Adaptive Teaching Guide (ATG) – Practical Research 2
Grade Level: 12
Strand: All Academic Strands
Semester: 1st
Week: 1
Schedule: 3 Days/Week
Topic: Introduction to Quantitative Research
Total Hours This Week: 6 hours (3 days × 2 hours)
Most Essential Learning Competency (MELC #1):
Explain the importance of quantitative research in daily life.
Lesson #1: Understanding Quantitative Research
Prerequisite Knowledge & Skills:
Basic understanding of what research is
Familiarity with real-life problems or school-related issues
Awareness of data or number-based observations in everyday life
Diagnostic/Remedial Activities:
KWL Chart Activity: Ask students to fill out the “K” (What I Know) and “W” (What I Want to Know) parts on the
topic “Quantitative Research.”
Think-Pair-Share Prompt: “What comes to mind when you hear the word research?”
Chunked Experiential Learning (by Day):
Day 1: “What is Quantitative Research?”
Activity: Video lecture and guided discussion on the definition, purpose, and characteristics of quantitative
research.
Mini Task: Students answer quick true/false and multiple choice questions from the lecture.
Day 2: “Why is Quantitative Research Important?”
Activity: Real-life case examples (e.g., COVID-19 statistics, school surveys, market research).
Class Discussion: How quantitative research affects decisions in health, education, and society.
Student Task: Begin drafting a one-paragraph reflection on where they encounter data and numbers in life.
Day 3: “Making Sense of What We Know”
Activity: Complete the KWL chart (“L” – What I Learned).
Workshop: Students create a Concept Map summarizing what quantitative research is and why it matters.
Mini-Quiz: Definitions, characteristics, and importance of quantitative research.
Formative Assessment Questions:
1. How would you define quantitative research in your own words?
2. What are the characteristics that distinguish it from qualitative research?
3. Where do we encounter quantitative data in our daily routines?
4. How does quantitative research help improve society?
Synthesis / Integration:
Class Summary: Recap the essential role of quantitative research through a concept-mapping activity.
Key Takeaway: “Quantitative research provides objective data that help inform decisions and solve real-world
problems.”
Post-Lesson Remediation (For Struggling Learners):
Provide a simplified handout with definitions and examples.
Offer one-on-one clarification using analogies (e.g., “surveys are like group votes that give us measurable
opinions”).
Allow students to revise their concept map based on peer or teacher feedback.
Outputs for the Week:
Completed KWL Chart
Concept Map on Quantitative Research
Short Reflection (optional enrichment)
Mini-Quiz Score
Adaptive Teaching Guide (ATG) – Practical Research 2
Grade Level: 12
Strand: All Academic Strands
Semester: 1st
Week: 2
Schedule: 3 Days/Week
Topic: Research Topics, Problems, and Questions
Total Hours This Week: 6 hours (3 days × 2 hours)
Most Essential Learning Competency (MELC #2):
Identify the characteristics of a good research problem/question.
Lesson #2: Formulating Research Topics, Problems, and Questions
Prerequisite Knowledge & Skills:
Understanding of what a topic is and how it relates to academic or social issues
General idea of the importance of identifying a focus in a project or discussion
Basic writing and brainstorming skills
Diagnostic/Remedial Activities:
Brain Warm-up: Ask students to list down any topic or issue in their strand/track that they think needs to be
studied.
Quick Discussion: "Have you ever wanted to solve a problem in school or your community?"
Chunked Experiential Learning (by Day):
Day 1: “What Makes a Good Research Topic?”
Discussion: Characteristics of a good research topic (relevance, specificity, feasibility)
Activity: Evaluate sample research topics; identify strengths and weaknesses
Mini-Task: Students list 3 topics they are interested in from their strand or personal interests
Day 2: “From Topic to Problem”
Lecture-Discussion: Difference between a research topic and a research problem/question
Activity: Topic Refinement Workshop – Use a guide template to write the problem statement based on their
chosen topic
Task: Draft a preliminary problem statement
Day 3: “Crafting Research Questions”
Input: Characteristics of a good research question (SMART: Specific, Measurable, Attainable, Relevant, Time-
bound)
Practice: Convert their topic/problem into 1–2 researchable questions
Sharing: Group/partner peer review of their questions and topic
Formative Assessment Questions:
1. What makes a research topic relevant and feasible?
2. How do you know if a research problem is researchable?
3. Can you identify the difference between a research problem and a research question?
4. Is your topic specific enough to generate clear research questions?
Synthesis / Integration:
Student Summary: Reflective sharing: “Why is it important to start research with a well-defined topic and
question?”
Wrap-up Slide or Poster: "From Idea to Question" — show the flow from interest → topic → problem →
research question
Post-Lesson Remediation (For Struggling Learners):
Give sample templates with fill-in-the-blanks for writing problems and questions
Conduct a 15-minute conference to guide topic refinement
Provide a sample list of strand-related topics to choose from for idea generation
Outputs for the Week:
Topic Proposal
Draft of Problem Statement
Final Research Question(s)
