INQUIRIES, INVESTIGATION & IMMERSION

SEPTEMBER 25, 2019

I. OBJECTIVES
1. Enumerate and explain the concept and importance of sampling in research.
2. Describe adequately the research design as to sampling method. (either qualitative or
quantitative).
3. Choose the appropriate sampling method of the chosen research problem.
4. Appreciate the importance of sampling in research.
II. SUBJECT MATTER
A. Topic: Understanding Ways To Collect Data
B. Reference: Curriculum Guide; Research Fundamentals from Concept to Output pages 87-94
C. Teaching Materials: LAPTOP, POWERPOINT PRESENTATION, PICTURES
D. Values Integration
III. PROCEDURE
A. Preparatory Activities:
Daily Routine
a. Prayer
b. Checking of cleanliness in the classroom
c. Checking of attendance
d. Review previous lesson
B. Development Of The Lesson
1. Presentation of objectives.
State the objectives of the lesson.
2. Motivation
Q&A
Scenario 1: You were assigned to prepare a game for your class for your upcoming
event. Now, everybody wants to join the game. How are you going to select participants for
the game you’ve prepared?
Scenario 2: This time, most of the students are not interested the game but you need
participants to join the game. How are you going to select this time?
3. Presentation
3.1 Discuss the lesson about sampling method.
-definition
-concept and importance
 -types and samples (description & matching appropriate sample)
3.2 Check students’ understanding
3.3 Group Activity: Students proceed to their respective groups. Each group decides
on the sampling method of their chosen research problem. Justify the selection of the
appropriate sampling method to be used. Be guided by the graphic organizer. Report your
output then critique each one’s work.
RESEARCH PROBLEM (3PTS) SAMPLING DESIGN (3PTS) EXPLANATION (4PTS)

C. Application
If you were assigned to conduct a survey about the use of ICT in the classroom among
teachers, what sampling technique is appropriate?
D. Generalization
In research process, sampling method is selecting from a few to a bigger group of population to
become the basis for estimating or predicting the prevalence of the unknown piece of information,
situation or outcome, regarding the bigger group.
IV. EVALUATION
A. Suppose you were asked to decide on what sampling methods to use, what would it be-given the
following situation? (5pts)
1. You need to get the opinions of parents who represent 60% of the school population (with a total
of 5,000 students) on the issue of the K-12 Basic Education Program.
2. You want to gather the responses of school teachers in the whole Division of Provincial Schools
regarding the effectiveness of waste management program.
B. Prepare a sampling design for each of the following research situations: (5pts)
1. Needed data: Responses of 300 mothers representing three (3) regions, concerning the child
protection law.
2. Situation: The researcher visits a conference venue where teachers are the participants. He/she
distributes questionnaires to gather data about job satisfaction and teaching performance.
V. ASSIGNMENT:
Why is there a need to use a sample rather than the total population when gathering data in
research?
If you and your classmates were assigned to gather information about the popularity and ease in
using technology for science concepts, what sampling technique is appropriate?

Prepared by: MARIA SALVACION R. TUNAYA

SHS
 School: MORONG NATIONAL HIGH SCHOOL-SHS Grade Level: 12
DAILYLESSON Teacher: Maria Salvacion R. Tunaya Learning Area: Practical Research 2
LOG
Sections HUMSS 12B, ICT 12, H.E. 12B Quarter: 2

I. OBJECTIVES
The learner demonstrates
understanding of:
1. Quantitative research designs.
2. Description of sample.
A. Content Standards 3. Instrument development.
4. Description of intervention (if applicable).
5. Data collection and analysis procedures such as survey, interview, and observation.
6. Guidelines in writing research methodology.

The learner is able to describe adequately quantitative research designs,sample, instrument used, intervention data
B. Performance Standard collection and analysis procedures.
Describes sampling procedure and the sample.
CS_RS12-IIa-c-2
Objectives:
C. Learning Competencies/ Objectives 1. Discuss the meaning of Population and Sampling
2. Calculate the sample size using the Slovin's Formula
3. Differentiate Probability and Non-Probabilty Sampling Techniques

II. CONTENT Understanding Data and Ways to Systematically Collect Data

III. LEARNING RESOURCES

Practical Research 2 for Senior High School Quantitative by Nelia G. Prieto, PhD; Victoria C. Naval, DEM; Teresita G.
A. References Carey, D.A.L.L.

1. Teacher's Guide pages None

2. Learner's Material pages None
3. Textbook pages 101-107

4. Additional Materials from Learning laptop/projector

Resource(LR) portal
Preparatory Activities:
Daily Routine
a. Prayer
IV. PROCEDURES b. Classroom management
c. Checking of attendance

A. Reviewing previous lesson or presenting new lesson CONCEPT EXPLANATION (SHOW PICTURES)

B. Establishing a purpose for the lesson
C. Presenting examples / instances of the new lesson
CLASS ACTIVITY: Hanapin Mo Ang Swerte!!!!
Q & A:
Scenario 1: You were assigned to prepare a game for your class for your upcoming event. Now, everybody wants to join
the game. How are you going to select participants for the game you’ve prepared?
Scenario 2: This time, most of the students are not interested the game but you need participants to join the game. How
are you going to select this time?
 Discuss the meaning of the following:
1. Population
D. Discussing new concepts and practicing new skills # 1 2. Sample (Sample Size)
3. Margin of Error

Individual Activity:
E. Discussing new concepts and practicing new skills # 2 Computation of sample size using the Slovin's Formula.
Discussion of sampling techniques:
F. Discussing new concepts and practicing new skills # 3 1. Probability Sampling
2. Non-Probability Sampling
Ask the students…..
H. Developing mastery ( FormativeAssessment No. 3) Which sampling technique is easier to do, probability or non-probability sampling? Why?
I. Finding practical applications of concepts and skills in Ask the students…..
daily living What consequences may happen if you release a bias result on your research study? Why?

J. Making generalizations and abstractions about the Ask the students…

lessons Are you in favour of cluster sampling technique if you have a limited financial budget? Explain your answer.

K. Evaluating learning outcomes
L. Additional activities for application or remediation
Directions: Identify the appropriate sampling technique for each given situation.
1. Interviewing people buying clothes at the department store.
2. Selecting students who want to participate in a survey either manually or electronically to get an equal chance of
being drawn from the total population.
3. Selecting every 5th person in the sampling frame as respondents.
4. Going to different locations to get a sample from varied groups of people.
5. The researcher wanted to gather samples from a group with certain characteristics using non-random sampling.
Determine the sample size using Slovin's Formula.
1. A researcher wants to cinduct a survey in MNHs-SHS. If the population of the SHS is 689, find the sample size if the
margin error is 2 %.
2. An onoging research is condcuted at Morong Elementary School. How many respondents are needed with a
population of 6,500, find the sample size with a margin error of 5%.

V. REMARKS
(Reflect on your teaching and assess yourself as a teacher. Think about your learner's progress this day. What works?
VI. REFLECTION What needs to be done to help them learn?)

A. No. of learners who earned 80% in the evaluation

B. No. learners who require additional activities for
remediation who scored 80%
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching 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 teachers?