Grade Level: 12 Subject: Practical Research 2

Date: February 26, 2024 Session: 8:36 AM-9:36 AM

Content Standard: The learner demonstrates understanding of the characteristics, strengths, weaknesses, and
kinds of quantitative research

Performance Standard: The learner is bale to decide on suitable quantitative research in different areas of interest.
Competency: The learner describes characteristics, strengths, weaknesses, and kinds of quantitative
research.
I. LEARNING OBJECTIVES
 Knowledge Describe quantitative research
 Skills Identify the qualities of quantitative research
 Attitude Show critical thinking and personal discipline throughout the class activities
II. SUBJECT MATTER
Lesson/Topic: Nature of Inquiry and Research
Learning Sources: References: Practical Research Books (a) Practical Research 2 – Francisco (b) Practical
Research for Senior High School – Prieto (c)Practical Research 2 - Baraceros
Materials: Blackboard, Bond papers, Chalk, Permanent Markers
Tools/Equipment: Laptop, TV
LC Code #: CS_RS12-Ia-c-1
III. PROCEDURE
A. PREPARATION
Introductory Activity  Opening Prayer
 Checking of Attendance
 Let the students arrange the cutout letters to form a meaningful phrase
 “CARCAHETIRSCSTI FO TIQUNAATITEV SAERHERC”
 (CHARACTERISTICS OF QUANTITATIVE RESEARCH)
 Let them post their answers on the board.
Motivational Question What words can you associate with quantitative research?
Activity: Write the words on the board.
Analysis:  Choose the sentence that best describes quantitative research?
 From the chosen sentence, what are the important words that best describe
quantitative research?
 Present the topic “Qualities of Quantitative Research”
B. PRESENTATION
Abstraction: Quantitative research is an objective, systematic, empirical investigation of observable
phenomena through the use of computational techniques. It highlights numerical analysis
of data hoping that the numbers yield unbiased results. The following are the
characteristics of quantitative research:

Characteristics of Quantitative Research

1. Methods or procedures of data gathering include like age, gender, educational
status, among others, that call for measurable characteristics of the population.
2. Standardized instruments guide data collection, thus, ensuring the accuracy,
reliability and validity of data.
 3. Figures, tables, or graphs showcase summarized data collected to show trends,
relationships, or differences among variables. In sum, the charts and tables allow
you to see the evidence collected.
4. A large population yields more reliable data, but principles of random sampling
must be strictly followed to prevent researcher’s bias.
5. Quantitative methods can be repeated to verify findings in another setting, thus,
reinforcing validity of findings.
6. Quantitative research puts emphasis on proof, rather than discovery.

Kinds of Quantitative Research Designs

C. PRACTICE:
Exercises: Give examples of research. Let them identify if it is qualitative or quantitative research.
Also, let them prove their answers using their previous knowledge and their new
knowledge specifically about quantitative research.
Application: Make a concept map about the meaning of research. Draw the diagram rite your answer on
the spaces provided.

______
______
______ ______
______ ______
RESEAR
CH
______ ______
______ ______
______
______
 Concluding Activity Have students to reflect on the following:
“Writing is like pulling the trigger of a gun; if you’re not loaded nothing happens.”
IV. ASSESSMENT:
Formative Assessment In 10 minutes, instruct students to write their concise learning about the characteristics of
quantitative research. Let them do it in a paragraph form.
Summative Assessment
V.
ASSIGNMENT/AGREEMENT
Enrichment
Expansion Have the students to research about the advantages and disadvantages of quantitative
research.
Preparation for the Next
Lesson
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners caught
up the lesson
D. No. of learners who continue
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
and supervisor help me solve?
G. What innovation or localized I
used/discover which I to share
with other teacher?

Prepared by:
Observer 1:
LOUREY-FE N. GARGOLES
Teacher
Observer 2:

Observer 3:
Checked by:

ELISA T. MAGDALINO
School TIC