Lesson Exemplar in Practical Research 2 using the IDEA Instructional Process

School Tanay Senior High School Grade Level 12

Name of Teacher Learning Area Practical
VANESSA M. BIAS
LESSON Research 2
EXEMPLAR Teaching Date and Week 1-2
Time August 24 to 28, 2020 Quarter First
August 31- Sept 4, 2020

I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of

1. the characteristics, strengths, weaknesses, and kinds of quantitative

research

2. the importance of quantitative research across fields

B. Performance Standard The learners should be able to decide on suitable quantitative research
in different areas of interest

C. Most Essential Learning Describes characteristics, strengths, weaknesses, and kinds of

Competencies (MELC) quantitative research CS_RS12-Ia-c-1
(if available write the indicated MELC)
Illustrates the importance of quantitative research across fields

D. Enabling Competencies
(if available write the attached
enabling competencies)

II. CONTENT Characteristics, strengths, and weaknesses of Quantitative Research

Kinds of quantitative research
Importance of quantitative research across fields

III. LEARNING RESOURCES

A. References

a. Teacher’s Guide Pages

b. Learner’s Guide Pages

c. Textbook Pages Practical Research 2, E. Baraceros, (First Edition)

d. Additional Materials from Learning Module in PR2, Cortez

Resources

A. List of Learning Resources for

Development and Engagement
 Activities
a. PROCEDURES

A. Introduction
What I need to know?
Activity 1: Concept Recall
Do the KIM (Key, Information, Memory)

KEY INFORMATION/ MEMORY CLUES

MEANING (statement of your
experience about the
key term)
Inquiry
Research
Qualitative
Research

Online: The teacher will process the answers given by learners by

letting them speak on their microphones or by letting them explain
their answers on the message box.
(the teacher may also recall the importance of the three key terms)

Offline: The learners will be asked to complete the grid with ideas or
pieces of information indicated by the headings using their module.

What I Know
Activity 2: K-W-L Chart

The students will answer the K-W-L chart. They will keep their
answer for this activity to see how much they learned at the end of this
module.

What’s In?
Activity 3: Agree or disagree
The learners will express their judgment or decision about each
statement by checking the box representing their choice. The teacher
may ask the learners to justify their responses.

1.You can quantify people’s opinions and beliefs.

Agree Disagree

2.Quantitaive research is exactly the same as qualitative research.

Agree Disagree

3. You can use research to make decisions.

Agree Disagree

4. The process of measurement is central to both qualitative and

 quantitative research.
Agree Disagree

5. A person’s education can also be quantified or measured.

Agree Disagree

B. Development What is New?

Activity 4: Which is which?
Which between these two sets of statements is easier or quicker to
understand?
Justify your point.
Set A – Ninety five (95%) of the examinees passed the licensure
exams.
Twenty pages of the book contain grammatically incorrect sentences.
Set B – A big number of examinees passed the licensure exams.
Several pages of the book contain grammatically incorrect sentences.
They will examine closely their answers and justification to this
activity and realize how these are connected to the discussions that
follow.

What is It?
Their next task is to read and understand the text to know more
about Quantitative Research, its characteristics, strengths and
weaknesses, kinds and its importance across fields. (LM,pp.4-7)
(discussion of the topics)

C. Engagement What is More?

In this activity, the learners will examine again their answers from
Activity 3 and 4. They will also be asked to put remarks/corrections on
the items they failed to answer correctly. Afterwards, they will answer
the questions that follow.

Activity 5: Elaborate More

1. How will you describe quantitative research?

2. What are the characteristics of a quantitative research?

3. How is Quantitative Research different from a qualitative

research?

4. What are the importance of quantitative research across fields?

Give one field of knowledge and explain its importance?
5. Considering the Covid -19 Pandemic, what is impact of
quantitative research as a means of making your community
better?
 6. If you will do a quantitative research about the area in which
your house is situated, what could be your research problem or
topic?

D. Assimilation
What I have Learned

Activity 6: Graph it up!

The learners will complete the graphic organizers presented.

(see module, p.8)

Acivity 7: I Can!
Considering the Covid -19 Pandemic, the students will conduct
an interview with their families, relatives, or neighbors about their
present conditions, including the problems and challenges they have
encountered and the means on how they overcome those challenges.
They will choose one problem or challenge to be used as a research
topic applicable in a quantitative research and will describe how
quantitative research will help solve the problem.
They will use the table below to present their data.
Topic
(problem/challenge)
Purpose
(how to solve the problem through QR)
Appropriate
Kind of Quantitative Research to be used

Note : The teacher should remind the students to follow the minimum
health standard of the Department of Health DOH) and to observe
social or physical distancing and the use of facial mask at all times.

Online: the learners will send their outputs on the message box, email,
or google drive of the teacher.
Offline: Learners will attach their outputs on their module or portfolio.

V. REFLECTION
A. The teacher will show a concept to be reflected by the
learners .

-
Research is creating new knowledge.
-Neil Armstrong

B. The learners will write in their journal their learning, realization

and commitment by completing the phrases:
 My journey to this lesson enabled me
to________________________________
________________________________.
I realized that ___________________
_______________________________

VANESSA M. BIAS, MTII

Tanay Senior High School