Practical Research Module

Region V
GALLANOSA NATIONAL HIGH SCHOOL

San Pedro, Irosin, Sorsogon 4707
SHS DAILY LESSON LOG

DAILY LESSON LOG in PRACTICAL RESEARCH 2
School: Gallanosa National High School Grade Level: 12
Teacher: Ailen S. Laguda Track & Strand: TVL & Acad track Semester: 1st
Monday Tuesday Wednesday Thursday Friday
Date: June 3, 2018 Date: June 4, 2018 Date: June 5, 2018 Date: June 6, 2018 Date: June 7, 2018
TOPIC Course Introduction Nature of Inquiry and Nature of Inquiry and
Research Research
LEARNING COMPETENCY/ LC: LC: LC: LC:
OBJECTIVES  describes  illustrates the  differentiates kinds of
characteristics, importance of variables and their
strengths, quantitative uses. CS_RS12-Ia-c-
weaknesses, and research across fields. 3
kinds of quantitative CS_RS12-Ia-c-2
research. CS_RS12-
Ia-c-1
SLO: At the end of the lesson, SLO: At the end of the lesson, SLO: At the end of the lesson,
the students should be able to: the students should be able to: the students should be able to:
1. Define Quantitative 1. Explain the 1. Differentiate
Research. importance of continuous and
2. Identify characteristics quantitative research Discrete variables
of Quantitative in different fields. 2. Differentiate
Research. Dependent and
3. Differentiate strengths Independent variables
and weaknesses of 3. Identify Nominal and
quantitative research. Ordinal variables.
LEARNING RESOURCES: Practical Research 2 Practical Research 2 (Quantitative Research for SHS)- REX
(Quantitative Research for Publishing
SHS)- REX Publishing
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LEARNING DELIVERY Activity: Activity: Activity:

MODE:  Reading Analysis.  “Acting mo! Show  Situational Analysis.
(4 A's of Learning) Learners will be given mo.” Learners will be Learners will try to
an article regarding group into several describe the situation
quantitative research. teams. if it is Continuous or
They will give their Discrete.
reaction about the
article.
Analysis: Analysis & Abstraction: Analysis:
 Think-Pair-Share.  The group should  Panel Discussion
Learners will look for create a skit
their partner and regarding the
collaborate about their importance of
reactions on the given quantitative research
article. into the different
Abstraction: fields. Abstraction:
 Presentation of ideas  Discussing
and discussion independent and
through Socratic dependent variable
Method. through Socratic
method
Application: Application: Application:
 Essential Question:  Presentation of output  PINOY HENYO.
“What makes and critiquing. Learners will identify
quantitative research the following situation
unique with the other what type of variables
type of research?” they are.
ASSESSMENT  Output presentation  Output presentation  Output presentation
(Format and Results)  Rubrics
- Creativity= 3 pts
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- Relevance to the
topic=5pts.
- Teamwork=2pts
REMARKS
(Reflection for the teacher: - - -
on the teaching learning
episodes)
Prepared by: Checked by: Noted:
AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

Master Teacher II (SHS - TVL) ASSITANT PRINCIPAL II FOR ACADEMICS - SHS Principal II
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Monday
Date: June 10, 2018
TOPIC  Nature of Inquiry and Research
LEARNING COMPETENCY/ LC:
OBJECTIVES  describes, characteristics, strengths, weaknesses, and kinds of quantitative research. CS_RS12-Ia-c-1
SLO: At the end of the lesson, the students should be able to:
1. Define Quantitative Research.
2. Identify characteristics of Quantitative Research.
3. Differentiate strengths and weaknesses of quantitative research.
LEARNING RESOURCES: Practical Research 2 (Quantitative Research for SHS)- REX Publishing
LEARNING DELIVERY MODE: Activity:
(4 A's of Learning)  Reading Analysis. Learners will be given an article regarding quantitative research. They will give their reaction about the article.
Analysis:
 Think-Pair-Share. Learners will look for their partner and collaborate about their reactions on the given article.
Abstraction:
 Presentation of ideas and discussion through Socratic Method.
Application:
 Essential Question: “What makes quantitative research unique with the other type of research?”
ASSESSMENT  Output presentation (formative)
(Format and Results) - True or False: Research is advantageous not only to students but to life as a whole
- Research can be done informally
- Research requires no step-by-step procedure for as long as results are obtained
- Empirical data should be gathered and analyzed before arriving at conclusion
- Correlational research is also called ex post facto
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REMARKS
(Reflection for the teacher: on the
teaching learning episodes)

Master Teacher II (SHS - TVL) ASSITANT PRINCIPAL II FOR ACADEMICS - SHS School Principal II
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Friday
Date: June 11, 2018
OBJECTIVES  differentiates kinds of variables and their uses. CS_RS12-Ia-c-3
1. Differentiate continuous and Discrete variables
2. Differentiate Dependent and Independent variables
3. Identify Nominal and Ordinal variables.
(5 A's of Learning)  “Acting mo! Show mo.” Learners will be group into several teams.
Analysis & Abstraction:
 The group should create a skit regarding the importance of quantitative research into the different fields.
Application:
 Presentation of output and critiquing.
 Output presentation (Summative)
 Rubrics
- Creativity= 3 pts
- Relevance to the topic=5pts.
- Teamwork=2pts
ASSESSMENT
(Format and Results)
REMARKS
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Monday
Date: June 13, 2018
(6 A's of Learning)  Situational Analysis. Learners will try to describe the situation if it is Continuous or Discrete.
Analysis:
 Panel Discussion
Abstraction:
 Discussing independent and dependent variable through Socratic method
Application:
 PINOY HENYO. Learners will identify the following situation what type of variables they are.
ASSESSMENT
REMARKS
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Tuesday
Date: June 19, 2018
(7 A's of Learning)  Learners will enumerate and explain examples of continuous and discrete variables
Analysis:
 Learners will present their conclusions to the group
Abstraction:
 Learners will create situations that helps to understand the different types of variables
Application:
 PINOY HENYO. Learners will identify the following situation what type of variables they are.
ASSESSMENT  Assessment (formative)
(Format and Results) - Identify what type of variables are the following examples
= military title
= temperature in degree Celsius
= birthplace
=year level
= favorite type of music
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REMARKS

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Thursday
Date: June 21, 2018
TOPIC Nature of Inquiry and Research (WORKSHEET)

OBJECTIVES
 describes characteristics, strengths, weaknesses, and kinds of quantitative research. CS_RS12-Ia-c-1
 illustrates the importance of quantitative research across fields. CS_RS12-Ia-c-2
 differentiates kinds of variables and their uses. CS_RS12-Ia-c-3
1. Define Quantitative Research.

2. Identify characteristics of Quantitative Research.
3. Differentiate strengths and weaknesses of quantitative research.
4. Explain the importance of quantitative research in different fields.
LEARNING DELIVERY MODE: Activity/ Analysis:
(8 A's of Learning)  Think- Pair- Share. Learners will answer the prepared worksheet for them.
Abstraction & Application:

 Checking of Worksheets
ASSESSMENT  Worksheets
REMARKS
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Friday
Date: June 22, 2018
TOPIC Identifying the Inquiry and Stating the Problem

OBJECTIVES  designs a research useful in daily life. CS_RS12-Id-e-1
 writes a research title. CS_RS12-Id-e-2
 describes background of research. CS_RS12-Id-e-3
1. Identify possible problems of the community.
2. Describe the process of creating a title.
(9 A's of Learning)  “Three Musketeers”. Learners will be group by three and try to identify possible problems of the community.
Analysis:
 Essential Question : “How would identifying problem help you to create your research title?”
Abstraction
 Presentation of output
Application:
 Learners will create the background of their study.
ASSESSMENT  Output presentation (Formative)
(Format and Results)  Recitation (formative)
REMARKS
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Monday (2:00-3:00)
Date: June 25, 2018
TOPIC Identifying the Inquiry and Stating the Problem

OBJECTIVES  designs a research useful in daily life. CS_RS12-Id-e-1
 writes a research title. CS_RS12-Id-e-2
 describes background of research. CS_RS12-Id-e-3
3. Identify possible problems of the community.
4. Describe the process of creating a title.
(10 A's of Learning)  “Three Musketeers”. Learners will be group by three and try to identify possible problems of the community.
Analysis:
 Essential Question : “How would identifying problem help you to create your research title?”
Abstraction
 Presentation of output
Application:
 Learners will create the background of their study.
ASSESSMENT  Output presentation (Formative)
(Format and Results)  Recitation (formative)
No. of learners within mastery level
No. of learners needing remediation
REMARKS
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Tuesday (1:00-2:00)
Date: June 26, 2018
OBJECTIVES  states research questions. CS_RS12-Id-e-4
 indicates scope and delimitation of study. CS_RS12-Id-e-5
 cites benefits and beneficiaries of study. CS_RS12-Id-e-6
 presents written statement of the problem. CS_RS12-Id-e-7
1. Identify research questions
2. Give possible coverage of the problem
(11 A's of Learning)  “Exploring Knowledge”. Using different reference, learners will create a short research paper.
Analysis:
Abstraction/ Application:
 Presentation of output and discussion through Socratic method
REMARKS
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Thursday (2:00-3:00)
Date: June 28, 2018
TOPIC Learning from Others and Reviewing the Literature
OBJECTIVES  Selects relevant literature. CS_RS12-If-j-1
(12 A's of Learning)  “Word Salad.” Learners will create a word salad to describe the importance of RRL.
Analysis:
 Essential Question: “What makes a good and strong RRL?” – Socratic method will be used.
Abstraction:
 “TRUE OR FALSE.” Learners will try to analyse if the given samples can be literature of the title given.
Application:
 Learners will research of related literature of the given problem to them.
No. of learners within mastery level 
No. of learners needing remediation 
REMARKS
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Friday (2:00-3:00)
Date: June 29, 2018
OBJECTIVES  cites related literature using standard style (APA, MLA or Chicago Manual of Style). CS_RS12-If-j-2
1. Describe APA, MLA, and Chicago Manual of Style.
2. Determine samples of APA, MLA, and Chicago Manual of Style.
3. Write samples of APA, MLA, and Chicago Manual of Style.
(13 A's of Learning)  Article Analysis. Using the given articles learners will determine the different style of literature writing.
Analysis:
 “MATSING-MATSINGAN.” Learners will determine what style is the given sample.
Abstraction:
 Panel discussion
Application:
 Worksheet activity.
ASSESSMENT  Worksheets (Summative)
REMARKS
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Monday (2:00-3:00)
Date: July 2, 2018
(14 A's of Learning)  “Word Salad.” Learners will create a word salad to describe the importance of RRL.
Analysis:
 Essential Question: “What makes a good and strong RRL?” – Socratic method will be used.
Abstraction:
 “TRUE OR FALSE.” Learners will try to analyse if the given samples can be literature of the title given.
Application:
 Learners will research of related literature of the given problem to them.
ASSESSMENT  Short quiz (formative)
(Format and Results) 1. Military title
2. Temperature in degree Celsius
3. Birthplace
4. Year level
5. Favorite type of music
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REMARKS

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Tuesday (1:00-2:00)
Date: July 3, 2018
OBJECTIVES  cites related literature using standard style (APA, MLA or Chicago Manual of Style). CS_RS12-If-j-2
1. Describe APA, MLA, and Chicago Manual of Style.
2. Determine samples of APA, MLA, and Chicago Manual of Style.
3. Write samples of APA, MLA, and Chicago Manual of Style.
(15 A's of Learning)  Article Analysis. Using the given articles learners will determine the different style of literature writing.
Analysis:
 “MATSING-MATSINGAN.” Learners will determine what style is the given sample.
Abstraction:
Application:
 Worksheet activity.
ASSESSMENT  Worksheets (Summative)
REMARKS
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Date: July 5, 2018
OBJECTIVES  writes coherent review of literature. CS_RS12-If-j-4
 follows ethical standards in writing related literature. CS_RS12-If-j-5
1. Rewrite relevant literature.
2. Enumerate ethical standards of writing RRL.
(16 A's of Learning)  “Learners will choose a topic and try to look for relevant RRL.
 Learners will present their output..
(Format and Results) Content= 10
Precision= 5
Work Ethics=3
Neatness=2
REMARKS
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Friday (2:00-3:00)
Date: July 6, 2018
OBJECTIVES  illustrates and explain conceptual frameworkCS_RS12-If-j-6
 defines terms used in study. CS_RS12-If-j-7
1. Define conceptual framework.
2. Create conceptual framework.
3. Enumerate concepts for definitions of terms
LEARNING DELIVERY MODE: Activity
(17 A's of Learning)  GRAPHIC TIME. Learners will use the different shapes presented to them and give some inputs of where and when to use them.
Analysis
 Using the shapes on the activity, learners will create a graphic organizer that discusses the “Gist” of their research.
Abstraction:
 Learners will present their output.
Application:
 Using their graphic organizers, the learners will determine words that are important to their research and they will define it by its usage in the
research.
REMARKS
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Monday (2:00-3:00)
Date: July 7, 2018
OBJECTIVES  writes coherent review of literature. CS_RS12-If-j-4
1. Rewrite relevant literature.
2. Enumerate ethical standards of writing RRL.
(18 A's of Learning)  “Learners will choose a topic and try to look for relevant RRL.
 Learners will present their output..
(Format and Results) Content= 10
Precision= 5
Work Ethics=3
Neatness=2
REMARKS
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Tuesday (2:00-3:00)
Date: July 8, 2018
OBJECTIVES  lists research hypotheses (if appropriate) CS_RS12-If-j-8
 presents written review of related literature and conceptual framework. CS_RS12-If-j-9
1. Formulate/ Enumerate possible research hypotheses
2. Discuss the connection between research hypothesis and RRL.
(19 A's of Learning)  ARTICLE ANALYSIS. Learners will give the possible hypothesis of sample research.
Analysis
 Panel Discussion.
Abstraction:
Application:
 Performance Task: learners will presents written review of related literature and conceptual framework.
ASSESSMENT  Output presentation
(Format and Results) - Conceptual/ theoretical framework/ model- 5pts
- Background theory- 5 pts
- Role of theory on quantitative research- 5 pts
REMARKS
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Date: July 10, 2018
TOPIC Understanding Data and Ways to Systematically Collect Data
OBJECTIVES  chooses appropriate quantitative research design. CS_RS12-IIa-c-1
 describes sampling procedure and the sample. CS_RS12-IIa-c-2
1. Identify different quantitative research design.
2. Enumerate sampling procedures
(20 A's of Learning)  WORD SALAD. Learners will create word salad
Analysis:
 Presentation of output.
Abstraction:
 Socratic Method. Discussion of the different quantitative design.
Application:
 Learners will plan sampling method using the quantitative design they chooses.
ASSESSMENT  Short Quiz (formative)
(Format and Results) 1. Designing a research is thinking__________.
a. Critically b. Skillfully c. Literally d. Imaginatively
2. To designing a research is seeing the research process in your…
a. Paper b. mind c. library d. book.
3. Preparing in your mind how to find answers to your research questions is…….
a. Deciding on your research topic b. controlling your emotions c. designing your research d. asking research questions
4. Central to experimental design is analysis relationships that are…….
a. Specific b. causal c. hypothetical d. stable
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REMARKS

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Friday (2:00-3:00)
Date: July 11, 2018

1. Write proposal for sampling method.
2. Explain the sampling method to be used
(21 A's of Learning)  SURFTHENET. Learners will search for different examples of sampling method.
Analysis:
 Essential Questions: “What are the considerations in choosing sampling methods?
Abstraction:
 Socratic Method. Discussion of sampling methods
Application:
 Learners will choose sampling method and plan how will they gather data using the sampling method.
ASSESSMENT  Activity
(Format and Results) Pair of Expression Comparison Contrast
Quantitative data vs Qualitative Data
Interview vs. Questionnaire
Direct observation vs. Mediated observation
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REMARKS

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Monday (2:00-3:00)
Date: July 16, 2018
(Long Writing Sessions in Chapter 1)
 cites related literature using standard style (APA, MLA or Chicago Manual of Style). CS_RS12-If-j-2
 writes coherent review of literature. CS_RS12-If-j-4
 illustrates and explain conceptual frameworkCS_RS12-If-j-6
 lists research hypotheses (if appropriate) CS_RS12-If-j-8
SLO: At the end of the lesson, the students should be able to rewrite relevant literature.
(22 A's of Learning)  Using the different references learners will try to write their RRL
 Socratic Method
 Peer critiquing
 Think-pair-share
ASSESSMENT Rubrics
(Format and Results) - Completeness- 10 pts
- Conceptual/ theoretical framework/ model- 10pts
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- Role of theory on quantitative research- 10pts

REMARKS

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Tuesday (2:00-3:00)
Date: July 17, 2018
(23 A's of Learning)  Panel Discussion. Through peer discussion learners will pounder things to be included in their Chapter 1
 Concept Mapping. Learners will create concept map for better understanding on their conceptual framework.
ASSESSMENT Rubrics for conceptual framwork
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REMARKS

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Date: July 19, 2018
LEARNING DELIVERY MODE: Activity/ Analysis/Abstraction/ Application:
(24 A's of Learning)  Long Writing Session.
ASSESSMENT Rubrics
REMARKS
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Friday (2:00-3:00)
Date: July 20, 2018
(25 A's of Learning)  Finalization of Output
 Class Presentation
ASSESSMENT Rubrics
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REMARKS

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Monday (2:00-3:00)
Date: July 23, 2018
LEARNING DELIVERY MODE: Activity/Analysis:
(26 A's of Learning)  Review of the past lessons
 Administration of the test
Abstraction/Application:
 Checking of the Test
 Recording of scores
ASSESSMENT
REMARKS
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Tuesday (2:00-3:00)
Date: July 23, 2018
ASSESSMENT Rubrics for Chapter 1 Written Report
REMARKS
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Date: July 25, 2018
Analysis:
Abstraction:
Application:
b. Critically b. Skillfully c. Literally d. Imaginatively
b. Paper b. mind c. library d. book.
b. Deciding on your research topic b. controlling your emotions c. designing your research d. asking research questions
b. Specific b. causal c. hypothetical d. stable
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REMARKS

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Friday (2:00-3:00)
Date: July 27, 2018

Analysis:
Abstraction:
Application:
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REMARKS

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Monday (2:00-3:00)
Date: July 30, 2018
TOPIC SUMMATIVE TEST
(30 A's of Learning)  Review of the past lessons
 Administration of the test
 Checking of the Test
 Recording of scores
ASSESSMENT
REMARKS
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Tuesday (2:00-3:00)
Date: July 31, 2018
REMARKS
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Date: August 2, 2018
Analysis:
Abstraction:
Application:
c. Critically b. Skillfully c. Literally d. Imaginatively
c. Paper b. mind c. library d. book.
c. Deciding on your research topic b. controlling your emotions c. designing your research d. asking research questions
c. Specific b. causal c. hypothetical d. stable
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REMARKS

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Friday (2:00-3:00)

Analysis:
Abstraction:
Application:
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REMARKS

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Teacher: Ailen S. Laguda Track & Strand: TVL & Acad track /HUMMS Semester: 1st
Monday (8:45-9:45)
TOPIC COMPILATION OF REQUIREMENTS
LEARNING COMPETENCY/
OBJECTIVES
LEARNING RESOURCES:
8 A's of Learning)  Checking of output
 Recording
ASSESSMENT
REMARKS

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Tuesday (8:45-9:45)
TOPIC REVIEW
OBJECTIVES
LEARNING RESOURCES: Media and Information Literacy Curriculum Guide by DepEd, Media and Information Literacy by Boots C. Liquigan, Diwa Learning Systems Inc.,
UNESCO Media and Information Literacy Curriculum for Teachers, http://communicationtheory.org/category/communication-models/page/2/
(34 A's of Learning)  Learners will be divided into group.
 Learners will create five (5) multiple questions regarding the different topics in MIL
 Quiz Bowl Competition
 Recoding of Scores
ASSESSMENT
REMARKS

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DAILY LESSON LOG in MEDIA AND INFORMATION LITERACY
Date: August 9-10, 2018
TOPIC 1st QUARTER/ MID TERM EXAMINATION
OBJECTIVES
LEARNING RESOURCES:
LEARNING DELIVERY MODE:
(35 A's of Learning)
ASSESSMENT
REMARKS

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Monday (2:00-3:00)
OBJECTIVES  constructs an instrument and establishes its validity and reliability. CS_RS12-IIa-c-3
1. Define instrument and validity
2. Create sample instrument
3. Validate sample instruments
(36 A's of Learning)  SURFTHENET. Learners will search for different examples of instruments in research.
Analysis:
 Essential Questions: “ What are the possible instruments used in quantitative research?”
Abstraction:
 Panel Discussion. Learners will gather around by group and discuss what are the different instrument used in quantitative research.
Application:
 Research Instrument: Learners will create 5 item – questionnaire regarding teen ager life.
ASSESSMENT Table Comparison (Formative): Using table below, compare and contrast each pair of expressions
Quantitative date vs. Qualitative data
Direct observation vs. mediated observation
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REMARKS

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Tuesday (2:00-3:00)
OBJECTIVES  constructs an instrument and establishes its validity and reliability. CS_RS12-IIa-c-3
1. Define instrument and validity
2. Create sample instrument
3. Validate sample instruments
(37 A's of Learning)  VALIDATING GAME. Learners will validate information presenting to them using the internet.
Analysis:
 Essential Questions:
“How do you validate information’s?”
“How do you validate questions?”
Abstraction:
 Article Analysis.
Application:
 Learners will validate sample questionnaires and discuss it in front.
ASSESSMENT Fill in the blanks (Formative)
(Format and Results)  Central to ____________are words; to qualitative research are _________. In this second type of research, you use the data- gathering
technique called ____________ that uses _______________ and _______________., two-gathering instruments that are made up of
_______________. Questions on things resulting from your experience are called _____________ questions;
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REMARKS

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OBJECTIVES  plans data collection procedure. CS_RS12-IIa-c-5
 plans data analysis using statistics and hypothesis testing (if appropriate). CS_RS12-IIa-c-6
1. Write plans in data collecting.
2. Write data analysis.
(38 A's of Learning)  Learners will research on how to plan for data collection and analysing of data.
 Reporting
 Writing of data analysis
(Format and Results) 1. It refers to the gathering data which uses your sense organs.
a. Observation b. Survey c. Questionnaire d. Interview
2. It is a data gathering technique that makes you obtain facts or information about the subject or object of your research.
3. It is a paper containing series of questions formulated for an individual and independent answering by several respondents for obtaining
statistical information.
4. A data-gathering technique likewise uses interview as its data-gathering instrument
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REMARKS

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Friday (2:00-3:00)

OBJECTIVES  Presents written research methodology CS_RS12-IIa-c-7
1. Identify possible questions for their research.
2. Write an instrument and establish its validity and reliability.
(39 A's of Learning)  Learners will research of related instruments in the internet.
 Reporting
 Learners will create instrument appropriate to their research

- Research Design- 10pts
- Gathering Instrument- 10 pts
- Role of statistics on quantitative research- 10pts
REMARKS
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Monday (2:00-3:00)
OBJECTIVES  plans data collection procedure. CS_RS12-IIa-c-5
 plans data analysis using statistics and hypothesis testing (if appropriate). CS_RS12-IIa-c-6
1. Write plans in data collecting.
2. Write data analysis.
(40 A's of Learning)  Learners will research on how to plan for data collection and analysing of data.
 Reporting
 Writing of data analysis
(Format and Results) 1. It refers to the gathering data which uses your sense organs.
2. It is a data gathering technique that makes you obtain facts or information about the subject or object of your research.
3. It is a paper containing series of questions formulated for an individual and independent answering by several respondents for obtaining
statistical information.
4. A data-gathering technique likewise uses interview as its data-gathering instrument
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REMARKS

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Tuesday (2:00-3:00)
(Writing Session)
(41 A's of Learning)  Learners will research of related instruments in the internet.
 Reporting
 Learners will create instrument appropriate to their research
REMARKS
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(Writing Session)
(42 A's of Learning)  Mind Mapping. Learners will create mind map of their chapter 2
 The learner’s questionnaire will undergo validity and reliability test.
 Learners will report the result of the test
(Format and Results) 1. Which of the following is NOT included for data preparation?
a. Editing b. Coding c. Data Transform d. None of the Above
2. Which of the following is a two-way variable analysis?
a. Univariate b. Bivariate c. Multivariate d. None of the Above
3. Which of the following refers to the distribution of values around some central value, such as an average.
a. Range b. Variance c. Dispersion d. Standard Deviation
4. It refers to a variable that can take on any value between two specified values.
a. Continuous b. Discrete c. Subgroup d. All of the Above
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REMARKS

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Friday (2:00-3:00)
(Writing Session)
(43 A's of Learning)  Finalization of Chapter II
 Learners will create PowerPoint Presentation for their Title Proposal
REMARKS
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Monday- Tuesday (2:00-3:00)
Date: September 3-4, 2018
TOPIC Understanding Data and Ways to Systematically Collect Data (writing session)
OBJECTIVES  Writing Chapter II Methodology.
SLO: At the end of the lesson, the students should be able to write the following
1. Research design, Sample and Sampling Method, Instruments and data gathering procedures and Data analysis
(44 A's of Learning)  Collaborative work. Learners will write Chapter II: Methodology
 Peer critiquing/ evaluation. Learners will give inputs on their peers
(Format and Results) - Completeness- 10 pts, Research Design- 10pts, Gathering Instrument- 10 pts, Role of statistics on quantitative research- 10pts
REMARKS

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Thursday-Friday (2:00-3:00)
(Writing Session)
OBJECTIVES  Creating PPT for proposal defense.
SLO: At the end of the lesson, the students should be able to create PPT for the proposal defense.
(45 A's of Learning)  Prototyping. Learners will create prototype presentation for the proposal defense.
 Peer Critiquing/ Evaluation.
ASSESSMENT Rubrics for PPT
(Format and Results) - Completeness- 10 pts, Design- 10pts, Content- 10 pts
REMARKS

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Monday-Tuesday (2:00-3:00)
TOPIC Proposal Defense
OBJECTIVES  Learners will conduct proposal defense
LEARNING RESOURCES:
(46 A's of Learning)  Presentation of Chapter 1 and 2
 Inputs will be raised by the panelist
ASSESSMENT Rubrics for Proposal Defense.
(Format and Results) - Completeness- 10 pts, Scholastic works- 10pts, Content- 10 pts
REMARKS

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Date: September 13, 2018
TOPIC Finding Answers through Data Collection
OBJECTIVES  collects data using appropriate instruments. CS_RS12-IId-g-1
1. Determine objectives of the study.
2. Define the population interest
(47 A's of Learning)  Peer Critiquing. Learners will revisit and present to the class the objectives of the study.
 Learners will also present the population interest of their study.
 Peer Critiquing. Learners will revisit and present to the class the objectives of the study.
ASSESSMENT - Formative assessment. Write C on the space before the number if the sentence is correct and NC if it is not.
(Format and Results) ______1. Sampling unit is synonymous with sample frame
______2. Population in relation to sampling refers to the citizens of the Philippines
______3. The Principal purpose of sampling is the application of results in the populations
______4. You look forward to having several group samples in a stratified sampling.
REMARKS
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Friday (2:00-3:00)
1. Choose variables that will measure in their study.
2. Decide on an appropriate design for producing data.
(48 A's of Learning)  Article analysis.
 Sharing of Thoughts.
 Learners will decide appropriate design on gathering data.
ASSESSMENT - Formative assessment. Multiple Choice
(Format and Results) 1. In which of part of the research output are your results presented in a graphical form or through diagram?
a. Analysis of data b. Processing of Data c. Interpretation of Data D. Presentation of Data
2. Which of the following is NOT a method of data collection?
a. Experiments b. interviews c. observation d. questionnaires
3. After reading the method section of quantitative research reports, you should….
a. Know how the research analyzed the data
b. Know the researchers interpretation of the statistical results
c. Know what the researcher did to collect the data
d. Know which literature supports the researchers hypothesis
4. The following are key components of data analysis EXCEPT.
a. Analyzing the techniques used
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b. Determining the purpose of evaluation

c. Presenting the data
d. Drawing conclusion
REMARKS

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Monday (2:00-3:00)
1. Determine objectives of the study.
2. Define the population interest
(49 A's of Learning)  Peer Critiquing. Learners will revisit and present to the class the objectives of the study.
 Peer Critiquing. Learners will revisit and present to the class the objectives of the study.
ASSESSMENT - Formative assessment. Write C on the space before the number if the sentence is correct and NC if it is not.
(Format and Results) ______1. Sampling unit is synonymous with sample frame
______2. Population in relation to sampling refers to the citizens of the Philippines
______3. The Principal purpose of sampling is the application of results in the populations
______4. You look forward to having several group samples in a stratified sampling.
REMARKS
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Tuesday (2:00-3:00)
1. Choose variables that will measure in their study.
2. Decide on an appropriate design for producing data.
(50 A's of Learning)  Article analysis.
 Sharing of Thoughts.
 Learners will decide appropriate design on gathering data.
ASSESSMENT - Formative assessment. Multiple Choice
(Format and Results) 5. In which of part of the research output are your results presented in a graphical form or through diagram?
b. Analysis of data b. Processing of Data c. Interpretation of Data D. Presentation of Data
6. Which of the following is NOT a method of data collection?
b. Experiments b. interviews c. observation d. questionnaires
7. After reading the method section of quantitative research reports, you should….
e. Know how the research analyzed the data
f. Know the researchers interpretation of the statistical results
g. Know what the researcher did to collect the data
h. Know which literature supports the researchers hypothesis
8. The following are key components of data analysis EXCEPT.
e. Analyzing the techniques used
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f. Determining the purpose of evaluation

g. Presenting the data
h. Drawing conclusion
REMARKS

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Thursday-Friday (2:00-3:00)
1. Collect the data needed for the study
2. Determine appropriate descriptive and/or inferential data analysis techniques
LEARNING DELIVERY MODE: Activity/Analysis/Abstraction/Application:
(51 A's of Learning)  Collection of data through survey and interviews.
ASSESSMENT Rubrics in gathering data


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REMARKS

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Monday-Tuesday (2:00-3:00)
1. Collect the data needed for the study
2. Determine appropriate descriptive and/or inferential data analysis techniques
LEARNING DELIVERY MODE: Activity/Analysis/Abstraction/Application:
(52 A's of Learning)  Collection of data through survey and interviews.
ASSESSMENT Rubrics in gathering data


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REMARKS

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OBJECTIVES  presents and interprets data in tabular and graphical forms. CS_RS12-IId-g-12
1. Use descriptive statistics in analyzing data.
2. Organize data in a tabular manner.
3. Use graphs to show frequency and percentage distribution
(53 A's of Learning)  Learners will prepare their data
 Through coding system learner will be able to recognize the pattern of their study.
 Analyzing the data though tabulation.
ASSESSMENT - Formative assessment. Matching Type
(Format and Results) 1. Mean a. data-set divider
2. Ratio b. facts or information
3. Data c. part-by-part examination
4. Coding d. data- presentation technique
5. Analysis e. repetitive appearance of an item
6. Mode f. sum / no. of items
7. Median g. valuable zero
8. Standard deviation h. ANOVA
9. Regression i. shows variable predictor
10. Table j. Data organizer
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REMARKS

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Friday (2:00-3:00)
OBJECTIVES  Use statistical techniques to analyse data-study of differences and relationship limited for bivariate analysis. CS_RS12-IId-g-3
1. Define t-test and ANOVA
2. Describe person’s correlation
3. Solve t-test, ANOVA, r-correlation problems
(54 A's of Learning)  Table analysis. Learners will describe the characteristics of the table presented on them.
Analysis:
 Essential Questions:
 “How will you relate the data set to each other?”
Abstraction:
 Socratic method. Lesson Proper
Application:
 Learners will answer prepared worksheets
ASSESSMENT - Formative assessment. Recitation & Worksheets
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REMARKS

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Region V

GALLANOSA NATIONAL HIGH SCHOOL

SHS DAILY LESSON LOG

LEARNING DELIVERY Activity: Activity: Activity:

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

(Reflection for the teacher: on the

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

LEARNING COMPETENCY/ LC:

1. Define Quantitative Research.

Abstraction & Application:

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AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

LEARNING COMPETENCY/ LC:

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AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

LEARNING COMPETENCY/ LC:

(Reflection for the teacher: on the

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

(Reflection for the teacher: on the

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG

(Reflection for the teacher: on the

Prepared by: Checked by: Noted:

AILEN S. LAGUDA MARIVIC A. AÑONUEVO ALEX A. RODRIGUEZ

SHS DAILY LESSON LOG