CLASSROOM INSTRUCTION DELIVER ALIGNMENT MAP

GRADE: 12 SEMESTER: FIRST

CORE SUBJECT TITLE: PRACTICAL RESEARCH 2 No. OF HOURS: 80 HRS/SEMESTER
PREREQUESITES: PRACTICAL RESEARCH 1

CORE SUBJECT DISCRIPTION: This course develops critical thinking and problem-solving skills through quantitative research.

CULMINATING PERFORMANCE STANDARD: The learners should be able to present their research paper observing the mechanics of research paper presentation.

POWER STANDARD: The learners should be able to write a quantitative research paper.

CONTENT CONTENT STANDARD PERFORMANCE LEARNING COMPETENCIES HIGHEST THINKING SKILLS TO ASSESS HIGHEST ENABLING
STANDARD STRATEGY TO USE IN
DEVELOPING THE
HIGHEST THINKING
SKILL TO ASSESS
KUD RBT ASSESSMENT TECHNIQUES Enabling Teaching
CLASSIFICATION LEVEL General Strategy
Strategy
WW QA PC
1. Nature of The learner demonstrates The learner is able to: The learner: Knowing Remembering Concept Pencil Sample Looping/
Inquiry and understanding of: 1. describes mapping and research Communic free
Research 1. the characteristics, decide on suitable characteristics, Understanding analysis
Understanding paper ation writing
strengths, weaknesses, and quantitative research strengths, Illustration of the
test
Analysing importance of
kinds of quantitative in different areas of weaknesses, and
quantitative Brain
research interest kinds of research across
2. the importance of quantitative Reasoning storming
fields
quantitative research across research Proof
fields H-diagram showing Think-pair
the similarities and
3. the nature of variables 2. illustrates
differences of
Share
the importance variables and their
of quantitative uses Q&A
research across
fields Quiz
 3. differentiates
kinds of
variables and
their uses

2. The learner demonstrates The learner is able to: The learner: Pencil Present Collaborati Randomized
Identifying understanding of: formulate clearly the 1. designs a ation of Questions
Knowing Rememberin Cyclic question and ve learning
the Inquiry 1. the range of research statement of research research useful in the title,
g paper
and topics in the area of problem daily life Research topic
with the
inquiry
test scope
Stating the writing with Writing
2. the value of research in and Communic
Problem 3. describes Understanding scope and delimita activity
the area of interest background of Analysing ation
delimitation of tion,
3. the specificity and research the study , significa
feasibility of the problem Oral
4. states research significance of nce and
posed presentati
questions the study and state-
5.indicates scope Applying ment of on
Doing statement of the
and delimitation problem the
of study problem
6. cites benefits
and beneficiaries
Creating
of study
7. presents
written statement
of the problem

3. Learning The learner demonstrates The learner is able to: The learner: Understanding Applying Pencil Present Collaborati Interactiv
from Others understanding of: 1. select, cite, and 1. selects relevant RRL writing and ation of ve sharing e learning
and 1. the criteria in selecting, synthesize judiciously literature RRL and
paper Concept of research
Reviewing citing, and synthesizing related literature and Doing test literature Writing
ual
the related literature use sources according 2. cites related Creating Framew activity
Literature 2. the ethical standards in to ethical standards literature using ork
writing related literature 2. formulate clearly standard style
3. the formulation of conceptual framework, (APA, MLA or
conceptual framework research hypotheses Chicago Manual of
(if appropriate), and Style)
 4. the research hypotheses
(if appropriate)
5. the definition of terms as
used in the study
define terms used in
study 3. synthesizes
3. present objectively information from
written review of relevant literature
related literature and
conceptual framework 4. writes coherent
review of literature

5. follows ethical Conceptual

standards in writing framework
related literature illustration

6. illustrates and Writing the

explain conceptual definition of
framework terms used in
the study
7. defines terms
used in study

8. lists research
hypotheses (if
appropriate)

9. presents written
review of related
literature and
conceptual
framework

4. The learner demonstrates The learner is able to: The learner: Knowing Remembering Concept Pencil Presents Communica- Collabora
Understandi understanding of: describe adequately 1. chooses mapping and written tion tive
ng Data and 1. quantitative research quantitative research appropriate Understanding research
paper method learning
Ways to designs designs, sample, quantitative Understanding test ology
Systematical 2. description of sample instrument used, research design Applying
3. instrument development intervention (if
ly Collect 4. description of intervention applicable), data 2. describes Writing Writing
Data (if applicable) collection, and analysis sampling procedure research activity
5. data collection and procedures and the sample Doing method-logy
analysis procedures such as Presentati
survey, interview, and 3. constructs an on of the
observation instrument and
6. guidelines in writing Research
establishes its
research methodology Methodol
validity and
reliability ogy

4. plans data
collection
procedure

5. plans data
analysis using
statistics and
hypothesis testing
(if appropriate)

7. presents written
research
methodology
5. Finding The learner demonstrates The learner is able to: The learner: Understanding Analysing Bubble graph Graph Communic Group
Answers understanding of: gather and analyse data 1. collects data interpre ation work
through Data 1. data collection procedures with intellectual using appropriate Doing Applying tation
Collection and skills using varied honesty, using suitable instruments and
instruments techniques
analysis Writing
2. data processing, 2. presents and
organizing, and analysis activity
interprets data in
tabular and
graphical forms

3. uses statistical
techniques to
 analyse data—
study of differences
and relationships
limited for bivariate
analysis
6. Reporting The learner demonstrates The learner is able to: The learner: Understanding Understandi Concept- Pencil Present Communic Writing
and Sharing understanding of: 1. form logical 1. draws ng Learning and ation of ation activity
Findings 1. guidelines in making conclusions conclusions from the
Analysing Assess-ment paper
conclusions and research findings test conclu- Connections
2. make recommend-
recommendations The learner: sions,
ations based on Presentati
2. the techniques in listing 1. draws recom
conclusions on of
references conclusions from mendat
3. the process of report research findings ions Research
3. write and present clear
writing report and Paper
2. formulates referen
recommendations ces

3. lists references

4. presents written
research report
 PERFORMCNCE TASK: Complete Research Paper Presentation
Research Paper Rubric
5 4
INTEGRATION OF The paper demonstrates that the author fully
KNOWLEDGE understands and has applied concepts learned in the
course. Concepts are integrated into the writer’s own
insights. The writer provides concluding remarks that
show analysis and synthesis of ideas.
TOPIC FOCUS The topic is focused narrowly enough for the scope of
this assignment. A thesis statement provides
direction for the paper, either by statement of a
position or hypothesis
DEPTH OF DISCUSSION In-depth discussion & elaboration in all sections of
the paper.
COHESIVENESS Ties together information from all sources. Paper
flows from one issue to the next without the need for
headings. Author’s writing demonstrates an
understanding of the relationship among material
obtained from all sources.
SPELLING AND GRAMMAR No spelling %/or grammar mistakes
SOURCES More than 5 current sources, of which at least 3 are
peer-review journal articles or scholarly books.
Sources include both general background sources
and specialized sources. Special-interest sources and
popular literature are acknowledged as such if they
are cited. All web sites utilized are authoritative.
TIMELINESS Submitted before the deadline
CITATIONS Cites all data obtained from other sources. APA
citation style is used in both text and bibliography
The paper demonstrates that the author, for the
most part, understands and has applied
concepts learned in the course. Some of the
conclusions, however, are not supported in the
body of the paper
The topic is focused but lacks direction. The
paper is about a specific topic but the writer has
not established a position
In-depth discussion& elaboration in most
sections of the paper
For the most part, ties together information
from all sources. Paper flows with only some
disjointedness. Author’s writing demonstrates
an understanding of the relationship among
material obtained from all sources.
Minimal spelling &/or grammar mistakes
5 current sources, of which at least 2 are peer-
review journal articles or scholarly books. All
web sites utilized are authoritative.
Submitted on the deadline
Cites most data obtained from other sources.
APA citation style is used in both text and
bibliography.
3 2
The paper demonstrates that the author, to a
certain extent, understands and has applied
concepts learned in the course.
The topic is too broad for the scope of this
assignment.
The writer has omitted pertinent content or
content runs-on excessively. Quotations from
others outweigh the writer’s own ideas
excessively.
Sometimes ties together information from all
sources. Paper does not flow disjointedness is
apparent. Author’s writing does not
demonstrate an understanding of the
relationship among material obtained from all
sources.
Noticeable spelling &/or grammar mistakes
Fewer than 5 current sources, or fewer than 2
of 5 are peer-reviewed journal articles or
scholarly books. All web sites utilized are
credible.
Submitted a day after the deadline
Cites some data obtained from other sources.
Citation style is either inconsistent or
incorrect.
The paper does not demonstrate that the
author has fully understood and applied
concepts learned in the course.
The topic is not clearly defined
Cursory discussion in all the sections of the
paper or brief discussion in only a few
sections.
Does not tie together information. Paper
does not flow and appears to be created
from disparate issues. Headings are
necessary to link concepts. Writing does not
demonstrate understanding any
relationships.
Unacceptable number of spelling and/or
mistakes
Fewer than 5 current sources, or fewer than
3 of 5 are peer-reviewed journal articles or
scholarly books. Not all web sites utilized
are credible, and/or sources are not current
Submitted 2 or more days after the deadline
 Rubric for Oral Presentation

Category Scoring Criteria Total Score

points
ORGANIZATION The type of presentation is appropriate for the topic and audience 5
(15 PTS.) Information is presented in a logical sequence 5
Presentation appropriately cites requisite number of references 5
CONTENT Introduction is attention- getting., lays out the problem well, and establishes a framework for the rest of the 5
(45PTS) presentation
Technical terms are well- defined in language appropriate for the target audience 5
Presentation contains accurate information 10
Material included is relevant to the overall message/purpose. 10
Appropriate amount of material is prepared, and points made reflect well their relative importance 10
There is an obvious conclusion summarizing the presentation 5
PRESENTATION Speaker maintains good eye contact with the audience and is appropriately animated 5
(40pt.) Speaker uses a clear, audible voice. 5
Delivery is poised, controlled, and smooth. 5
Good language skills and pronunciation are used 5
Visual aids are well prepared, informative, effective, and not distracting 5
Length of presentation is within the assigned time limits. 5
Information was well communicated 10
SCORE Total Points 100

PREPARED BY:
ERLINDA DELOS REYES-PALOMERA, Ed. D. CHECKED BY:
Instructor I

PONCIANO S. ABDON
Principal, LHS Department