DAILY LESSON LOG School

CABACAO NATIONAL HIGH

SCHOOL
Grade Level 11
Department of Education Teacher SHARIBELLE A. MAGSINO Learning Area PRACTICAL RESEARCH 1
Teaching Dates and Time May 8-12,2023 WEEK 2 Quarter QUARTER 4
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learners demonstrate understanding of...
1. qualitative research designs.
A. Content Standards 2. the description of sample.
3. data collection and analysis procedures such as survey, interview, and observation.
4. the application of creative design principles for execution.
The learners should be able to...
B. Performance Standards
1. describe qualitative research designs, sample, and data collection and analysis procedures.
MOST ESSENTIAL LEARNING COMPETENCY
 describes sampling procedure and sample (CS_RS11-IVa-c-2)

C. Learning Competencies/Objectives OBJECTIVES

1. Define sampling and other technical terms about sampling.
2. Differentiate the various methods of sampling.
3. Pick out an appropriate sampling method and sample for a chosen research topic.

II. CONTENT SAMPLING PROCEDURES

III. LEARNING RESOURCES

A. References PRACTICAL RESEARCH 1 BOOK / MODULE
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
Ask the students about their understanding of
research design, qualitative research, data
Begin the lesson by asking students to briefly
Begin the lesson by asking students to recall collection methods, and sampling.
share their understanding of sampling methods
the importance of sampling in research and its
and the importance of selecting an appropriate
role in ensuring the representative of data. Recap the previous lessons on selecting the
1. Reviewing previous lesson or sample for research.
most suitable qualitative research design based Recall the previous lesson.
presenting the new lesson
Facilitate a brief discussion to refresh their on the research problem or question, justifying
Recap the key points from the previous lesson,
understanding of sampling and its significance the selection of the qualitative research design
emphasizing the different sampling methods
in practical research. based on its relevance and suitability for the
discussed.
research objectives, and differentiating the
various methods of sampling.
 Explain to students that the purpose of this
lesson is to define sampling and other
technical terms related to sampling.
2. Establishing the purpose of the lesson
Emphasize the importance of understanding
these terms to ensure the validity and
reliability of research findings.
Provide real-world examples where sampling
techniques have been utilized in research
studies.
Present different scenarios and discuss the
3. Presenting examples/instances of the
implications of different sampling methods on
new lesson
the generalize of the findings.
Engage students in a class discussion to
analyze the examples and identify the
technical terms associated with sampling.
Introduce the concept of probability sampling
methods.
Discuss the different types of probability
4. Discussing new concepts and
sampling methods such as simple random
practicing new skills #1
sampling, stratified random sampling, and
cluster sampling.
Provide examples of when to use each method.
Introduce the concept of non-probability
sampling methods.
Discuss the different types of non-probability
5. Discussing new concepts and
sampling methods such as convenience
practicing new skills #2
sampling, purposive sampling, and snowball
sampling.
Provide examples of when to use each method.
6. Developing Mastery Divide the class into groups and provide them
with a research problem or question.
Ask each group to identify the most suitable
sampling method for their research problem or
question and justify their choice.
Each group will present their justification and
address the issues of sampling error and
sampling bias in their sampling method.
Explain to the students that the purpose of this
lesson is to differentiate the various methods
of sampling.
Provide examples of research studies and the
sampling method used for each.
Discuss the different methods of sampling
such as probability sampling and non-
probability sampling.
Introduce the concept of probability sampling
methods.
Discuss the different types of probability
sampling methods such as simple random
sampling, stratified random sampling, and
cluster sampling.
Provide examples of when to use each method.
Introduce the concept of non-probability
sampling methods.
Discuss the different types of non-probability
sampling methods such as convenience
sampling, purposive sampling, and snowball
sampling.
Provide examples of when to use each method.
Divide the class into groups and provide them
with a research problem or question.
Ask each group to identify the most suitable
sampling method for their research problem or
question and justify their choice.
Each group will present their justification and
address the issues of sampling error and
sampling bias in their sampling method.
Explain to students that the purpose of this
lesson is to delve deeper into the various
Tell the students that you will continue the
sampling methods and develop their skills in
discussion of the previous lesson.
selecting appropriate samples for specific
research topics.
Provide real-life examples of research topics,
such as "The impact of social media on
teenagers' mental health" or "The preferred
study habits of successful students."
Discuss the importance of selecting an
appropriate sample to ensure the research
findings are valid and representative.
Introduce the concept of sample size and its
Introduce different sampling methods, such as impact on research findings.
random sampling, stratified sampling, cluster
sampling, convenience sampling, and Discuss the factors to consider when
purposive sampling. determining the appropriate sample size, such
as population size, desired level of accuracy,
and available resources.
Provide examples and calculations to illustrate
how sample size is determined for different
research scenarios.
Explain the characteristics, advantages, and
limitations of each sampling method.
Engage students in a hands-on activity where
they calculate the required sample size for a
given research topic using appropriate
formulas or online tools.
Engage students in a group activity where they Divide the students into small groups.
are given scenarios and asked to determine the
most appropriate sampling method for each Assign each group a specific research topic.
scenario.
Instruct the groups to brainstorm and select an
Encourage students to justify their choices and appropriate sampling method and sample size
engage in a class discussion about their for their assigned research topic.
selections.
Each group will present their chosen sampling
method and sample size to the class, providing
a rationale for their selection.

Discuss how the concepts of sampling and its
technical terms can be applied in real-life
situations.
7. Finding practical applications of
concepts and skills in daily living
Provide examples of how sampling can be
used in fields such as education, healthcare,
and social sciences.
Summarize the main points of the lesson,
emphasizing the definition and significance of
sampling in practical research.
Engage students in a class discussion to
8. Generalizing and abstractions about identify the key concepts and technical terms
the lesson related to sampling.
Encourage students to reflect on the potential
challenges and considerations in selecting
appropriate sampling techniques for different
research scenarios.
Administer a short quiz or assignment where
students are given scenarios and must identify
the appropriate sampling technique and
explain the associated technical terms.
9. Evaluating Learning
Provide immediate feedback on the students'
responses and address any misconceptions or
areas that need further clarification.
Ask the students to come up with their own
research problem or question and identify the
most suitable sampling method for their study.
10. Additional Activities for Application Ask them to justify their choice and address
or Remediation the issues of sampling error and sampling bias
in their sampling method.
Provide additional resources for students who
need remediation.
V. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
Encourage class discussions and peer
feedback to foster critical thinking and refine
their choices.
Discuss how the concepts of sampling and its
various methods can be applied in real-life
Facilitate a discussion on the importance of
situations.
research in various fields and how the skills
learned in practical research can be applied in
Provide examples of how sampling can be
daily life.
used in fields such as education, healthcare,
and social sciences.
Summarize the key concepts and skills learned
in the lesson.
Ask the students to reflect on how they can
apply these concepts and skills in their future
Ask students to reflect on the lesson and share
research projects.
their insights or any remaining questions they
may have.
Conduct a formative assessment by providing
a set of research scenarios where students
Conduct a quiz to assess the students'
need to identify the most suitable sampling
understanding of the lesson.
method and sample size.
Provide feedback on their performance and
Monitor students' responses and provide
address any misconceptions.
individual feedback to reinforce their
understanding.
Ask the students to come up with their own
research problem or question and identify the
most suitable sampling method for their study.
Ask them to justify their choice and address
the issues of sampling error and sampling bias
in their sampling method.
Provide additional resources for students who
need remediation.
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 this 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?

PREPARED BY : CHECKED BY: NOTED BY:

SHARIBELLE A. MAGSINO WENEFREDA C. DE JESUS ELMER E. MAGBANUA

Subject Teacher Head Teacher III Principal II