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 December 5 – December 9 Quarter FIRST

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

A. Content 1. quantitative 1. quantitative 1. quantitative research 1. quantitative research 1. quantitative research
Standard research research design design design
design design 2. description of sample 2. description of sample 2. description of sample
2. description of 2. description of 3. instrument development 3. instrument development 3. instrument development
sample sample 4. description of 4. description of 4. description of
3. instrument 3. instrument intervention (if applicable) intervention (if applicable) intervention (if applicable)
development development 5. data collection and 5. data collection and 5. data collection and
4. description of 4. description of analysis procedures such as analysis procedures such as analysis procedures such as
intervention (if intervention (if survey, interview and survey, interview and survey, interview and
applicable) applicable) observation observation observation
5. data collection 5. data collection and 6. guidelines in writing 6. guidelines in writing 6. guidelines in writing
and analysis procedures research methodology research methodology research methodology
analysis procedures such as
such as survey, interview and
survey, interview observation
and 6. guidelines in writing
observation research methodology
6. guidelines in
writing
research
methodology
B. Performance Describe Describe adequately Describe adequately Describe adequately Describe adequately
Standard adequately quantitative research quantitative research quantitative research quantitative research
quantitative designs, sample, designs, sample, designs, sample, designs, sample,
research instrument used, instrument used, instrument used, instrument used,
designs, sample, intervention (if intervention (if intervention (if intervention (if
instrument used, applicable), data applicable), data collection, applicable), data collection, applicable), data collection,
intervention (if collection, and analysis procedures and analysis procedures and analysis procedures
 applicable), data and analysis
collection, procedures
and analysis
procedures
C. Learning Constructs an Constructs an Constructs an instrument Constructs an instrument Constructs an instrument
Competency/Objectiv instrument instrument and establishes its validity and establishes its validity and establishes its validity
es and establishes its and establishes its and reliability and reliability and reliability
Write the LC code for validity validity CS_RS12-IIa-c-3 CS_RS12-IIa-c-3 CS_RS12-IIa-c-3
each. and reliability and reliability
CS_RS12-IIa-c-3 CS_RS12-IIa-c-3
II. CONTENT Understanding Data and Ways to Systematically Collect Data

III. LEARNING
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 https://www.scribbr.com/methodology/reliability-vs-validity/
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 Construct validity uses statistical analyses, such as correlations, to verify The first thing we have to ask is: Research Work
examples/Instance the relevance of the questions. Questions from an existing, similar “validity of what?” When we think
s of the new lesson instrument, that has been found reliable, can be correlated with questions about validity in research, most of us
from the instrument under examination to determine if construct validity is think about research components. We
present. might say that a measure is a valid one,
Reliability and validity are concepts used to evaluate the quality of or that a valid sample was drawn, or that
research. They indicate how well a method, technique or test measures the design had strong validity. But all of
something. Reliability is about the consistency of a measure, and validity those statements are technically
is about the accuracy of a measure. incorrect. Measures, samples and
It’s important to consider reliability and validity when you are creating designs don’t ‘have’ validity – only
your research design, planning your methods, and writing up your results, propositions can be said to be valid.
especially in quantitative research. Technically, we should say that a
measure leads to valid conclusions or
that a sample enables valid inferences,
and so on. It is a proposition, inference
or conclusion that can ‘have’ validity.

D. Discussing new Understanding reliability vs validity Types of Validity Research Work

concepts and Reliability and validity are closely related, but they mean different things. Researchers use validity to determine
practicing new A measurement can be reliable without being valid. However, if a whether a measurement is accurate or
skills # 1 measurement is valid, it is usually also reliable. not. The accuracy of measurement is
usually determined by comparing it to
What is reliability?
the standard value.
Reliability refers to how consistently a method measures something. If
the same result can be consistently achieved by using the same methods
under the same circumstances, the measurement is considered reliable. When a measurement is consistent over
time and has high internal consistency,
You measure the temperature of a liquid sample several times under it increases the likelihood that it is valid.
identical conditions. The thermometer displays the same temperature
every time, so the results are reliable. 1) Content Validity
A doctor uses a symptom questionnaire to diagnose a patient with a This refers to determining validity by
long-term medical condition. Several different doctors use the same evaluating what is being measured. So
questionnaire with the same patient but give different diagnoses. This content validity tests if your research is
indicates that the questionnaire has low reliability as a measure of the measuring everything it should to
condition.
produce an accurate result.

For example, if I were to measure what

causes hair loss in women. I’d have to
consider things like postpartum hair
loss, alopecia, hair manipulation,
dryness, and so on.

By omitting any of these critical factors,

you risk significantly reducing the
validity of your research because you
won’t be covering everything necessary
to make an accurate deduction.

For example, a certain woman is losing

her hair due to postpartum hair loss,
excessive manipulation, and dryness,
but in my research, I only look at
postpartum hair loss. My research will
show that she has postpartum hair loss,
which isn’t accurate.

Yes, my conclusion is correct, but it

What is validity? does not fully account for the reasons
Validity refers to how accurately a method measures what it is why this woman is losing her hair.
intended to measure. If research has high validity, that means it
produces results that correspond to real properties, characteristics, and 2) Criterion Validity
variations in the physical or social world. This measures how well your
measurement correlates with the
 High reliability is one indicator that a measurement is valid. If a
method is not reliable, it probably isn’t valid.
If the thermometer shows different temperatures each time, even
though you have carefully controlled conditions to ensure the sample’s
temperature stays the same, the thermometer is probably
malfunctioning, and therefore its measurements are not valid.
If a symptom questionnaire results in a reliable diagnosis when
answered at different times and with different doctors, this indicates
that it has high validity as a measurement of the medical condition.
However, reliability on its own is not enough to ensure validity. Even
if a test is reliable, it may not accurately reflect the real situation.
variables you want to compare it with to
get your result. The two main classes of
criterion validity are predictive and
concurrent.
3) Predictive validity
It helps predict future outcomes based
on the data you have. For example, if a
large number of students performed
exceptionally well in a test, you can use
this to predict that they understood the
concept on which the test was based and
will perform well in their exams.

The thermometer that you used to test the sample gives reliable results. 4) Concurrent validity
However, the thermometer has not been calibrated properly, so the On the other hand, involves testing with
result is 2 degrees lower than the true value. Therefore, the different variables at the same time. For
measurement is not valid. example, setting up a literature test for
A group of participants take a test designed to measure working your students on two different books
memory. The results are reliable, but participants’ scores correlate and assessing them at the same time.
strongly with their level of reading comprehension. This indicates that
the method might have low validity: the test may be measuring You’re measuring your students’
participants’ reading comprehension instead of their working memory. literature proficiency with these two
Validity is harder to assess than reliability, but it is even more books. If your students truly understood
important. To obtain useful results, the methods you use to collect your the subject, they should be able to
data must be valid: the research must be measuring what it claims to correctly answer questions about both
measure. This ensures that your discussion of the data and the books..
conclusions you draw are also valid.

How are reliability and validity assessed?

Reliability can be estimated by comparing different versions of the
same measurement. Validity is harder to assess, but it can be estimated
by comparing the results to other relevant data or theory. Methods of
 estimating reliability and validity are usually split up into different
types.

Types of reliability
Different types of reliability can be estimated through various statistical
methods.
E. Discussing new . 5) Face Validity Research Work
concepts and Quantifying face validity might be a bit
practicing new difficult because you are measuring the
skills # 2 perception validity, not the validity
itself. So, face validity is concerned
with whether the method used for
measurement will produce accurate
results rather than the measurement
itself.

If the method used for measurement

doesn’t appear to test the accuracy of a
measurement, its face validity is low.

Here’s an example: less than 40% of

To assess the validity of a cause-and-effect relationship, you also need to
consider internal validity (the design of the experiment) and external
validity (the generalizability of the results).
How to ensure validity and reliability in your research
The reliability and validity of your results depends on creating a strong
research design, choosing appropriate methods and samples, and
conducting the research carefully and consistently.
Ensuring validity
men over the age of 20 in Texas, USA,
are at least 6 feet tall. The most logical
approach would be to collect height data
from men over the age of twenty in
Texas, USA.
However, asking men over the age of 20
what their favorite meal is to determine
their height is pretty bizarre. The
method I am using to assess the validity
of my research is quite questionable
because it lacks correlation to what I
 If you use scores or ratings to measure variations in something (such as want to measure.
psychological traits, levels of ability or physical properties), it’s 6) Construct-Related Validity
important that your results reflect the real variations as accurately as Construct-related validity assesses the
possible. Validity should be considered in the very earliest stages of accuracy of your research by collecting
your research, when you decide how you will collect your data. multiple pieces of evidence. It helps
determine the validity of your results by
Choose appropriate methods of measurement comparing them to evidence that
Ensure that your method and measurement technique are high quality supports or refutes your measurement.
and targeted to measure exactly what you want to know. They should
be thoroughly researched and based on existing knowledge. 7) Convergent validity
If you’re assessing evidence that
For example, to collect data on a personality trait, you could use a strongly correlates with the concept,
standardized questionnaire that is considered reliable and valid. If you that’s convergent validity.
develop your own questionnaire, it should be based on established theory
or findings of previous studies, and the questions should be carefully and 8) Discriminant validity
precisely worded. Examines the validity of your research
Use appropriate sampling methods to select your subjects by determining what not to base it on.
To produce valid generalizable results, clearly define the population You are removing elements that are not
you are researching (e.g. people from a specific age range, a strong factor to help validate your
geographical location, or profession). Ensure that you have enough research. Being a vegan, for example,
participants and that they are representative of the population. does not imply that you are allergic to
meat.
Ensuring reliability
Reliability should be considered throughout the data collection How to Ensure Validity and Reliability
process. When you use a tool or technique to collect data, it’s in Your Research
important that the results are precise, stable and reproducible. You need a bulletproof research design
to ensure that your research is both valid
Apply your methods consistently and reliable. This means that your
Plan your method carefully to make sure you carry out the same steps methods, sample, and even you, the
in the same way for each measurement. This is especially important if researcher, shouldn’t be biased.
multiple researchers are involved.
Ensuring Reliability
For example, if you are conducting interviews or observations, clearly To enhance the reliability of your
define how specific behaviours or responses will be counted, and make
sure questions are phrased the same way each time. research, you need to apply your
measurement method consistently. The
Standardize the conditions of your research chances of reproducing the same results
When you collect your data, keep the circumstances as consistent as for a test are higher when you maintain
possible to reduce the influence of external factors that might create the method you’re using to experiment.
variation in the results.
For example, you want to determine the
For example, in an experimental setup, make sure all participants are reliability of the weight of a bag of
given the same information and tested under the same conditions. chips using a scale. You have to
consistently use this scale to measure
Where to write about reliability and validity in a thesis the bag of chips each time you
It’s appropriate to discuss reliability and validity in various sections of experiment.
your thesis or dissertation or research paper. Showing that you have
taken them into account in planning your research and interpreting the You must also keep the conditions of
results makes your work more credible and trustworthy. your research consistent. For instance, if
you’re experimenting to see how
quickly water dries on sand, you need to
consider all of the weather elements that
day.

So, if you experimented on a sunny day,

the next experiment should also be
conducted on a sunny day to obtain a
reliable result.
Ensuring Validity
There are several ways to determine the
validity of your research, and the
majority of them require the use of
highly specific and high-quality
measurement methods.

Before you begin your test, choose the

best method for producing the desired
 results. This method should be pre-
existing and proven.

Also, your sample should be very

specific. If you’re collecting data on
how dogs respond to fear, your results
are more likely to be valid if you base
them on a specific breed of dog rather
than dogs in general.

Conclusion
Validity and reliability are critical for
achieving accurate and consistent
results in research. While reliability
does not always imply validity, validity
establishes that a result is reliable.
Validity is heavily dependent on
previous results (standards), whereas
reliability is dependent on the similarity
of your results.

F. Developing Statement of Statement of the Statement of theProblem Statement of theProblem Research Work
mastery theProblem Problem Formulation Formulation Formulation
(leads to Formative Formulation
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
Students about the about the Topic Topic
 and abstractions Topic
about the lesson
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, 12-EARTH, JUPITER, 12-EARTH, JUPITER, 12-EARTH, 12-EARTH,
MERCURY, MARS, SATURN MERCURY, MARS, MERCURY, MARS, JUPITER, JUPITER,
SATURN SATURN MERCURY, MARS, MERCURY, MARS,
SATURN SATURN
Time 7:00-7:55 7:00-7:55 7:00-7:55 7:00-7:55 7:00-7:55
10:05:11:55 10:05:11:55 10:05:11:55 10:05:11:55 10:05:11:55
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Day 2     
Day 3     
Day 4     
Day 5 
Prepared by: Checked by: Noted by:

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

Teacher III Master Teacher II Principal IV