATURN, SATURN, MERCURY, MERCURY,
SATURN, SATURN,
Time 7:00-1:50 7:00-1:50 7:00-1:50 7:00-1:50 7:00-1:50
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Day 5 
Prepared by: Checked by: Noted by:

MARTEE B. GOZUN VANGIE M. PARAS LYDIA G. HERRERA

Teacher III Master Teacher II Principal IV