GRADE 11
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Initial Activities
B. Development Activities
1. Activity
School Jose Maria Panganiban Senior High School Grade Level 11
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
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
The learner is able to use appropriate kinds of research in making decisions.
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
DIAGNOSTIC TEST NATURE OF INQUIRY OF RESEARCH
6–9 10 – 15 16 – 22
Worksheets Power point presentation, projector, worksheets
Prayer, greetings, checking of attendance
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
which you seek information about
something by searching or
examining the object of your search.
INQUIRY is to look for information
by asking various questions about
the thing you are curious about.
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
classrooms where teacher
emphasized IBL (page 6) and
inquiry model (page 7)
Tell the students that as they go
through this lesson, they have to
think of this important question:
How does inquiry and research
facilitate in finding solutions to real-
life problems and develop critical
thinking skills and lifelong learning?
4. Application Group Activity
Form a group of four members.
Choose any of the following group
activities.
1. Speculations: Recall the hottest
issue in town. Prove how
inquisitive you are by raising
top-level probing questions
about it.
2. Role-Playing: Two will act as
police authorities investigating
a criminal case while other two
will play the role of suspected
law violators. Ask probing
questions.
RESEARCH is defined as the
scientific investigation of
phenomena, which includes
collection, presentation, analysis
and interpretation of facts that lines
an individual’s speculation with
reality.
 Discuss the Characteristics of
Research (page 11)
 Present the research process
diagram to make students
realize the nature of research
 Identify the factors to consider
in selecting a research problem
 Discuss Ethics in Research (page
13)
Ask the students to write an essay
about the characteristics and ethical
considerations in conducting
research.
Ask:
What is qualitative research?
What is quantitative research?
Discuss
 Definition of Quantitative and
Qualitative Research
 Differences Between
Qualitative and Quantitative
Research
 Differing Philosophical
Assumptions of Quantitative
and Qualitative Researchers
(pages 16-17)
Tell whether the given statement is
a Quantitative or Qualitative
Methodology. Explain your answer
for each item.
1. Preference for specific design
control for procedural bias.
2. Primary reliance on research to
deal with procedural bias.
3. Preference for statistical
summary of results.
4. Preference for narrative
summary of results.
5. Willingness to manipulate
aspects, situations, or
conditions in studying complex

5. Evaluation THREE (3) to FIVE (5) WRITING
 Allow the class to have a 3-5
minute writing about the use of
research in their daily life as a
student.
 Inform them to write their
feelings and insights about the
discussion
 Allow some volunteers to read
what they have written
C. Agreement Ask the students to read sample
research then ask them to write a
reflection paper about the
importance of research in our daily
life. Provide the students the
following guide questions in writing
their reflection.
 What appears to be the main
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
application or remediation students asking them the
importance of research in their daily
life. This can be done through a
collaborative work.
V. REMARKS
VI. REFLECTION
QUIZ
Conduct a true or false item test
about the characteristics of research
and the ethical considerations in
conducting research.
Ask the students to give examples of
researches conducted for each type
of research (Basic, Applied and
Developmental Research). Tell them
to share their examples with their
classmates through a group
discussion.
Ask the students to select one (1)
published research aligned to their
specialization. Ask them to analyze
the research by answering the
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?
phenomena.
Ask the students to produce a
reflection paper of the things they
learned about the differences
between qualitative and
quantitative research and the
differing philosophical assumptions
of quantitative and qualitative
researchers.
(Use the attached rubric on
Reflection Evaluation Criteria)
Ask the students to look for
examples of qualitative and
quantitative researches. Tell them
to share their examples with their
classmates and let them explain the
reason why the research is
considered qualitative or
quantitative.
Answer:
Can a research be done using both
qualitative and quantitative data?
Why or why not?
 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