WEEKLY LEARNING PLAN

Name of Teacher: Jason S. Napa Grade Level: Grade 12

Date: September 12 – 15, 2022 Learning Area: Practical Research 2
MELC/s: Describes characteristics, strengths, weaknesses, and kinds of quantitative research. Quarter: 1st Quarter
PS: Decide on suitable quantitative research in different areas of interest. Week: 4
Day Objectives Topic/s Classroom – Based Activities
1 1. Explain what is meant by Causal Comparative Begin with classroom routine:
the term causal a. Prayer
comparative research. b. Reminder of the classroom health and safety protocols
2. Compare and contrast c. Checking of attendance
causal comparative, d. Quick “kumustahan”
correlational and
experimental researches. REVIEW
3. Give examples of
research topic showing the Review of the previous lesson (Elicit)
cause and effect • What are the reasons why researcher use correlational study?
relationship of variables • How are the variables being assessed?

Establishing a purpose for the lesson (Engage)

Show to the class, Pictures that depict Cause and Effect relationship.

Ask the students:

1. What does each picture show?
2. Is the cause always leads to an effect?
3. Is it possible to control the effect? If it is yes, how? If it is no, Why?

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 WEEKLY LEARNING PLAN
ACTIVATE

Presenting examples/instances of the new lesson (Explore)

Individual Work: Identify which is the Cause and the Effect in the given statement. Write your
answer on the corresponding boxes.
1. The effect of preschool attendance on social maturity at the end of first grade.
Cause Effect

2. The effect of taking multivitamins on a student’s school absenteeism.

Cause Effect

3. The effect of gender on Algebra achievement.

Cause Effect

4. The effect of part time employment on the achievements of High School students.
Cause Effect

5. The effect of UAAP school participation on student’s attitude.

Cause Effect

IMMERSE

Discussing new concepts and practicing new skills (Explain)

Causal Comparative also known as Ex Post Facto research (Latin for “after the fact) to determine
the cause or consequences of differences that already exist between or among groups of
individuals. It is an attempt to identify a causative relationship between an independent variable
and a dependent variable. The relationship between an independent variable is usually a
suggested relationship (not proven) because the researcher does not have complete control over
the independent variable.

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 WEEKLY LEARNING PLAN
The Three Types of Causal Comparative Research

Characteristics of Researches
CORRELATION RESEARCH VS. CAUSAL COMPARATIVE
Differences
CORRELATION CAUSAL COMPARATIVE
Focus on difference between groups Involved relation among variables
Do not identify cause and effect relation To identify cause and effect relations
Involve two or more variables and group Typically involve two or more groups of
participants participants as one dependent variable
BOTH CAUSAL COMPARATIVE and CORRELATIONAL have same properties.
Both of them lack of variable manipulation
They have similar caution regarding interpretation of results
CORRELATION each of variable manipulation
EXPERIMENTAL CAUSAL COMPARATIVE
Independent variable can be manipulated Independent variable cannot be
by the researcher manipulated because it has already
occurred
Samples can be randomly selected. Samples are not randomly assigned to
treatment group they are in established
group
Same properties causal comparative
attempt to establish cause and effect relations
involve group comparison

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 WEEKLY LEARNING PLAN
Making Generalizations and abstraction about the lesson (Elaborate)

PMI Chart:
Instruct the students to write something positive and negative about causal comparative
research.

Positive Minus Interesting

What did you learn What question were not What can you add?
answered

lo.unisa.edu.au

SYNTHESIZE

Finding practical applications of concepts and skill in daily living (Extend)

What are the factors that may contribute to higher percentage of students with nutrition
problem? Would you consider the factor as the one that produce the cause and effect of being
severely wasted or overweight among students?

National Nutrition Month PP 491.s1974 DM62.s2015

Read more examples of causal comparative researches in the library for reference.

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 WEEKLY LEARNING PLAN
EVALUATE

Evaluating Learning (Evaluate)

Connect either the given effect to the cause or the given cause to the effect.

CAUSE EFFECT

Eating too much food without exercise ?

? Lung cancer
Failure to study ?
? Poor nutrition

PLUS

Assignment:
Read more from the internet more references discussing causal comparative research.
2 1. Define experimental Experimental Research Begin with classroom routine:
research. a. Prayer
2. Describe when and how b. Reminder of the classroom health and safety protocols
experimental research is c. Checking of attendance
used. d. Quick “kumustahan”
3. Provide examples of the
appropriate use of REVIEW
experimental research.
Review of the previous lesson (Elicit)
• Can you still recall your Junior High School Science experiments?
• May I request somebody to share with the class your experience?
• What are the notable things observed and recorded during the experiment?

Establishing a purpose for the lesson (Engage)

Say Yes if the topic posted on the board can be experimented and Say No if it is not.

1. Red Onion Garlic Oil and Grape Oil as an Alternative Coagulant.

2. Kind of shampoo women prefer
3. Hibiscus (Gumamela) as Anti-Aging Cream
4. Attitudes of parents in the K12 program
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 WEEKLY LEARNING PLAN
5. Guava Leaves as Teeth Whitener
6. Impact of blended learning on students enrolled in English
7. Attitudes and Barriers to Immunization of School Children
8. Relationship of violent video games to a child behavior
9. Effects of coaching on academic performance of G12 in Mathematics
10. Factors affecting the extent of Depression treatment

ACTIVATE

Presenting examples/instances of the new lesson (Explore)

Group Experiment:
Allow students to work with their group mates in a simple experiment.
LAVA in a CUP. (science bob. com)
You will Need: a clear drinking glass, ¼ cup vegetable oil, 1 teaspoon salt, water, food
coloring (optional)
What to do: Fill the glass with about ¾ full of water. Add about 5 drops of food coloring. You
can use red for the lava look. Slowly pour the vegetable oil into the glass. See how the oil floats
on top. Now the fun part…. Sprinkle the salt on top of the oil. Watch blobs of lava move up and
down in your glass. If you like you can add another teaspoon of salt to keep the effect going.
Answer the following questions and make your own hypothesis.
1. How long will the effect go on if you keep adding salt?
2. Do different kinds of food oil give different effects?
3. Will other substances (sand, sugar etc.) work the same as salt?
4. Does the height or shape of the glass affect the experiment?
5. Which of the parameters manipulate and influence on another?

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 WEEKLY LEARNING PLAN
IMMERSE

Discussing new concepts and practicing new skills (Explain)

Experimental Research reveals a cause and effect relationship by systematically manipulating
one parameter (independent variable) and observing the influence on another (dependent
variable) Ex: experimenters may administer an abdominal strengthening program to dancers and
observe its effects on the dancer’s ability to maintain a stable torso in small jump combination.
To establish an experimental proof of causation the manipulation of the independent variable
must be done in a manner that makes
any other explanation for the change in the dependent variable impossible or at least highly
unlikely. A variety of experimental designs have been invented to accomplish this purpose and
statistical test have been created to assess the probability that something other than the
measured independent variable may have caused the change in the dependent variable.

Though questions may pose in the other forms of research, experimental research is guided
specifically by a hypothesis. A hypothesis is a statement to be proven or disproved. Once that
statement is made, experiments must be started to find out whether the statement is true or not.

Making Generalizations and abstraction about the lesson (Elaborate)

Ask the students:

What is the use of experimental research?

Why is experimental research important?

SYNTHESIZE

Finding practical applications of concepts and skill in daily living (Extend)

Ask the students:

What is the importance of research in our daily life?

How can experimental research help society improve their everyday lives?

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 WEEKLY LEARNING PLAN
EVALUATE

Evaluating Learning (Evaluate)

Examples of Experimental Research

Underline the independent and encircle the dependent variable.

1. The effect of a new treatment plan on breast cancer.

2. The effect of positive reinforcement on attitude toward school.
3. The effect of teaching with a cooperative group strategy or a traditional lecture approach on
student’s achievement.
4. The effect of a systematic preparation and support system on children who were scheduled
for surgery on the amount of psychological upset and cooperation.
5. A comparison of the effect of personalized instruction on computation skill.

PLUS

Assignment:
Think of a topic that can possibly be conducted through an experimental research.
Name of Teacher: Jason S. Napa Grade Level: Grade 12
Date: September 14 – 15, 2022 Learning Area: Practical Research 2
MELC/s: Differentiates kinds of variables and their uses Quarter: 1st Quarter
PS: Decide on suitable quantitative research in different areas of interest. Week: 4
3 1. Define variables. Variables Begin with classroom routine:
2. Explain the importance a. Prayer
of variables and how they b. Reminder of the classroom health and safety protocols
influence the outcome of c. Checking of attendance
the experiment. d. Quick “kumustahan”
3. Appreciate how variable
are use in any research REVIEW
study.
Review of the previous lesson (Elicit)
Experimental Research
• Why experimental research is different from any other educational research?
• What is the characteristic of experimental research?

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 WEEKLY LEARNING PLAN
Establishing a purpose for the lesson (Engage)
Guess the Word: Play the activity through PowerPoint presentation.
Unscramble the letters and reveal the mystery words.

E D E I D N T E N N P
INDEPENDENT

E A R S B V I L A
VARIABLES

C I R E M U N

NUMERIC
M E N R I T P I A L X E

EXPERIMENTAL

L A T N E M I R E P X E N O N

NON EXPERIMENTAL

C I R O G A L E T A C
CATEGORICAL

ACTIVATE

Presenting examples/instances of the new lesson (Explore)

Group Activity. Allow the students to observe a simple experiment to discover learning about
the subject matter.
Show to the class 5 identical empty 350 ml mineral water bottles. Fill each bottle with the
following :
Bottle 1 – 200 ml tap water
Bottle 2 – 200m cold water
Bottle 3 - 200ml lukewarm water
Bottle 4 - 200 ml hot water

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 WEEKLY LEARNING PLAN
Add 1 teaspoon of orange juice to each bottle simultaneously.The class will evaluate the mixture
and observe how fast it dissolves.
Guide Questions:
1. In which bottle the orange powder dissolves faster? or the slowest?
2. Why do you think the orange powder dissolves faster in hot water?
3. Which of the given variable causes the variation in the duration of orange powder
dissolubility?
Follow up Questions to ponder
1. What are the variables in this set up?
2. Which of them are constant all throughout?
3. What are the variables that can be manipulated and which are not?

IMMERSE

Discussing new concepts and practicing new skills (Explain)

Presentation of findings per group :
Indicators 4 3 2 1

Subject Students Students are at Students are Students do not

Knowledge demonstrate ease with topic uncomfortable have grasp of
full grasp of the and present with information.
topic, accurate information, Many
presenting information. leave out statements are
complete and important incorrect and
accurate details and unsupported.
information presents
inaccurate
information.
Explanation Students use all Students use Conclusions are Students
from Evidence available data some data, very poorly conclusions are
and their prior prior knowledge related to the not related to
knowledge and and experience evidence the evidence
experience. provided in the provided in the
presentation. presentation.

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 WEEKLY LEARNING PLAN
Questions Students answer Students are at Students are Students cannot
all class ease with able to answer answer
questions with answers to most only questions about
explanation and question but fail rudimentary the subject.
elaboration. to elaborate. questions
without
explanation.

Variables are “changing qualities or characteristics “of persons or things like age, gender,
intelligence, ideas, achievements, confidence and so on that are involved in your research
study. Made up of the root or base word “vary” which means to undergo changes or to differ
from, variables have different or varying values in relation to time and situation. For instance, as
years go by your age or intelligence increases. But placed in a situation where you are afflicted
with a disease or have no means of reading or no access to any sources of knowledge, your
intelligence tends to decrease (Suter 2013, p. 137)

In research, especially in quantitative, one important thing you have to focus on at the start of
your study is to determine the variables involved in your study. Unless you spend some time
pondering on variables in your research, your work has no chance of attaining its goal. Your
research problem or research topic to which you devote much of your initial research time
finalizing stands great, if it has wordings on the basic variables involved in your study.

Two types of Variables: Independent refers to variables that causes changes in the subject.
Dependent are the variables that bear or manifest the effects caused by the independent
variables.
Hence in a causal relationship, the cause comes from the independent variables, the effects on
the dependent variables.

In a scientific way of studying the cause and effect relationships, these two variables are part
and parcel of the research because the first one is the cause and the second the effect that you
can subject to any form of measurement. However, as you carry out the research, it is possible
that one, two , or more variables or extra variables crop up to create an impact on the
relationship between the independent and dependent variables

Jason S. Napa

4 1. Characterize variables
2. Distinguish between
numeric and categorical
variables in content.
3. Differentiate the
classification of variables.
WEEKLY LEARNING PLAN
Making Generalizations and abstraction about the lesson (Elaborate)
Ask the students:
Do you have now a clear understanding of the meaning and the use of variables?
How do you use variables in a study? Is it necessary in doing good research?
SYNTHESIZE
Finding practical applications of concepts and skill in daily living (Extend)
Ask the students:
What are the variables that you will include to manipulate or control in a research topic about
eating habits and nutrition of the Senior High School students?
(NATIONAL NUTRITION MONTH pp 491s 1974 DM 62 s 2015)
EVALUATE
Evaluating Learning (Evaluate)
Directions: Write C if the sentence is correct and W if not .
1. _____ All variables are prone to changes or variations.
2. _____ Only words can express the effects of variables on dependent variables.
3. _____ It is wrong to expose the variables to changeable factors.
4. _____All variables are controllable.
5. _____ The effects of something on dependent variables are measurable.
PLUS
Assignment:
Read more about the different types of variables and it a connection with research problem.
Numeric and Categorical Begin with classroom routine:
variables a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “kumustahan”
REVIEW
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 WEEKLY LEARNING PLAN
Reviewing previous lesson or presenting the new lesson (Elicit)
Unlock the meaning of numeric, categorical.
What does numeric and categorical variable mean?

Establishing a purpose for the lesson (Engage)

Ask the student:

What time did you sleep last night?

What time did you wake up?
Do you enjoy a hot/cold coffee during breakfast?
How many pieces of hotdog have you eaten?
Can you recall the plate number of the tricycle you ride on your way to school?
Are you satisfied with the way the driver drives his tricycle?

What do you think are the data that I’m trying to get from you?
How is it relevant with the lesson?

ACTIVATE

Presenting examples/instances of the new lesson (Explore)

Individual work: Allow each student to provide his/her own data and write it on a sheet of
paper following the format. Then identify whether the data is categorical or numerical.

Students Name:__________________________________

Information Data Numerical/ Categorical

Age
Height
Weight
Gender
Religion
ID. Number
Current Address
Language
Zip Code
Time to get to school
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 WEEKLY LEARNING PLAN
Academic Average
Level of performance
Eye color
Hair color
Size of t-shirt
Number of shoes owned
Amount of weekly Allowance
Hours spent using Facebook

IMMERSE

Discussing new concepts and practicing new skills (Explain)

A variable is any factor or property that a researcher measures, controls and or manipulates. It is
also the changing quantity or measure of any factor trait or condition that can exist in differing
amount or types. It is also a logical set of attributes, characteristics, numbers, or quantities that
can be measured or counted. It is also called a data item.
Classification of Variables:
Numeric Variables –These are variables with values that describe a measurable numerical
quantity and answer the questions “how many or how much “. These values are considered as
quantitative data.
a. Continuous Variables These variables can assume any value between a certain set of real
numbers. The values depend on the scale used. Continuous variables are also called interval
variables. Examples: time, age, temperature , height, and weight

b. Discrete Variables – These variables can only assume any whole value within the limits of the
given variables. Some examples are the number of registered cars, number of business location,
number of children in the family, population of students and total number of faculty members.

Categorical Variables – These are variables with values that describe a quality or characteristic
of a data unit like “what type or which category “

a. Ordinal Variables- These variables can take a value which can be logically ordered or ranked,
Examples: academic grades, clothing size such as XL, M, L, S and measures of attitudes such as
strongly agree, agree disagree or strongly disagree.

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 WEEKLY LEARNING PLAN
b. Nominal variables – These are variables whose values cannot be organized in a logical
sequence. Examples: business type, eye colors, kinds of religion, various language, and types of
learners.
c. Dichotomous Variables – these variables represent only two categories.
Examples: gender (male and female) answer (yes or no) and veracity (true or false)
d. Polychotomous Variables – These are variables that have many categories.
Examples: Educational attainment (elementary, high school, college) level of performance
(excellent, very good, good, satisfactory or poor)

Making Generalizations and abstraction about the lesson (Elaborate)

Play YouTube video:
Statistics Identifying Categorical and Quantitative Variables
https://youtube /kuh 6FVuMEEE

SYNTHESIZE

Finding practical applications of concepts and skill in daily living (Extend)

Ask the students:
As we commemorate the birth and death anniversary of our heroes. What data can be captured
from their profile that can be classified as numerical and categorical?

EVALUATE

Evaluating Learning (Evaluate)

Thumbs Up and Thumbs Down :: Put your thumbs Up if the variable is

Numerical and Thumbs Down if the variables are categorical

1. Daet as my hometown 6. 100 lbs.’

2. XL, L, M, S 7. 250 SHS students
3. 18 yrs. Old 8. Male or female
4. Strongly agree 9. Jehovah’s witness
5. College degree 10. Very good

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 WEEKLY LEARNING PLAN
PLUS

Assignment:
Classify the following variables by checking the appropriate column.

Variables Numerical Categorical

Continuous Discrete Ordinal Nominal Dichotomous Polychotomous
Sex
Emotional
Intelligence
Honor
Rolls
Length
Spiritual
Practices
Level of
Addiction
Absences
Values
Mortality
Rate
Degree of
Agreement
References: Amadeo Pangilinan Cristobal Jr. Ed.D Practical Research 2 for Senior High School
Prof. Angelita Ong Camillar- Serrano DBA Practical Research 2 on Quantitative Research
Jessie S. Barrott Ph.D Practical Research 2 for Senior High School
Esther L. Baraceros Practical Research 2

Prepared by: Reviewed by: Noted by:

JASON S. NAPA LOVELY MAE B. YASIS MERCIE P. DE GUZMAN

Teacher II SHS Coordinator Principal I

Jason S. Napa