School TAGODTOD NATIONAL HIGH SCHOOL Grade Level Grade 12 HUMSS

DAILY & 12 ICT

Teacher GLAISA C. BAUTISTA Learning Area PRACTICAL
LESSON RESEARCH 2
LOG Teaching Dates August 29-September 1, 2023 Quarter First
Time

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
The learner demonstrates understanding of
1. The characteristics, strengths, weaknesses and kinds of quantitative research
The learner is able to
1. Decide on suitable quantitative research in different areas of interest
Describes characteristics, strengths, weaknesses, and kinds of quantitative research (CS_rs12_Ia-c-1)
The characteristics, strengths, weaknesses, and kinds of quantitative research
Learner’s Module in Practical Research 2 Quarter 1_Module 1
Ask the students what is all about practical Research 1. Let them recall what they have
learned from it during their Grade 11
Introduction about the subject
Orientation on the learning competencies to be learned
Let them answer the activity to assess their prior knowledge about the topic.
Write QUANTITATIVE if the given statement is describing a quantitative research and
QUALITATIVE if otherwise. Place your answer on your notebook.
1. The results that are yielded can be subjective in nature since it is based from the
participants’ own experiences or views.
2. The instruments being used to gather the data may include the use of questionnaires.
3. In presenting the results of the data gathered, words are being used.
4. The result of the study cannot be generalized to the target population as a whole.
5. Large sample size is necessary to increase the validity and accuracy of the data gathered.
II. Identify the kind of quantitative research being asked below. Choose your answer from the
choices provided inside the box. Write the letter of your answer on the blank provided before
the number.
A. Comparative Research C. Descriptive Research
B. Correlational Research D. Experimental Research
E. Survey Research
1. What kind of Quantitative Research seeks to see if there are significant numerical
difference between/among variables?
2. What kind of Quantitative Research seeks to describe the characteristics of a certain
population?
3. What kind of Quantitative Research aims to see if there is a significant relationship
between dependent and independent variable?
4. What kind of Quantitative Research employs the use of scientific method to test
cause-effect relationship among variable
Processing of the activity then present the lesson and its objectives.
D. Discussing new concepts
and practicing new skills #
1

Process their answer and ask which of the two is an example of a research question in
quantitative research?

Discuss what is quantitative research

E. Discussing new concepts Ask the students what make quantitative research differ from qualitative research?
and practicing new skills #
2 Discussion on the characteristics, strengths and weaknesses and kinds of quantitative
research
F. Developing mastery Let them work on the following activities.
(leads to Formative Activity 1
Assessment 3) Write A if the statement characterized quantitative research and B if NOT.
1. The results of the study are presented through numbers or statistics.
2. Prediction can be done as a result of the data gathered.
3. The participants do have very limited opportunity to elaborate on their responses.
4. It focuses on the validity and accuracy of data gathered rather than on guesses or
intuition.
5. The number of participants needed for the study is of a small number only.
6. The study can be repeated to verify the correctness of the results in another setting.
Activity 2
A. Analyze the given statements below. Write TRUE if the statement is correct in describing
the strength or weakness of quantitative research; FALSE if otherwise.
1. In quantitative research, the respondents are given very limited opportunity to expound their
answers.
2. A fewer number of respondents is needed in quantitative studies to minimize the error.
3. Quantitative research can cover any issues such as depression, drug abuse, and death.
4. One of the strengths of quantitative study is that it is objective.
5. Using statistical techniques would result to slow analysis of gathered data.

B. Read and understand each given situation then choose the letter of the correct kind of
quantitative research it is referring to. 5 points)
A. Comparative C. Descriptive E. Survey
B. Correlational D. Experimental

1. Ms. Lopez, the school registrar, would like to know how the teachers view her process of
academic services. How can Ms. Lopez improve her process of academic services?
2. Mr. Smith, a senior high research teacher observed that his Grade 11 automotive students
are uneasy when it comes to research. With this, Mr. Smith planned to look into the
relationship of research anxiety to the strand of the students.
3. Ms. Kathy, a 5th grade teacher, observed that group Masayahin has improved greatly in
their reading skills compared to the other group in class. Can this be attributed to the new
strategy she employed?
4. Mr. Douglas, a science teacher, plans to collect data on whether students taught with
hands on laboratory activities for a quarter would get higher grades compared to those who
were not taught with hands on laboratory activities. He then randomly assigned the newly
enrolled STEM students into two sections and taught one section with hands on laboratory
activities and the other section without hands on laboratory activities.
5. In order to attain a quality education despite the pandemic, the Department of Education
 have asked the parents, teachers, and students on their preferred opening of classes as well
as their preferred learning delivery modes.

G. Finding practical Let them think/research of at least three research topics that are of their interest and aligned
application of concepts and to their own strand. Assess whether these topics are suitable for quantitative studies.
skills in daily living
H. Making generalizations and Let them complete the concept map to summarize what have been discussed.
abstractions about the
lesson

I. Evaluating learning A 15 item quiz will be administered.

I. Write T if the statement describes or characterizes a quantitative research; F if otherwise.
1. Proposing a conclusion or a solution to a problem can be done with or without data
gathering.
2. Data gathered in quantitative researches are in the form of words which are presented
using tables, graphs, charts, and figures. 3. In order to have valid results in the data analysis,
gathered data must come from a large number of respondents.
4. Non-structured research instruments such as questionnaires are acceptable in data
gathering under quantitative studies.
5. Reliable quantitative studies can be duplicated in another setting
II. Identify the error. Choose the letter of the underlined word/words which makes/s the
statement wrong.

III. Match the given situation in Column A to the appropriate kind of quantitative research in
 Column B.

J. Additional activities for

application or remediation
V. REMARKS

VI. 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?

Prepared by: Checked by: Noted by:

GLAISA C. BAUTISTA REYNALDO G. BOLANTE HERMINIO M. DACQUEL JR.

Subject Teacher Master Teacher I Principal I