SCHOOL CALOOCAN HIGH SCHOOL GRADE LEVEL 11

TEACHER Maricar T.Artuz LEARNING AREA SP

DATE QUARTER 4
CLASS SCHEDULE
I.OBJECTIVES
A. Learning
Competence/
Content
To be able to Understand the Nature of Inquiry and Research
Standards
B. Learning
Outcome/
Performance
To be able to Differentiate quantitative from qualitative research
Standards
C. Learning The learner should be able to
Competencies a. define what is research (CS_RS11-IIIa-1);
Objectives b. give the importance of research in daily life (CS_RS11-IIIa-2);
(write the LC
code)
c. enumerate the characteristics, processes, and ethics of research (CS_RS11- IIIa-3);
d. differentiate Quantitative from Qualitative Research (CS_RS11-IIIa-4); and e. provide
examples of research in the area of interest (CS_RS11-IIIa-5).
II.CONTENT
III.LEARNING
RESOURCES
A. References
B. Other Learning C. PowerPoint Presentation
Resources D. Activity sheets
E. Samples of qualitative and quantitative research
F. Ball
Baraceros, E. 2016, Practical Research 1 , Rex Book Store, pp. 10 – 13.
IV.PROCEDURES
A. Reviewing Elicit : A. ACTIVITY
previous lesson Group Activity – Critique Me if You Can
or presenting the (The activities in
Directions: Divide the class into several groups. Give each group two
new lesson this section will
evoke or draw out samples of research report to read and evaluate. Use the given
prior concepts or checklist to evaluate the two samples.
prior experiences of
the students) B. ANALYSIS
Ask the following questions:
1. What are your important observations about the two research
samples?
2. Which of the two aims to test the hypothesis and look for cause
and effect? What about to explore?
3. Which of the two is subjective? Is objective? Why?
4. What is the data collection technique used in sample 1? In
sample 2?
Which is analyzed statistically? Which is not
B. Establishing a Engage : Activity – A Picture that Paints a Thousand Words
purpose for the Directions: The teacher will flash set of pictures one at a time. While
lesson (The activities in
the first picture is shown, the teacher will play a music and pass a ball
this section will
stimulate their to the students. As the music stops, the one holding the ball will form a
thinking and help question or problem about the given the picture. The procedure is
them access and repeated until the last picture.
connect prior
knowledge as a Questions for Processing:
jumpstart to the
1. How will you find the answers or solutions to the questions or
present lesson)
problems you have formulated?
2. Is research applicable in these situations?
Do you have any idea about the methods of research that we can use in
these situations?
C. Presenting
examples/instanc
es of the new
lesson
D. Discussing new Explore : The teacher will present the topic and the learning objective of the
concepts and lesson.
practicing new (In this section,
skill #1 students will be
given time to think, A. ACTIVITY
plan, investigate Group Activity – Critique Me if You Can
Directions: Divide the class into several groups. Give each group two
 and organized samples of research report to read and evaluate. Use the given
collected checklist to evaluate the two samples.
information or the
performance of the
planned/prepared B. ANALYSIS
activities from the Ask the following questions:
students’ manual a. What are your important observations about the two
with the data research samples?
gathering with b. Which of the two aims to test the hypothesis and look for
Guide Questions) cause and effect? What about to explore?
c. Which of the two is subjective? Is objective? Why?
d. What is the data collection technique used in sample 1? In
sample 2?
Which is analyzed statistically? Which is not?
C. ABSTRACTION
1. Discuss the quantitative and qualitative research.

Activity – Chart It On
Directions: Complete the chart with needed information on the
distinguishable characteristics of quantitative and qualitative research.

Ask the following questions:

1. What makes quantitative research different from qualitative
research?
2. Is it possible for these methods of research to be utilized in one
study alone?
3. Which of the two is important? Why?
4. In what aspect/situation of your life can you apply quantitative
research? Qualitative research?

D. APPLICATION
Group Activity – Qualitative vs Quantitative Sorting Activity
Directions: Decide whether the following topics or research questions is
qualitative or quantitative. Sort and paste them on the chart provided.
 How do the fishermen of Brgy. Dumolog view “trawling” method
of fishing?
 Culinary Arts: Then and Now
 How do the TVL students feel about their chosen strand?
 What percentage of student-participants of the study are taking
the TVL strand?
 What is the degree of satisfaction of students taking the different
SHS tracks?
The Why and How of ICT Use
C. Discussing new
concepts and
practicing new skill
#2

D. Developing mastery Explain :

(leads to Formative (In this section,
Assessment) students will be
involved in an
analysis of their
exploration. Their
understanding is
clarified and
modified because of
reflective
activities)/Analysis
of the gathered data
and results and be
able to answer the
Guide Questions
leading to the focus
for the day.)
E. Finding practical Elaboration :
applications of
concepts (This section will
F. Making give the students
 generalization and the opportunity to
abstractions about expand and
the lesson solidify/concretize
their understanding
of the concept
and/or apply it to
the real world
situation.)
G. Evaluating Evaluation : EVALUATION
Learning (This section will Determine whether the following statements tell about qualitative
provide research or quantitative research.
opportunities for
1. In quantitative research, data are analyze
concept check, test
items and answer through descriptive and/or
key which are inferential statistics.
aligned to the 2. Qualitative research is often subjective.
learning objectives 3. Quantitative studies are conducted in
– content and small/limited scope.
performance 4. Qualitative research is exploratory in
standards and
nature.
address
misconceptions if 5. Qualitative research designs aim at
any) an in depth understanding of human
behavior.
H. Additional Extend :
Activities for (This section gives ASSIGMENT/AGREEMENT
application of situation that Think at least 3 researchable problems/questions related to your
remediation explains the topic in
a new context, or
specialization and be able to determine whether it can be solved
integrate it to qualitatively or quantitatively. Write your answers in your notebook.
discipline/societal
concern)
V. REMARKS
1 ABM 2 ABM 3 ABM GAS 6 HUMSS 5 HUMSS 4 HUMSS

VI. REFLECTION
1 ABM 2 ABM 3 ABM GAS 6 HUMSS 5 HUMSS 4 HUMSS
A. Number of learners
who earned 80% in
the evaluation
B. Number of learners
who require
additional activities
for remediation
C. Did the remedial
lesson works? No. of
learners
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?

Prepared by: Checked by:

Wilson L. De Guzman Alexander P. Gonzaga

Teacher II SHS Grade 11 Chairperson

Noted by :
Arlenita C. Tuzon Ferazim R. Dannug
Asst. Principal to SHS Principal IV