Professional Documents
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Final Demo DLP V4
Final Demo DLP V4
Final Demo DLP V4
School Grade 11
School Level
Student Learning
Mary Rose E. Alegria Practical Research 1
Teacher Area
Teaching
April 8, 2024 Fourth Quarter
Date and Quarter
9:00 – 10:00 am
Time
I. OBJECTIVES
The learner demonstrates understanding of qualitative research design.
1. the range of research
topics in the area of
inquiry
2. the value of research in
the area of interest
3. the specificity and
feasibility of the problem
posed
1. the range of research
topics in the area of
inquiry
2. the value of research in
A. Content
the area of interest
Standards
3. the specificity and
feasibility of the problem
posed
1. the range of research
topics in the area of
inquiry
2. the value of research in
the area of interest
3. the specificity and
feasibility of the problem
posed
The learner demonstrates
understanding of
B. Performance
The learner is able to describe qualitative research design.
Standard
C. Learning
The learner chooses appropriate qualitative research design (CS_RS11-
Competencies/
IVa-c-1).
Objectives
hooses appropriate qualitative research
(Write the LC
desig
code for each)
At the end of the lesson, learners are expected to…
A. identify different types of qualitative research designs;
B. determine the qualitative research design in the sample researches;
D. Specific
and
Learning
C. express appreciation on the importance of research design in
Competencies
conducting research.
express appreciation of the importance of research design and
sampling methods in the conducting a research study
II. SUBJECT MATTER
A. Content Qualitative Research Design
Qualitative Research– involves collecting and analyzing non-numerical
data to understand concepts, opinions or experiences.
Research Design – it is the outline or the blueprint of your research. This
will determine what type of research you will be conducting.
Types of Qualitative Research Design
A. Case Study – finding the reason/s behind such occurrence drives
you to also delve into relationships of people related to the case
under study.
B. Ethnography – studies group of people that share a common
culture. It requires time in a site to systematically observe,
interview and record processes.
B. Concept C. Content and Discourse Analysis – calls for a detailed and
systematic examination of the choice and use of words from which
concepts or images are vividly derived.
D. Phenomenological Study – to understand lived experiences from
the research participant’s point of view and how they find their
experiences meaningful.
E. Grounded Theory – is an attempt to extract a general abstract
theory of a process, or interaction grounded in views of research
participants.
F. Historical Analysis – it can show patterns and occurred in the past
and over time which can help to see where we came from and what
kind of solutions we have used in the past.
Thumbs up, Thumbs Down – The students will raise the Thumbs Up and
Thumbs Down emoji based on the correct answer in each item presented.
1,2,3 Eyes on the board – The teacher may call out “1, 2, 3, eyes on me,”
and students know to stop what they're doing and respond with “1, 2, eyes
on you.” Not only does it capture students' attention, but it refocuses them
on the process of responding.
C. Strategy
Crystal Clear – The teacher will say “Crystal” to ask the students if they
understand what is being discussed, then the students will answer “Clear”
if they did understand. It may use also to get the attention of the students.
Call a friend – The teacher will call a student to answer a certain question
to get a recitation points, when then student didn’t answer the question,
he/she will give a chance to call a friend or one of his/her groups to help
him/her answer the given question.
Visual Aids
Printed worksheets
Printed example researches
Emoji Stick
D. Instructional
Padlet
Materials
Cellphone
Data connection/hotspot
Projector
Board
Practical Research 1 Textbook pp. 116-119
https://onlinelibrary.wiley.com/doi/10.1002/9781119222781.ch14
https://www.matec-conferences.org/articles/matecconf/abs/
2019/21/matecconf_icfmce2019_01032/
matecconf_icfmce2019_01032.html
https://www.tandfonline.com/doi/full/
10.1080/10720537.2022.2032503
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9037218/
https://psycnet.apa.org/record/2016-50558-001
E. Reference https://repository.cpu.edu.ph/handle/20.500.12852/1144
https://pdxscholar.library.pdx.edu/open_access_etds/4035/
https://www.researchgate.net/publication/
233858380_Historical_Research_A_Thematic_Analysis_of_Conv
ention_and_Conference_Themes_for_Selected_Professional_Healt
h_Education_Associations_from_1975_to_2009
https://www.researchgate.net/publication/
346401427_A_Phenomenological_Analysis_of_Filipino_Students'
_Experiences_of_Bullying_In_State_Universities_and_Colleges
III. PROCEDURES
Teacher’s Activity Student’s Activity
“Please all rise as we pray! May I (Students will stand for the prayer)
call our prayer leader for today,
Student 1.” Student 1: “Let us put ourselves in
the presence of God, in the name
of the father. Dear Lord, as we
gather to begin this class today, we
ask for your presence and
guidance. We know that without
you, we can do nothing. We ask
that you open our minds and hearts
to receive the knowledge and
understanding we will be taught.
Amen.”
“Okay, so before you take your (Student will pick up the trash and
seats, kindly pick up all the pieces of arrange their chairs.)
papers under your chairs and align
your chairs properly.”
“We’re now in the second half of (Students will read the house
the semester. Let me present to you rules.)
our new sets of house rules.”
A. Reviewing
previous lesson House Rules…
or presenting This classroom is a free
the new lesson space.
Always remember to be
happy.
Enjoy the discussion
Respect each other
We will use cellphone on our
groupings and happy quiz.
Raise your emojis
appropriately
“To set our expectations, let us (Students will read the learning
read our learning objectives for objectives.)
today. Please read, everyone.”
C. Presenting
examples/instan “Student 4, please define Student 4: “Qualitative research
ces of the new qualitative research.” involves collecting and analyzing
lesson non-numerical data to understand
concepts, opinions or
experiences.”
D. Discussing
new concepts “Each group will be given a
and practicing sample research abstract. Be sure to
new skills #1 take note important details from the
paper. After that, you will answer the
following given questions in the
Padlet. I will give you 10 minutes to
brainstorm and then 5 minutes to
finish your answers in Padlet. Are
the instructions clear?” Class: “Crystal!”
Group 5: A Phenomenological
Study of Filipino Students’
Experience of Bullying in State
University and Colleges
E. Discussing
new concepts “May I call on the representative (Group 1 representative will stand
and practicing of first group.” and explain their work.)
new skills #2
“Do you agree to the group 1? (Students will raise their emoji
Raise your reactions based on the based on their reaction.)
presentation of Group 1.”
“Do you agree with the answer (Students will raise their emoji
of student 1? Thumbs up if yes, and based on their answer.)
thumbs down if no.”
“That is impressive!
Ethnographic research involves
immersing the researcher in the
culture or context being studied to
gain a deep understanding of the
social phenomena within that setting.
Did you get the point?” Class: “Yes, Ma’am!”
“Will you agree with the (Students will raise their emoji
presentation of group 3? Give heart based on their answers.)
react if yes, and thumbs down if no.”
“Do you agree with the (Students will raise their emoji
observation of student 9? Please based on their reaction.)
raise your reaction.”
“Did you get the point of the (Students will raise their emoji
group 7? Raise your heart reaction if based on their reaction.)
yes, and sad reaction, if no.”
“Raise your reaction based on the (Students will raise their emoji
presentation of group 8.” based on their reaction.)
(See Appendix B)
HAPPY QUIZ #1
Identify what research design is best Answers:
suited in each item.
Noted by:
Appendix A
Examples of researches
Example of Case Study – GROUP 1
Counseling and psychotherapy in the Philippines: Jojo's story.
In this chapter, we discuss the therapy of Jojo, who presented with general life dissatisfaction
and depression and felt stigmatized. The chapter describes the role of solution focused story
sharing in enabling him to take small steps in doing something about the predicament he is in
and in adopting a more positive attitude about his future. Jojo is a 54-year-old male who lives
with a younger male partner, Ronnie, who is 8 years his junior. Jojo sees himself as bisexual. He
is the second youngest child of a family of eight children. This chapter discusses the therapy of
Jojo, who has HIV. It charts the tumultuous journey of an overseas contract worker who was
betrayed by his wife, has a son who battles drug addiction, and eventually fell for a male lover.
Through his narratives, we had a better grasp of his coping mechanisms and discovered his
patterns of avoidance and his inability to accept the realities of his current circumstances. The
rapport built by the counselors and the open attitude of the client to listen and learn from the
interactions helped him see the light and get on with being alive.
Example of Ethnography – GROUP 2
Emerging from the ‘worst’: An ethnography of the modern Filipino commuting culture
behind the Modern Manila traffic crisis
This type of study uses participant observation in which the researchers were also the
participants themselves. Here, they immersed themselves in the culture and spent time with the
Filipino commuting public personally experiencing the commuting activities e.g. waiting in
terminals, riding trains or buses, and the like. This was done to get a sense of how they live the
"commuting" life, their habits, and their interactions with each other and those around them.
Upon identifying the key locations, the researchers did covert participant observation. Hereafter,
short interviews and discussions were made with the people involved in the culture until 62
observations and statements from informants were recorded. The recorded data included the
collation of information that reflects responses from the commuting students and workers alike,
public utility vehicle (PUV) drivers, and observations of the Manila-based public transportation
terminals, design of public transportation system, rail and road traffic management system.
These establishes rigor of the research findings through triangulation of data sources.
Appendix B
Design me!
F. Developing mastery (Leads to Formative Assessment 3)
Appendix C
Work with me worksheets
A. Title:
__________________________________________________
_____________________________________________
______________________________________
B. Research Questions
a.
b.
c.
d.
e.
C. Research Design
D. Justification
Appendix D
Happy Quiz Questionnaire
HAPPY QUIZ #1
Identify what research design being asked in each item. Write your answer the space after each
number.
1. A team of teachers and counselors assess the impact of extracurricular activities on student
mental health through surveys and interviews. Adjustments are made based on findings.
2. A research from Maguindanao wants to understand the coping mechanism of the families
who’s loss a family member during the Coved-19 Pandemic.
3. The study of primary and secondary sources, such as historical documents and archives
(diplomatic) in researching an event from the past.
4. A company studies with a high attrition rate that has not done any research on this area to
understand key reasons why people choose to leave.
5. A team of researcher is trying to explore the factors influencing the success of a specific small
business.