ALITAGTAG COLLEGE, INC.

High School Department Main

Poblacion West, Alitagtag, Batangas 4205

Flexible Instruction Delivery Plan (FIDP)

Grade: Grade 12 Semester: Second Semester

Specialized Subject Title: Practical Research 2 No. of Hours/Semester: 80 hours
Prerequisites (If needed): Practical Research 1

Core Subject Description: This course develops critical thinking and problem-solving skills through quantitative research.

Culminating Performance Standards: The learners will be able to make a final manuscript of their quantitative research paper after the completion of Chapters 1 – 5

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
1st Quarter

Nature of The learners Nature of The learners The learner K The learner K Rememberin FAA1: Representat Real-time
Inquiry demonstrate Inquiry and should be able 1. describes 1. describes g Concept Map ion discussion with
and an Research to decide on characteristics, characteristics, PowerPoint
Research understanding suitable strengths, strengths, presentation
of quantitative weaknesses, weaknesses, using ClassIn and
1.the research in and kinds of and kinds of identification and
characteristi different areas quantitative quantitative enumeration
cs, of interest research research Quiz via ClassIn
strengths, Selector Tools,
and ClassIn Task
Pane
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most Flexible
Content Performance Assessment
Essential Enabling Flexible
Content Standard Standard KUD Activities
Topics Complete Most Essential
KUD
RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
weaknesses,
and kinds of
quantitative
research
2.the 2.illustrates the U 2. illustrates the U Analyzing FAA2: Communic Real-time
importance importance of importance of Research ation discussion with
of quantitative quantitative Analysis PowerPoint
quantitative research across research presentation
research fields across fields using ClassIn and
across fields research analysis
via ClassIn Task
Pane
3. the nature 3.differentiates U 3. differentiates U Analyzing FAA3: Reasoning Real-time
of variables kinds of kinds of Graphic and proof discussion with
variables and variables and Organizer PowerPoint
their uses their uses presentation
FAA4: Situation using ClassIn and
Analysis situation analysis
via ClassIn Task
Pane
Identifying The learners Identifying The learners 1.designs a D 1. designs a D Creating FAA1: Problem Real-time
the Inquiry demonstrate the Inquiry should be able research used in research used Research Topic Solving discussion with
and Stating an and Stating to formulate daily life in daily life Brainstorming PowerPoint
the understanding the Problem clearly the presentation
Problem of statement of using ClassIn and
research Brainstorming
1. the range of problem via ClassIn
research BreakOut Room
topics in the
area of
inquiry
What to Teach? Why Teach? How to Assess? How to Teach?
 Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
2. the value 2. writes a research D 2.writes a D Creating FAA2: Writing Communic Real-time
of research title research title Research Title, ation discussion with
in the area Introduction, PowerPoint
of interest Statement of the presentation
3. the Problem, Scope using ClassIn and
specificity and Brainstorming
and Delimitation of via ClassIn
feasibility the Study BreakOut Room
of the (Draft)
problem
posed
3. describes U 3. describes U Understandin Submission of
background of background of g Output through
research research ClassIn Task
4. states research D 4. states research D Creating Pane
questions questions
5. indicates scope U 5. indicates scope U Understandin
and delimitation and delimitation g
of study of study
6. cite benefits and D 6. presents D Creating
beneficiaries of written
the study. statement of the
problem
7. presents written D
statement of the
problem
Learning The learners Learning The learners 1. selects relevant K 1. illustrates and D Creating FAA1: Writing Communic Real-time
from demonstrate from Others should be able literature explain the Conceptual ation discussion with
Others and an and to formulate conceptual Framework, PowerPoint
Reviewing understanding Reviewing clearly framework Definition of presentation
the of the conceptual Terms, using ClassIn and
Literature 1. Literature framework, Research Brainstorming
What to Teach? Why Teach? How to Assess? How to Teach?
 Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most
Content Performance Flexible
Essential
Content Standard Standard Assessment Enabling Flexible
Topics KUD KUD Activities (FAA)
Complete Classification
Most Essential Classification RBT Level General Learning
Performance Strategy Strategies (FLS)
Check(s)
the research 2.cites related K 2. defines terms U Understandin Hypotheses, via ClassIn
formulatio hypotheses (if literature using used in study g Review of BreakOut Room
n of appropriate), standard style Related
conceptual and define terms (APA, MLA or Literature
framework used in study Chicago Manual (Draft)
and present of Style)
2. the objectively 3. synthesizes U 3. lists research D Creating Submission of
research written review information hypothesis (if Output through
hypothes of related from relevant appropriate) ClassIn Task
es (if literature and literature Pane
appropria conceptual
te) framework
3. the 4. writes coherent D 4. presents D Creating
definition review of written review
of terms literature of related
as used in literature and
the study conceptual
framework
5. follows ethical D
standards in
writing related
literature
6. illustrates and D
explain
conceptual
framework
7. defines terms
used in study
8. lists research
hypotheses (if
appropriate)
What to Teach? Why Teach? How to Assess? How to Teach?
 Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most
Content Performance Flexible
Essential
Content Standard Standard Assessment Enabling Flexible
Topics KUD KUD Activities (FAA)
Complete Classification
Most Essential Classification RBT Level General Learning
Performance Strategy Strategies (FLS)
Check(s)
9. presents
written review
of related
literature and
conceptual
framework
2nd Quarter
Understand The Understandi The learners 1. chooses K 1. chooses K Rememberin FAA1: Concept Representa Real-time
ing Data learners ng Data and should be able appropriate appropriate g Mapping tion discussion with
and Ways demonstrat Ways to to describe quantitative quantitative PowerPoint
to e an Systematical adequately research design research design presentation
Systematica understandi ly Collect quantitative using ClassIn and
lly Collect ng of Data research Brainstorming
Data 1. quantitati designs, sample, via ClassIn
ve instrument used, BreakOut Room
research intervention (if 2. describes U 2. describes U Understandin FAA2: Writing Communic
design applicable), data sampling sampling g Research ation Submission of
2. descriptio collection, and procedure and procedure and Methodology Output through
n of analysis sample sample (Draft) ClassIn Task
sample procedures Pane

3. 3. constructs an U 3. constructs an U Applying FAA3:

instrument instrument and instrument and Questionnaire
developme establishes its establishes its Making (Draft)
nt validity and validity and
reliability reliability
4. descriptio 4. describes D 4. describes D FAA4:
n of intervention (if intervention (if Administering
interventi applicable) applicable) Questionnaire
on (if

What to Teach? Why Teach? How to Assess? How to Teach?

 Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most
Content Performance Flexible
Essential
Content Standard Standard Assessment Enabling Flexible
Topics KUD KUD Activities (FAA)
Complete Classification
Most Essential Classification RBT Level General Learning
Performance Strategy Strategies (FLS)
Check(s)
applicable
5. data 5. plans data U 5. plans data U
collection collection collection
and procedure procedure
analysis
procedures
such as 6. plans data D 6. plans data D
survey, analysis using analysis using
interview statistics and statistics and
and hypothesis hypothesis
observatio testing (if testing (if
n appropriate) appropriate)
6. guidelines
in writing
research
methodolo
gy
7. presents D 7. presents D
written written
research research
methodology methodology
8. implements
design
principles to
produce
creative
artwork
Finding The Finding The learners 1. collects data D 1. collects data D Creating FAA1: Writing Communic Real-time
Answers learners Answers should be able using using Graph and ation discussion with
through demonstrat through to gather and appropriate appropriate Interpretation PowerPoint
Data e an Data analyze data instruments instruments Analysis (Draft) presentation
Collection understandi Collection with intellectual using ClassIn and

What to Teach? Why Teach? How to Assess? How to Teach?

 Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most
Content Performance Flexible
Essential
Content Standard Standard Assessment Enabling Flexible
Topics KUD KUD Activities (FAA)
Complete Classification
Most Essential Classification RBT Level General Learning
Performance Strategy Strategies (FLS)
Check(s)
ng of honesty, using 2. presents and D 2. presents and D Brainstorming
1. data suitable interprets data in interprets data via ClassIn
collection techniques tabular or in tabular or BreakOut Room
procedures graphical forms graphical forms
and skills Submission of
using Output through
varied ClassIn Task
instrument Pane
s
2. data 3. uses statistical D 3.uses statistical D
processin techniques to techniques to
g, analyze data – analyze data –
organizin study of study of
g, and differences and differences
analysis relationships and
limited for relationships
bivariate limited for
analysis bivariate
analysis
Reporting The Reporting The learners 1. draws D 1. draws D Creating FAA1: Writing Real-time
and Sharing learners and Sharing should be able conclusions conclusions Conclusions and discussion with
Findings demonstrate Findings to from research from research Recommendatio PowerPoint
an 1. form logical findings findings ns (Draft) presentation
understandi conclusions using ClassIn and
ng of 2. make FAA2: Writing Brainstorming
1. guideline recommendati Bibliography via ClassIn
s in ons based on BreakOut Room
making conclusions
conclusio 3. write and FAA3: Oral Submission of
ns and present clear Defense Output through
recomme report ClassIn Task
ndations Pane
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most
Content Performance Flexible
Essential
Content Standard Standard Assessment Enabling Flexible
Topics KUD KUD Activities (FAA)
Complete Classification
Most Essential Classification RBT Level General Learning
Performance Strategy Strategies (FLS)
Check(s)
2. the 2. formulates D 2. formulates D
techniques recommendatio recommendati
in listing ns ons
references
3. the
process of
report
writing
3. lists references D 3. lists references D
4. presents written D 4. presents D
research report written
research report
5. finalizes and D 5. finalizes and D
presents best presents best
design design
6. presents D 6. presents D
research research
workbook workbook

Performance Task: The learner will write the final manuscript of their quantitative research paper after the completion of Chapters 1 – 5 (Introduction with Conceptual
Framework, Review of Related Literature, Methodology, Discussion and Results and Analysis, Summary, Conclusions and Recommendations) and the
final research defense. This final manuscript is an integration of the contents of Chapter 1 to 5 and it addresses the feedback from the final research
defense.
 ALITAGTAG COLLEGE, INC.
High School Department Main
Poblacion West, Alitagtag, Batangas 4205

Flexible Instruction Delivery Plan (FIDP)

Grade: Grade 12 Semester: Second Semester

Specialized Subject Title: Practical Research 2 No. of Hours/Semester: 80 hours
Prerequisites (If needed): Practical Research 1

Prepared by:

MR. MARVIN M. EUGENIO

HUMSS and STEM 12 Teacher

Checked by:

MISS JESSICA Q. ADAME, L.P.T., M.A.Ed.

Asst. Principal for Academics

Approved by:

ENGR. TEOFILO GERRY B. BANTA, L.P.T., M.A.Ed.

Principal