Grade
GRADE 11
School: TULALIAN NATIONAL HIGH SCHOOL Level: GRADE 11
DAILY
LESSON LOG JUBERT E. GULO Learning PRACTICAL RESEARCH 1
SENIOR HIGH SCHOOL Teacher: WEEK 1; December 9-13, 2024 Area:
I. OBJECTIVES SESSION 1 SESSION 2 SESSION 3 SESSION 4
A. Content Standards: The learner demonstrates an understanding of the importance of research in daily life
B. Performance Standards: The learner is able to use appropriate kinds of research in making decisions.
C. Learning The learner: The learner: The learner: The learner:
Competencies/Objectives: 1. shares research experiences 1. Explains the importance of research 1. Characteristics of research 1. Differentiates quantitative from
Write the LC Code for each and knowledge in daily life. (CS_RS-IIIa-2) Processes of research qualitative research.
(CS_RS11-IIIa-1) Ethics of Research (CS_RS-IIIa-3) (CS_RS11-IIIa-4)
Learning Objectives: Learning Objectives: Learning Objectives:
1. Define research based on 1. Define research based on the 1. Understand the Learning Objectives:
previous knowledge; picture shown; characteristics of research; 1. Identifies the
2. Create a mind map about their 2. Perform the importance of 2. Construct an interactive flow characteristics of
insights or knowledge about research through differentiated chart showing the stages of quantitative and
doing research; and activities; and the research process; qualitative research;
3. Reflect on their previous 3. Internalize the significance of 3. Provide reasons for unethical 2. Make a Venn diagram to
experiences/challenges in research in daily life situations. practices and point out differentiate quantitative
doing research and cite preventive action and qualitative research;
solutions to prevent same 3. Acknowledge the
difficulties. necessity of relating a
research problem to the
type of research to be
used.
Characteristics of research
Quantitative and Qualitative
II. CONTENT Nature of Inquiry and Research Importance of Research Processes of research
Research
Ethics of Research
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials from Powerpoint Presentation Powerpoint Presentation
Powerpoint Presentation Powerpoint Presentation
Learning Resource (LR) Meta strips of paper, adhesive tapes, Meta strips of paper, adhesive
Manila Paper, Markers Manila paper, Coloring Materials
portal cartolina, markers tapes, cartolina, markers
B. Other Learning Resources Practical Research 1;
Practical Research 1; Practical Research 1; Practical Research 1;
Quarter 1 -Module 4:
Quarter 1 -Module 1: Quarter 1 -Module 2: Quarter 1 -Module 3:
Quantitative and Qualitative
Fusing Experience and Knowledge Getting the Most Out of Life Rectifying Research Misconduct
Research
IV. PROCEDURE
MOTIVATION 1. Group the class into 2 1. Facilitate the game called 1. Group the class into 2 The teacher will show two
2. Invite the class to play Pass the Ball wherein teacher 2. Facilitates a game called illustrations and they will be asked
a game called 4 pics, 1 will flash a fill in the blanks Word Stats wherein teacher about the difference
word wherein teacher shows word with it’s description for shows a scrambled letters for
4 pictures to guess the the students to guess the word. the students to guess the
concept/word 2. The teacher will play a music concept/word
and the students will pass the *This activity introduces the
ball, then the students holding characteristics of research (empirical,
the ball when the music stops logical, cyclical, analytical, critical,
will answer the word being replicable, methodical)
described. the teacher shows on the
screen the characteristics of
research and provides a brief
explanation.
A. ACTIVITY 1. Each group shall be tasked to 1. Each group will be given 1. Each group will be given meta Group the class into four. Each
create a mind map that shows differentiated tasks: strips and have them create a flow group is asked to place a paper
their experiences and a. Group 1: Task 1 (page 3) chart in guessing the correct order of strip with a printed word or phrase
knowledge about doing b. Group 2: Task 2 (page 4) the stages of research. in the correct column (either
research (manila paper using 2. Each group must have their own quantitative or qualitative).
markers). unique flow chart to use.
Each group will present its output to the Each group will present its output to the Each group will present its output to Each group will present its output
class. class. the class. to the class.
Rubrics shall be used to assess the Rubrics shall be used to assess the Rubrics shall be used to assess the Rubrics shall be used to assess
presentation. presentation. presentation. the presentation.
Teacher: Teacher: Teacher: Teacher:
Using a ppt, the teacher gives Using a ppt, the teacher gives Using a ppt, the teacher Using a ppt, the teacher gives a
a brief lecture explaining the a brief lecture explaining the gives a brief lecture brief lecture explaining the
nature of inquiry and research importance of research explaining the stages of difference between quantitative
research process. and qualitative research
B. ANALYSIS Teacher asks: Teacher asks: Teacher asks: Ask the class the following
1. What do you think about the 1. Out from the given importance of 1. What stage are we in right now on questions:
activity? research, which do you think is the the process of research? 1. How is qualitative research
2. What have you learned from it? most significant for you as a student- 2. Which do you think is the most conducted?
researcher? important stage? Why? 2. How is quantitative research
1. done?
3. What are the tools/ instruments
used in qualitative research? in
quantitative research?
4) Is qualitative research
measurable? Why or why not?
What are the ethics of research? How does qualitative research
differ from quantitative research?
C. ABSTRACTION What is Research? Students portray the importance of Students shall answer the activity 1) What type of research is used if
1. It is a “systematic investigation” research in their daily life situations Can You Help? you want to find out the life
designed to extend the through differentiated activities. experiences of students who are
knowledge of what is already Group 1: song financially unstable? Why?
known. Group 2: poem 2) What type of research is used if
2. It is the information to prove Group 3: illustration you want to find out the level of
accuracy or truthfulness of a reading proficiency of Grade 8
claim. students in your school? Why?
3. It is the tool to man’s problem.
4. It is used to understand
different situations and give
positive answers to questions.
D. APPLICATION Students may now brainstorm on three Students may research recent research Students come up with an initial In a Venn diagram, list down the
(3) problems that they have observed findings which has left a significant timeline/matrix/schedule for the similarities and differences of
in the school. impact to them and the community completion of their research output qualitative research and quantitative
there are living. research.
EVALUATION Individual: Group: Individual: Individual:
Answer the activity Reflect on the Answer the activity Checked-Up. Answer the activity Your Reflection/s. Answer the activity Mixed Up!
Experience (activity sheets) (Activity sheets) (Activity sheets) (Activity sheets)
PREPARED BY: CHECKED BY:
JUBERT E. GULO GEORGETA D. DADULA
Teacher III Master Teacher 1
