5-Day Lesson Log in Practical Research 1 (Grade 11) Topic:

Qualitative Research Designs

Q2 week1

Day 1: Introduction to Qualitative Research Designs

1. Activity:

o Icebreaker: "What is Research?" Brainstorming session.

o Group activity: Students categorize different types of research

methods provided on index cards.

o Think-pair-share: Students reflect on their understanding of

research and share their thoughts with a partner.

2. Analysis:

o Discuss differences between qualitative and quantitative

research.

o Identify key characteristics of qualitative research.

o Explore real-world applications of qualitative research.

3. Abstraction:

o Summarize the purpose and scope of qualitative research

designs.

o Highlight the significance of qualitative research in various

fields.

4. Application:

o Case study analysis: Given a short research scenario, students

determine if qualitative research is appropriate and justify
their answers.

o Conduct a mini-interview session to practice qualitative data

collection.

5. Assessment:

o Short quiz on distinguishing qualitative and quantitative

research.

o Peer review of interview techniques used in the mini-interview

session.

6. Assignment:

o Research examples of qualitative research in real life and

provide a short reflection.
 o Prepare a short presentation on a selected qualitative
research example.

Day 2: Phenomenological and Ethnographic Research

1. Activity:

o Watch a short documentary clip showcasing a cultural

community.

o Discuss observations about the people and their behaviors.

o Conduct a quick role-play activity representing cultural

observations.

2. Analysis:

o Differentiate phenomenology and ethnography based on

definitions and examples.

o Analyze the strengths and limitations of both designs.

o Examine real-life studies utilizing these research designs.

3. Abstraction:

o Explain how phenomenological and ethnographic research

capture human experiences.

o Discuss ethical considerations in conducting these studies.

4. Application:

o Role-playing activity: Students interview each other to capture

personal experiences.

o Conduct a short ethnographic observation in the school

environment.

5. Assessment:

o Group presentation on how to conduct ethnographic

observation.

o Individual reflections on their observations.

6. Assignment:

o Conduct a mini-ethnographic observation at home and write a

brief report.

o Write a personal reflection on a phenomenological experience.

Day 3: Case Study and Grounded Theory Research

 1. Activity:

o Examine a real-life case study (e.g., business success story,

social issue).

o Identify key information and themes.

o Group discussion on case study findings.

2. Analysis:

o Compare case study and grounded theory research.

o Discuss how grounded theory develops theories from collected

data.

o Review examples of grounded theory research in different

fields.

3. Abstraction:

o Outline the step-by-step process of conducting case study and

grounded theory research.

o Discuss the role of coding in grounded theory.

4. Application:

o Develop a conceptual framework for a simple research topic

using grounded theory principles.

o Analyze a sample interview transcript for emerging themes.

5. Assessment:

o Individual written reflection on the importance of case study

research.

o Quiz on key concepts related to case study and grounded

theory.

6. Assignment:

o Find and summarize a published case study research relevant

to their interests.

o Create a thematic analysis from a short interview transcript.

Day 4: Narrative and Historical Research

1. Activity:

o Listen to an interview or personal story recording.

o Identify recurring themes and key events.

 o Share personal narratives in small groups.

2. Analysis:

o Discuss differences between narrative and historical research.

o Examine sources of historical data.

o Analyze the reliability of different historical sources.

3. Abstraction:

o Explain how narrative research contributes to understanding

personal experiences.

o Discuss the challenges of historical data collection.

4. Application:

o Create a timeline of a significant historical event using

available sources.

o Write a short personal narrative based on a memorable life

experience.

5. Assessment:

o Group discussion and critique of a historical research article.

o Peer evaluation of personal narratives.

6. Assignment:

o Interview a family member and document their personal

narrative.

o Research and summarize a historical event using primary and

secondary sources.

Day 5: Action Research and Evaluation Research

1. Activity:

o Brainstorm classroom or school issues that need

improvement.

o Categorize potential solutions.

o Group discussion on practical approaches to research.

2. Analysis:

o Differentiate action research and evaluation research.

o Discuss the benefits of using these methods in education.

o Examine successful action research projects.

 3. Abstraction:

o Outline the process of conducting action research.

o Identify key steps in evaluation research.

4. Application:

o Plan a mini-action research project addressing a common

classroom problem.

o Design a basic evaluation tool for school projects.

5. Assessment:

o Presentation of action research proposals.

o Peer review of evaluation research plans.

6. Assignment:

o Draft an action research plan on a chosen topic.

o Reflect on how action research can improve daily school life.

5-Day Lesson Log in Practical Research 1: Description of the

Sample

Q2 week 2

Grade Level: 11
Subject: Practical Research 1
Topic: Description of the Sample
Duration: 5 Days

Day 1: Introduction to Sampling

1. Activity:

 Group students into small teams and provide them with a set of
population data (e.g., student population in school). Ask them to
identify a smaller group (sample) from the population and explain
their basis for selection.

Sample Activity:

1. Divide students into groups and provide each group with fictional
data representing a school's student population.

2. Ask each group to select a sample using different criteria such as

random selection, age group, or academic performance.
 3. Each group presents their selected sample and justifies their
sampling approach.

2. Analysis:

 Discuss the importance of sampling in research and analyze

different reasons why researchers use samples instead of whole
populations.

3. Abstraction:

 Define sampling and explain its significance in research studies.

4. Application:

 Ask students to identify real-life situations where sampling is used

and justify their responses.

5. Assessment:

 Sample Quiz:

1. Define sampling.

2. Why is sampling important in research?

3. Differentiate between population and sample.

6. Assignment:

 Research different scenarios in various fields (e.g., healthcare,

marketing) where sampling is applied and prepare a short reflection.

Day 2: Types of Sampling Techniques

1. Activity:

 Provide students with different research scenarios and ask them to

match these with appropriate sampling techniques.

Sample Activity:

1. Distribute flashcards with various research scenarios.

2. Ask students to classify each scenario as probability or non-

probability sampling.

3. Discuss why each scenario falls into a particular category.

2. Analysis:

 Discuss and compare the two main types of sampling: probability

and non-probability sampling.

3. Abstraction:
  Summarize the key characteristics of probability and non-probability
sampling.

4. Application:

 Ask students to classify given examples into probability or non-

probability sampling techniques.

5. Assessment:

 Sample Quiz:

1. What is the difference between probability and non-probability

sampling?

2. Give two examples of probability sampling techniques.

3. When should non-probability sampling be used?

6. Assignment:

 Create a chart comparing probability and non-probability sampling

with examples.

Day 3: Sampling Methods

1. Activity:

 Conduct a demonstration using random and non-random selection

methods with students participating.

Sample Activity:

1. Conduct a classroom raffle to illustrate random sampling.

2. Select students based on specific criteria (e.g., age, height) to

demonstrate non-random sampling.

3. Discuss the advantages and limitations of both methods.

2. Analysis:

 Discuss different sampling methods under each category, such as

simple random, stratified, cluster, convenience, purposive, and
quota sampling.

3. Abstraction:

 Provide an overview of each sampling method with its advantages

and limitations.

4. Application:

 Ask students to design a simple study and choose an appropriate

sampling method.
5. Assessment:

 Sample Quiz:

1. List three sampling methods and their characteristics.

2. What is the primary advantage of stratified sampling?

3. How does convenience sampling differ from random

sampling?

6. Assignment:

 Write a short essay explaining the importance of selecting the right

sampling method for research validity.

Day 4: Determining Sample Size

1. Activity:

 Give students hypothetical population data and ask them to

estimate an appropriate sample size using simple formulas.

Sample Activity:

1. Present students with various population sizes and confidence

levels.

2. Ask them to use formulas to calculate the necessary sample size.

3. Compare the results and discuss influencing factors.

2. Analysis:

 Discuss factors that influence sample size determination (e.g.,

population size, margin of error, confidence level).

3. Abstraction:

 Explain the importance of determining an adequate sample size.

4. Application:

 Students will calculate sample sizes using different research

scenarios.

5. Assessment:

 Sample Quiz:

1. What factors influence sample size determination?

2. Calculate the sample size for a population of 1,000 with a 5%

margin of error.

3. Why is determining an appropriate sample size important?

6. Assignment:

 Research different online sample size calculators and compare their

effectiveness.

Day 5: Ethical Considerations in Sampling

1. Activity:

 Conduct a debate on ethical issues in sampling, such as informed

consent and fairness.

Sample Activity:

1. Divide students into two teams and assign them different ethical
dilemmas.

2. Each team presents arguments supporting or opposing ethical

sampling concerns.

3. Discuss the importance of ethical compliance in research.

2. Analysis:

 Discuss the ethical guidelines for sampling in research.

3. Abstraction:

 Summarize key ethical considerations in sampling.

4. Application:

 Ask students to review a case study and identify ethical concerns.

5. Assessment:

 Sample Quiz:

1. What are key ethical considerations in sampling?

2. Why is informed consent important in sampling?

3. Provide an example of an ethical issue in sampling.

6. Assignment:

 Interview a research practitioner and inquire about ethical

challenges they have encountered in sampling.

5-Day Lesson Log in Practical Research 1: Data Collection and

Analysis Procedures

Q2 week3

Grade Level: 11
Subject: Practical Research 1
Topic: Data Collection and Analysis Procedures
Duration: 5 Days

Day 1: Introduction to Data Collection Methods

1. Activity:

 Conduct a class discussion where students brainstorm different

ways data can be collected in research.

Sample Activity:

1. Divide students into groups and ask them to list possible data
collection methods.

2. Each group presents their list and explains why they think these
methods are effective.

3. Compare and contrast methods discussed in class.

2. Analysis:

 Discuss the purpose of data collection in research and the factors

influencing the choice of data collection methods.

3. Abstraction:

 Define data collection and highlight its role in ensuring research

validity and reliability.

4. Application:

 Ask students to identify suitable data collection methods for

different research topics.

5. Assessment:

 Sample Quiz:

1. What is data collection in research?

2. Why is data collection important?

3. Name three factors influencing the choice of data collection

methods.

6. Assignment:

 Research and write about different fields that commonly use

surveys, interviews, and observations.

Day 2: Survey Method

1. Activity:
  Provide students with sample survey questionnaires and ask them
to evaluate the effectiveness of the questions.

Sample Activity:

1. In pairs, students review different survey questions.

2. Identify strengths and weaknesses of the survey instruments.

3. Suggest improvements based on survey design principles.

2. Analysis:

 Discuss the steps in designing an effective survey and common

pitfalls to avoid.

3. Abstraction:

 Explain the advantages and limitations of the survey method.

4. Application:

 Students design a short survey for a chosen research problem.

5. Assessment:

 Sample Quiz:

1. What are key components of a good survey?

2. Give two advantages and two disadvantages of surveys.

3. What ethical considerations should be taken into account

when conducting surveys?

6. Assignment:

 Develop a survey questionnaire on a topic of interest and justify its

structure.

Day 3: Interview Method

1. Activity:

 Conduct a role-playing activity where students practice conducting

and responding to interview questions.

Sample Activity:

1. Assign roles (interviewer and interviewee) and conduct a mock

interview.

2. Observe and critique interview techniques used.

3. Discuss common challenges faced during interviews.

2. Analysis:
  Discuss the types of interviews and their appropriateness for
different research objectives.

3. Abstraction:

 Summarize the advantages and challenges of using interviews for

data collection.

4. Application:

 Ask students to draft interview questions for a selected research

topic.

5. Assessment:

 Sample Quiz:

1. What are the types of interviews used in research?

2. Mention two key qualities of a good interviewer.

3. Why is it important to establish rapport during interviews?

6. Assignment:

 Conduct a short interview with a classmate and summarize the

findings.

Day 4: Observation Method

1. Activity:

 Take students outside the classroom to observe and document

specific behaviors or patterns.

Sample Activity:

1. Students choose a behavior to observe (e.g., student interaction in

common areas).

2. Record observations systematically.

3. Share findings with the class.

2. Analysis:

 Discuss the importance of observation in qualitative research and its

limitations.

3. Abstraction:

 Explain how to conduct systematic observations effectively.

4. Application:

 Ask students to design an observation guide for a simple study.

5. Assessment:

 Sample Quiz:

1. What are the different types of observation methods?

2. How can observer bias be minimized?

3. What ethical considerations should be taken into account

during observations?

6. Assignment:

 Observe a daily activity and write a brief report using an observation

checklist.

Day 5: Comparing Data Collection Methods and Ethical

Considerations

1. Activity:

 Conduct a class debate on the most effective data collection

method.

Sample Activity:

1. Assign students to teams representing survey, interview, and

observation methods.

2. Each team defends their method based on effectiveness, reliability,

and ethics.

3. The class votes on the most persuasive argument.

2. Analysis:

 Compare and contrast the strengths and weaknesses of each

method.

3. Abstraction:

 Summarize key ethical considerations when choosing a data

collection method.

4. Application:

 Ask students to propose a mixed-method approach for a research

study.

5. Assessment:

 Sample Quiz:

1. Compare and contrast surveys, interviews, and observations.

2. What ethical guidelines should researchers follow?

 3. How can researchers ensure the validity of collected data?

6. Assignment:

 Write a reflection on which data collection method they find most

effective and why.

5-Day Lesson Log in Practical Research 1: Application of Creative

Design Principles for Execution

Q2 WEEK 4

Grade Level: 11
Subject: Practical Research 1
Topic: Application of Creative Design Principles for Execution
Duration: 5 Days

Day 1: Introduction to Creative Design Principles

1. Activity:

 Conduct a brainstorming session where students list and discuss

elements of creative design they encounter in everyday life.

Sample Activity:

1. Divide students into groups and ask them to identify design

elements (e.g., balance, contrast, emphasis) from advertisements,
websites, or packaging.

2. Each group presents their findings and explains the impact of each
element on the viewer.

3. Class discussion on the role of design in communication and

research presentation.

2. Analysis:

 Discuss the importance of creative design in presenting research

effectively and how it influences audience perception.

3. Abstraction:

 Define creative design principles and their role in research

execution.

4. Application:

 Ask students to analyze a given research output and identify the

creative design principles applied.

5. Assessment:
  Sample Quiz:

1. Define creative design principles.

2. Why is design important in research execution?

3. Identify three basic design principles and their functions.

6. Assignment:

 Research examples of effective visual research presentations and

summarize key takeaways.

Day 2: Principles of Layout and Composition

1. Activity:

 Provide students with different layouts and ask them to evaluate

their effectiveness based on design principles.

Sample Activity:

1. Students analyze various research posters or reports and critique

their layout.

2. Identify elements of good and poor design.

3. Suggest improvements based on principles of alignment, balance,

and proximity.

2. Analysis:

 Discuss key principles of layout and composition, such as visual

hierarchy, white space, and alignment.

3. Abstraction:

 Summarize the significance of effective layout in research outputs.

4. Application:

 Students will create a sample research poster layout incorporating

discussed principles.

5. Assessment:

 Sample Quiz:

1. What is the purpose of layout in research presentation?

2. Name three principles of effective composition.

3. Why is white space important in design?

6. Assignment:

 Create a mood board showcasing different layout styles.

Day 3: Color Theory and Typography in Research Presentation

1. Activity:

 Conduct a color and typography matching exercise.

Sample Activity:

1. Provide students with different color palettes and font styles.

2. Ask them to pair appropriate fonts with color schemes for a research
topic.

3. Discuss how color psychology influences perception.

2. Analysis:

 Explain the psychology of colors and the impact of typography

choices in research presentations.

3. Abstraction:

 Define key terms such as contrast, readability, and visual appeal.

4. Application:

 Students will design a sample title page for a research report

incorporating effective color and typography choices.

5. Assessment:

 Sample Quiz:

1. What is color psychology, and why is it important in research

design?

2. List three important aspects to consider when selecting fonts.

3. How does contrast affect readability?

6. Assignment:

 Create a color scheme and font style guide for a research

presentation.

Day 4: Visual Aids and Data Presentation

1. Activity:

 Provide students with sample charts and graphs and ask them to
critique their design and readability.

Sample Activity:

1. Analyze sample research data visualizations.

 2. Identify design flaws and propose improvements.

3. Create an improved version of the data visualization.

2. Analysis:

 Discuss best practices for designing charts, graphs, and infographics

for research purposes.

3. Abstraction:

 Explain the importance of clarity, simplicity, and accuracy in data

presentation.

4. Application:

 Students create their own charts using given research data.

5. Assessment:

 Sample Quiz:

1. What are the key elements of an effective data visualization?

2. How does design influence the interpretation of data?

3. What are common mistakes in data presentation?

6. Assignment:

 Design a simple infographic to summarize key research findings.

Day 5: Ethical Considerations and Final Execution

1. Activity:

 Conduct a peer review of students' creative design outputs.

Sample Activity:

1. Students present their research outputs to peers.

2. Peers provide constructive feedback based on design principles.

3. Discussion on the ethical use of design elements in research.

2. Analysis:

 Discuss ethical considerations in visual representation, including

avoiding misleading visuals and respecting copyright.

3. Abstraction:

 Summarize the key ethical principles in creative research design.

4. Application:

 Ask students to revise their work based on peer feedback.

5. Assessment:

 Sample Quiz:

1. Why is ethics important in research design?

2. How can researchers ensure fair representation of data?

3. What are common ethical pitfalls in visual design?

6. Assignment:

 Finalize and submit their research presentation incorporating all

design principles discussed.

5-Day Lesson Log in Practical Research 1: Observation and

Interview Procedures and Skills, and Drawing Out Patterns and
Themes from Data

Q2 WEEK 5

Grade Level: 11
Subject: Practical Research 1
Topic: Observation and Interview Procedures and Skills, and Drawing Out
Patterns and Themes from Data
Duration: 5 Days

Day 1: Introduction to Observation and Interview Procedures

1. Activity:

 Conduct a class discussion where students brainstorm different

ways data can be collected through observation and interviews.

Sample Activity:

1. Divide students into groups and ask them to list real-life situations
where observations and interviews are used.

2. Each group presents their list and explains the importance of each
method.

3. Class discussion on the strengths and limitations of observation and

interviews.

2. Analysis:

 Discuss the significance of observation and interview methods in

qualitative research.

3. Abstraction:
  Define observation and interview methods and explain their
differences.

4. Application:

 Ask students to analyze different research topics and suggest

whether observation or interview would be more appropriate.

5. Assessment:

 Sample Quiz:

1. Define observation and interview methods in research.

2. List three advantages of interviews over observations.

3. Provide an example of a situation best suited for observation.

6. Assignment:

 Research and summarize a case study where both observation and

interviews were used effectively.

Day 2: Conducting Effective Observations

1. Activity:

 Conduct a field observation activity in the school environment.

Sample Activity:

1. Assign students an area to observe (e.g., library, cafeteria).

2. Have them document behaviors and patterns systematically.

3. Share observations and discuss common findings.

2. Analysis:

 Discuss key factors for conducting effective observations, such as

objectivity and recording techniques.

3. Abstraction:

 Explain the importance of structured observation guides.

4. Application:

 Ask students to create an observation checklist for a selected

scenario.

5. Assessment:

 Sample Quiz:

1. What are the types of observation methods?

 2. How can observer bias be minimized?

3. Why is detailed documentation important in observations?

6. Assignment:

 Observe an event at home and write a brief report using an

observation checklist.

Day 3: Developing Interview Skills

1. Activity:

 Conduct a role-playing activity where students practice conducting

and responding to interview questions.

Sample Activity:

1. Pair students and assign roles (interviewer and interviewee).

2. Conduct mock interviews based on a given topic.

3. Provide feedback on questioning techniques and active listening.

2. Analysis:

 Discuss the essential skills for conducting effective interviews, such

as active listening and probing.

3. Abstraction:

 Summarize the types of interview questions and their appropriate

usage.

4. Application:

 Ask students to draft an interview guide for a given research

problem.

5. Assessment:

 Sample Quiz:

1. What are the different types of interview questions?

2. Mention two key qualities of a good interviewer.

3. How can an interviewer establish rapport with an interviewee?

6. Assignment:

 Conduct a short interview with a family member and summarize the

responses.

Day 4: Identifying Patterns and Themes in Data

1. Activity:

 Provide students with sample qualitative data and ask them to

identify emerging themes.

Sample Activity:

1. Analyze interview transcripts and observation notes.

2. Highlight recurring ideas and categorize them into themes.

3. Share findings with the class.

2. Analysis:

 Discuss methods for coding qualitative data to identify patterns and

themes.

3. Abstraction:

 Explain the importance of thematic analysis in research.

4. Application:

 Students analyze a sample dataset and develop a coding

framework.

5. Assessment:

 Sample Quiz:

1. What is thematic analysis?

2. How do researchers code qualitative data?

3. What challenges might arise when identifying patterns in

data?

6. Assignment:

 Collect qualitative data through interviews and identify themes.

Day 5: Presenting Qualitative Data

1. Activity:

 Conduct a presentation where students showcase their findings from

previous assignments.

Sample Activity:

1. Students present their thematic analysis findings.

2. Peers provide feedback on clarity and organization.

3. Class discussion on the importance of proper data presentation.

2. Analysis:

 Discuss strategies for presenting qualitative data effectively.

3. Abstraction:

 Summarize key elements in structuring qualitative research

findings.

4. Application:

 Ask students to prepare a report summarizing their qualitative

findings.

5. Assessment:

 Sample Quiz:

1. What are the best ways to present qualitative data?

2. How can visual aids enhance qualitative data presentation?

3. Why is it important to ensure clarity in presenting findings?

6. Assignment:

 Finalize and submit their qualitative research report incorporating all

discussed elements.

5-Day Lesson Log in Practical Research 1: Guidelines in Making

Conclusions and Recommendations, and Techniques in Listing
References

Q2 WEEK 6

Grade Level: 11
Subject: Practical Research 1
Topic: Guidelines in Making Conclusions and Recommendations, and
Techniques in Listing References
Duration: 5 Days

Day 1: Understanding Conclusions and Recommendations

1. Activity:

 Conduct a brainstorming session on the importance of drawing

conclusions and making recommendations in research.

Sample Activity:

1. Students read sample research conclusions and recommendations.

2. Discuss the effectiveness and clarity of the provided examples.

 3. Class discussion on what makes a strong conclusion and effective
recommendations.

2. Analysis:

 Discuss the elements of a well-written conclusion and how

recommendations should align with research findings.

3. Abstraction:

 Define conclusions and recommendations, and explain their

importance in research.

4. Application:

 Ask students to write a conclusion and recommendation section for

a given sample research data.

5. Assessment:

 Sample Quiz:

1. What is the purpose of the conclusion in research?

2. What should recommendations be based on?

3. Why is it important to align recommendations with research

findings?

6. Assignment:

 Review two research papers and compare their conclusions and

recommendations.

Day 2: Writing Effective Conclusions

1. Activity:

 Group activity where students analyze and critique provided sample

conclusions.

Sample Activity:

1. Students identify strengths and weaknesses in sample conclusions.

2. Revise and improve one sample conclusion as a group.

2. Analysis:

 Discuss the key components of a strong conclusion: summary of

findings, implications, and final thoughts.

3. Abstraction:

 Summarize techniques for writing effective conclusions.

4. Application:

 Students draft a conclusion for their current research project.

5. Assessment:

 Sample Quiz:

1. What are the key elements of an effective conclusion?

2. How should a conclusion relate to research objectives?

3. Why is clarity important in writing conclusions?

6. Assignment:

 Rewrite an existing research conclusion using the discussed

guidelines.

Day 3: Formulating Recommendations

1. Activity:

 Individual exercise where students draft recommendations based on

given research scenarios.

Sample Activity:

1. Students receive sample research findings.

2. They formulate appropriate and actionable recommendations.

3. Share their recommendations with the class.

2. Analysis:

 Discuss how to ensure recommendations are practical, specific, and

evidence-based.

3. Abstraction:

 Explain the importance of feasibility and relevance in

recommendations.

4. Application:

 Ask students to write a set of recommendations for their research

projects.

5. Assessment:

 Sample Quiz:

1. What makes a recommendation actionable?

2. Why must recommendations be based on research findings?

 3. How can recommendations be structured effectively?

6. Assignment:

 Develop a list of recommendations for a hypothetical research topic.

Day 4: Techniques in Listing References

1. Activity:

 Hands-on exercise where students practice writing citations in

different formats.

Sample Activity:

1. Students are given various sources (books, articles, websites).

2. They list them correctly using APA and MLA citation styles.

3. Group discussion on common citation mistakes.

2. Analysis:

 Discuss the importance of proper citation to avoid plagiarism.

3. Abstraction:

 Define citation styles and their specific uses.

4. Application:

 Students create a reference list for their research project using APA
or MLA style.

5. Assessment:

 Sample Quiz:

1. What is the purpose of citing sources in research?

2. Differentiate between in-text citation and reference list.

3. What are the key elements of an APA citation?

6. Assignment:

 Compile a properly formatted reference list for a sample research

topic.

Day 5: Finalizing Conclusions, Recommendations, and References

1. Activity:

 Peer review session where students critique each other's

conclusions, recommendations, and reference lists.
Sample Activity:

1. Students exchange their work with peers for review.

2. Provide constructive feedback and suggestions for improvement.

3. Revise their work based on feedback received.

2. Analysis:

 Discuss common mistakes and best practices in writing conclusions

and recommendations.

3. Abstraction:

 Summarize the key considerations when finalizing research

conclusions and references.

4. Application:

 Students finalize and compile their research conclusions,

recommendations, and reference lists.

5. Assessment:

 Sample Quiz:

1. What are the key aspects of a well-structured research

conclusion?

2. How can one ensure recommendations are practical and

relevant?

3. Why is proper citation critical in research?

6. Assignment:

 Submit the final version of their research conclusion,

recommendations, and references following the discussed
guidelines.