School Grade Level 12

DAILY LESSON LOG Teacher Learning Area PRACTICAL RESEARCH 2

Department of Education Teaching Dates and Time WEEK 5 Quarter QUARTER 1
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learners demonstrate understanding of...
1. The range of research in the area of inquiry.
A. Content Standards
2. The value of research in the area of interest.
3. The specificity and feasibility of the problem.
The learners should be able to...
B. Performance Standards
a. Formulate clearly the statement of research problem.
 Designs a research used in daily life (CS_RS12-Id-e-1)
 Writes a research title.

Specific Objectives:
C. Learning a. determine the purposes of writing background of the study in a research paper.
Competencies/Objectives b. analyze the content of the background of the study from a given sample.
c. write the background of research of your own research paper.
d. determine the characteristics of research questions.
e. assess the quality of sample research questions.
f. provide research questions of your own research problem.
II. CONTENT
The Background of Research
Research Questions
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
Begin the lesson by briefly reviewing the
key points from the previous lesson about Begin the lesson by briefly reviewing the
research paper structure and the Begin the lesson by briefly reviewing the previous lesson on the importance of
Begin the lesson by briefly reviewing the
importance of the background of the importance of the research background in research questions in the research
importance of research questions in the
study. a research paper. process.
1. Reviewing previous lesson or research process.
presenting the new lesson
Introduce the new lesson by explaining Recap key points from the previous Introduce the new lesson by explaining
Recap the previous lesson's key points
that today's focus will be on lesson related to the structure and that today's focus will be on creating
about formulating research questions.
understanding the specific purposes of components of a research paper. research questions for their own research
the background of the study and problems.
analyzing its content.
2. Establishing the purpose of the Clearly state the learning objectives for Explain that in this lesson, students will Explain that today's lesson will focus on Explain to students that research
lesson the lesson: to understand the purposes of learn how to write an effective and understanding the characteristics that questions play a critical role in guiding
the background of the study and to be comprehensive background section for make a research question effective and the entire research process.

3. Presenting examples/instances of
the new lesson
4. Discussing new concepts and
practicing new skills #1
5. Discussing new concepts and
practicing new skills #2
able to analyze its content effectively.
Show a sample research paper and
display its background of the study
section on the projector or whiteboard.
Briefly explain the context of the
research paper and highlight the
background of the study.
Discuss how the background of the study
provides relevant information about the
research problem, context, and scope.
Break the students into small groups.
Distribute handouts with different
excerpts from research papers'
background of the study sections.
Instruct each group to read and analyze
the provided excerpt, identifying its
purpose and the information it provides.
After analyzing, each group presents their
findings to the class.
Engage the class in a discussion based on
the presented excerpts.
Discuss the different purposes that the
background of the study can serve, such
as providing historical context,
establishing the significance of the
research problem, and identifying gaps in
their own research papers.
Emphasize the significance of a well-
written background in providing context,
justifying the research, and engaging the
reader.
Display sample research papers on the
screen or distribute handouts with
excerpts from well-constructed
background sections.
Analyze these examples together,
highlighting how they provide relevant
context, introduce the research problem,
and establish the need for the study.
Introduce the key components of an
effective research paper background:
 Introducing the research topic and its
significance.
 Providing historical context and
relevant literature review.
 Identifying gaps, controversies, or
unanswered questions.
Break students into pairs or small groups.
Provide each group with a research topic
and ask them to brainstorm key points for
each component of the background
section.
Share a fictional research scenario related
to the research topics introduced earlier.
Instruct students to work individually or
in pairs and research the topic to gather
relevant information for the background
section.
how to assess the quality of sample Emphasize that well-formulated research
research questions. questions lead to focused and meaningful
research outcomes.
Display a slide with a well-crafted
research question and a poorly
formulated one.
 Well-crafted research question:
"What is the impact of regular Provide examples of research problems
exercise on academic from various fields.
performance in high school
students?" Show how different types of research
 Poorly formulated research questions can lead to different research
question: "Does exercise help approaches and outcomes.
students do better in school?"
Discuss the differences between the two
examples with the students.
Present the characteristics of effective
research questions:
 Clear and concise
 Focused and specific
 Researchable and measurable Explain the key components of a good
 Relevant and meaningful research question: specificity, clarity,
 Feasible within available and relevance.
resources
Break down each component and discuss
Break students into small groups and its importance.
provide each group with a set of sample
research questions. Show a sample research problem and
Instruct the groups to evaluate the guide students in formulating a research
questions based on the characteristics question based on it.
discussed.
Each group presents their evaluation and
reasoning to the class.
Introduce the concept of quality Discuss the difference between open-
assessment rubric for research questions. ended and closed-ended research
questions.
Display the rubric criteria on the board or
screen (e.g., clarity, specificity, Present a new sample research problem
measurability, relevance, feasibility). and ask students to work in pairs or small
groups to create both an open-ended and
Distribute a research question to each a closed-ended research question for it.
 existing literature.
Guide students to identify common
elements found in effective background
of the study sections.
Provide students with a sample research
problem and ask them to individually
write a concise background of the study
(about 1-2 paragraphs) that addresses the
6. Developing Mastery key purposes discussed.
Encourage creativity and critical thinking
as they craft their background of the
study sections.
Facilitate a brief class discussion about
real-life situations where the skills
learned in this lesson could be applied,
such as writing reports, proposals, or
7. Finding practical applications of even understanding news articles and
concepts and skills in daily living policy documents.
8. Generalizing and abstractions Summarize the main points of the lesson,
about the lesson emphasizing the importance of the
background of the study in research
papers and its role in setting the stage for
the research.
Ask students to reflect on how their
Students will create a bulleted outline of
their background section, incorporating
the key components discussed earlier.
Conduct a role-playing activity: Assign
each student a different role, such as
researcher, peer reviewer, or general
audience member.
Provide each student with a background
section outline from the previous activity.
The researcher presents their outline to
the "peer reviewer" who provides
feedback on clarity, depth, and relevance.
After feedback, the researcher revises
their outline accordingly.
Then, the researcher presents the revised
outline to the "general audience
member," who evaluates its
comprehensibility and engagement.
Rotate roles and repeat the process,
allowing students to practice receiving
and incorporating feedback while honing
their presentation skills.
Discuss how the skill of writing an
effective research paper background is
transferable to various professional
contexts, such as grant proposals,
business reports, and policy briefs.
Invite students to share how they can
apply the concepts and skills learned in
their future academic and professional
endeavors.
Lead a brief discussion on the
overarching importance of context-
setting and the role of the background
section in the research paper.
Encourage students to reflect on the
connections between the different
student and ask them to individually
assess its quality using the rubric.
Students discuss their assessments in
pairs and provide constructive feedback.
Engaging Activity: "Research Question
Makeover"
 Provide students with a list of
poorly formulated research
questions.
 In pairs, students work together
to transform the questions into
well-crafted research questions
by applying the characteristics
discussed.
 Each pair presents their original
question and the improved
version to the class, explaining
the changes made.
Facilitate a class discussion on how the
skill of evaluating research question
quality can be useful in everyday
decision-making and problem-solving
scenarios.
Guide a discussion about the broader
significance of well-crafted research
questions in the research process,
emphasizing their role in guiding the
entire study.
Divide the class into small groups.
Distribute a list of diverse research
problems to each group.
Instruct each group to choose a research
problem and collaboratively generate
multiple research questions for it.
Encourage groups to think critically
about specificity, clarity, and relevance.
Each group presents their chosen
research problem and the research
questions they formulated.
Facilitate a class discussion to evaluate
and refine the research questions.
Discuss with the students how the skill of
creating effective research questions can
be applied beyond academic research,
such as in problem-solving, decision-
making, and exploring personal interests.
Summarize the main points of the lesson,
highlighting the importance of research
questions in the research process.
Encourage students to reflect on how
they can apply the skills learned in their
own research projects.

9. Evaluating Learning
10. Additional Activities for
Application or Remediation
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 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?
understanding of the background of the
components of the background and how
study has deepened and evolved during
they contribute to a coherent narrative.
the lesson.
Distribute rubrics or evaluation criteria Distribute a short quiz or worksheet
Distribute a short quiz or a set of Give students a few minutes to
for the background section. containing research problems and ask
questions that assess students' individually reflect on the key concepts
students to generate research questions
comprehension of the lesson's objectives covered in the lesson and the skills
Have students self-assess their role-play for them.
and key concepts. they've practiced.
presentations based on the rubric.
Collect and review the responses to
Collect and review the quizzes for a Ask a few volunteers to share their
Collect and review the outlines and role- assess students' understanding of the
quick assessment of learning. reflections with the class.
play assessments for formative feedback. concept.
Assign students to complete the full
background section for their respective
Provide students with a homework
research papers as homework.
assignment where they analyze the
background of the study from a research For those who need additional practice,
Provide additional resources, such as
paper of their choice. provide extra sample research questions
articles or videos, for students seeking
For students who may need additional and ask them to assess the questions
extra guidance on background writing.
support, offer extra reading materials or using the rubric independently.
provide one-on-one assistance to
Offer one-on-one or small-group
reinforce the lesson's concepts.
remediation sessions for students who
may require extra assistance.