GRADE 11 School Jose Maria Panganiban Senior High School Grade Level 11

DAILY LESSON LOG Teacher Marilou B. Diesta Learning Area Practical Research 1
Teaching Dates and Time June 10 – 15, 2019 Quarter First/First Semester

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of:
1. The importance of research in daily life
2. The characteristics, processes, and ethics of research
3. Quantitative and qualitative research
4. The kinds of research across fields
B. Performance Standards The learner is able to use appropriate kinds of research in making decisions.
C. Learning Competencies The learner The learner describes The learner differentiates
1. shares research experiences characteristics, processes, and quantitative from qualitative
and knowledge CS_RS11-IIIa-1 ethics of research CS_RS11-IIIa-3 research CS_RS11-IIIa-4
2. explains the importance of
research in daily life CS_RS11-
IIIa-2
II. CONTENT DIAGNOSTIC TEST NATURE OF INQUIRY OF RESEARCH
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 6–9 10 – 15 16 – 22
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Worksheets Power point presentation, projector, worksheets
IV. PROCEDURES
A. Initial Activities Prayer, greetings, checking of attendance
B. Development Activities
1. Activity Paired Activity Individual Activity Ask the students to differentiate
The teacher will post the words: The teacher will ask the students quantitative from qualitative
Inquiry and Research, then ask the what they know about research and research?
students to compare similarities and its characteristics.
differences using T-Chart (see
worksheet)
2. Analysis BOTH involve investigative work in RESEARCH is defined as the Ask:
which you seek information about scientific investigation of What is qualitative research?
something by searching or phenomena, which includes What is quantitative research?
examining the object of your search. collection, presentation, analysis
INQUIRY is to look for information and interpretation of facts that lines
by asking various questions about an individual’s speculation with
the thing you are curious about. reality.
RESEARCH is to discover truths by
investigating on your chosen topic
scientifically.
 The teacher will then show to
the class a video on Inquiry-
Based Learning
3. Abstraction  Discuss the characteristics of  Discuss the Characteristics of Discuss
classrooms where teacher Research (page 11)  Definition of Quantitative and
emphasized IBL (page 6) and  Present the research process Qualitative Research
inquiry model (page 7) diagram to make students  Differences Between
Tell the students that as they go realize the nature of research Qualitative and Quantitative
through this lesson, they have to  Identify the factors to consider Research
think of this important question: in selecting a research problem  Differing Philosophical
How does inquiry and research  Discuss Ethics in Research (page Assumptions of Quantitative
facilitate in finding solutions to real- 13) and Qualitative Researchers
life problems and develop critical (pages 16-17)
thinking skills and lifelong learning?
4. Application Group Activity Ask the students to write an essay Tell whether the given statement is
Form a group of four members. about the characteristics and ethical a Quantitative or Qualitative
Choose any of the following group considerations in conducting Methodology. Explain your answer
activities. research. for each item.
1. Speculations: Recall the hottest 1. Preference for specific design
issue in town. Prove how control for procedural bias.
inquisitive you are by raising 2. Primary reliance on research to
top-level probing questions deal with procedural bias.
about it. 3. Preference for statistical
2. Role-Playing: Two will act as summary of results.
police authorities investigating 4. Preference for narrative
a criminal case while other two summary of results.
will play the role of suspected 5. Willingness to manipulate
law violators. Ask probing aspects, situations, or
questions. conditions in studying complex
 phenomena.
5. Evaluation THREE (3) to FIVE (5) WRITING QUIZ Ask the students to produce a
 Allow the class to have a 3-5 Conduct a true or false item test reflection paper of the things they
minute writing about the use of about the characteristics of research learned about the differences
research in their daily life as a and the ethical considerations in between qualitative and
student. conducting research. quantitative research and the
 Inform them to write their differing philosophical assumptions
feelings and insights about the of quantitative and qualitative
discussion researchers.
 Allow some volunteers to read (Use the attached rubric on
what they have written Reflection Evaluation Criteria)
C. Agreement Ask the students to read sample Ask the students to give examples of Ask the students to look for
research then ask them to write a researches conducted for each type examples of qualitative and
reflection paper about the of research (Basic, Applied and quantitative researches. Tell them
importance of research in our daily Developmental Research). Tell them to share their examples with their
life. Provide the students the to share their examples with their classmates and let them explain the
following guide questions in writing classmates through a group reason why the research is
their reflection. discussion. considered qualitative or
 What appears to be the main quantitative.
objective of the research?
 Does the research have
conclusion and
recommendation?
 Why is the research conducted?
 How does the research study
help you in your daily life?
D. Additional activities for Conduct a survey/interview of 20 Ask the students to select one (1) Answer:
application or remediation students asking them the published research aligned to their Can a research be done using both
importance of research in their daily specialization. Ask them to analyze qualitative and quantitative data?
life. This can be done through a the research by answering the Why or why not?
collaborative work. following questions:
 What is the research all about?
 What are the processes used in
the research study?
 Did the researcher consider the
ethics in conducting research?
 Why did you say so?
V. REMARKS
VI. REFLECTION
 A. No. of learners who earned HUMSS
80% in the evaluation TVL-ICT
TVL-HE
B. No. of learners who require HUMSS
additional activities for TVL-ICT
remediation who scored TVL-HE
below 80%
C. Did the remediation lesson HUMSS
work? No. of learners who TVL-ICT
have caught up with the TVL-HE
lesson
D. No. of learners who HUMSS
continue to require TVL-ICT
remediation TVL-HE
E. Which of my learning
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teacher?

Prepared by: Checked by: Noted by:

MARILOU B. DIESTA EDWIN M. ABENGOZA EDWIN M. ABENGOZA

MT II Principal II Principal II