ANGELES UNIVERSITY FOUNDATION

COLLEGE OF EDUCATION
Center of Excellence for Teacher Education
Professional Education Department

Detailed Lesson Plan in Teaching Practical Research 1

Name: Khim Bryan P. Rebuta Year & Section: Grade 11

Cooperative Teacher: Mr. Michael U. Henson School: Angeles City Science High School

I. Learning Objectives:
(Note: Please consider the content and performance standards under the K-12 Curriculum)
Note: Please consider the content and performance standards under the K-to-12

At the end of the learning period, students should be able to:

a. describe characteristics, strengths and weaknesses of qualitative research;

b. reported the types of qualitative research; and
c. analyze and identify the types of different qualitative research topics.

II. Learning Competencies

The learner:
1. differentiates quantitative from qualitative research (CS_RS11- IIIa-4)
2. describes characteristics, strengths, weaknesses, and kinds of qualitative research (CS_RS11- IIIb-1)
3. illustrates the importance of qualitative research across fields (CS_RS11- IIIb-2)

Content Standard

The learner demonstrates understanding of:

1. the value of qualitative research; its kinds, characteristics, uses, strengths, and weaknesses.
2. the importance of qualitative research across fields of inquiry.

Performance Standard

The learner is able to decide on suitable qualitative research in different areas of interest.

III. Learning Concepts:

Topic: Qualitative vs. Quantitative Research

Concept: Strengths of Qualitative Research, Weaknesses of Qualitative Research, Types of Qualitative Research
Learning Resources: Teacher’s Guide pages, Learner’s Materials pages, Textbook pages, and Additional materials from
Learning Resource (LR) portal.
Learning Materials: bond paper, marker, question sheets

IV. Learning Procedures:

Teacher’s Activity Student’s Activity

A. Daily Routine

“Good day, class!” “Good day, Sir!”

“Let us pray.” The class will pray.
“Are there any late and absent students today?” “None, Sir.”
“Very good. Thank you!”

Engagement/Encountering the Idea/ Motivation:

(The activities in this section will capture the student’s attention, stimulate their thinking, and help them access prior
knowledge)

Teacher’s Activity Student’s Activity

B. Motivation

Activity 1. Cryptogram
Instructions: The students will work in groups. (The students will go to their groups.)
They will guess a phrase by taking turns in
giving one word to fill in the blanks. Any group
can guess the hidden phrase in their turn, but if
they guessed wrong, they cannot have their next
“Strengths and weaknesses.”
turn. The group to guess the phrase correctly
gains a point.
Correct! The answer is strengths and weakness. Later,
we will learn about the strengths and weakness of
qualitative research, as well as its types.

C. Discussion Proper
Teacher’s Activity Student’s Activity
Strengths of Qualitative Research

 Qualitative Research can offer the best light or

best answers to certain phenomenon that cannot
be answered by Qualitative Research.
 Results are exhaustive: it digs below the surface
 Offers several avenues to understand
phenomena, behavior, human conditions, etc.
 Builds theories based on consistent themes,
categories, relationships and interrelationships.
 Adopts a natural approach to its subject matter:
based on what is found meaningful
 Instrumental for positive societal change
 Includes the researcher’s
interest/experience/background in interpreting
the study.

Weaknesses of Qualitative Research

 Entails total immersion in the setting of the

research: time consuming, tedious, resource
draining
 Subjectivity can happen: conflict between
“personal self” and “researcher self”
 Difficulty in knowing the validity of the results
 “Data overload” is possible

Now that you have learned the strengths and weaknesses

of qualitative research, this time, I will give you a
scenario, and then you will determine if it is a strength or
a weakness.
1. The researcher spends a long time and
money in their research.
2. The researcher struggles in separating
their beliefs or opinions in analyzing “Weakness, because qualitative research can be time
the data. consuming, tedious, resource draining.”
3. The research provides a thorough and “Weakness, because subjectivity can happen.”
in-depth discussion of the problem.
Ok, very good! Now let us move on to the next
discussion. I will assign each group one type of “Strength, because qualitative results are exhaustive.”
qualitative research and you will discuss among your
groups the definition and characteristics of the type
assigned to you. Refer to the screen to see your
 assignments. Once you are done, I will choose a
representative to present your outputs. Ok, you have five
minutes to finish this task.

Activity 2. Types of Qualitative Research

Instructions: The class will be divided into six groups.
Each group will be given one type of the qualitative
research. They will discuss the characteristics of the type
assigned to them. One representative will present their
output. (The students will start to discuss.)

Types of Qualitative Research

1. CASE STUDY-usually takes place in the fields
of social care, nursing, medicine, psychology, (Each group will present their outputs.)
social work, education
A longtime study of a person, group,
organization, or situation
Seeks to find answers why a thing happens to
the subject
2. ETHNOGRAPHY-study of a particular cultural
group to get a clear understanding of its
organizational set-up, internal operation, and
lifestyle.
Involves a “gatekeeper” who belongs to the
group being studied.
The researcher lives with the group for a long
period of time.
3. PHENOMENOLOGY-A Philosophical
discipline focusing on a phenomenon-
something that known through the senses
Refers to the study of how people find their
experiences meaningful (meanings attached to
experiences)
4. CONTENT AND DISCOURSE ANALYSIS-
requires an analysis or examination of the
substance or content of a mode of
communication ((letters, books, journals,
photos, video recordings, SMS, online
messages, emails, AVPs, etc)
A study of language structures used in the
medium of communication to discover the
effects of sociological, cultural, and ideological
factors on the content.
5. HISTORICAL ANALYSIS - examination of
primary documents to understand the
connection of past events to the present
Involves interviews of people who have had
first hand experiences or knowledge or events
of the past.
6. GROUNDED THEORY - takes place when you
discover a new theory that underlies the study at
the time of data collection and analysis
data gathering techniques: interview,
observation, and documentary analysis.

V. Application
(Please provide test items and answer key which are aligned to the learning objectives-content and performance standards)
 Teacher’s Activity Student’s Activity
Activity 3. True or False
Write True if the statement is correct and write False if it is not
correct. Write your answer on a separate sheet of paper. Answer:
1. False
1. Qualitative research is Objective. 2. True
3. False
2. One of the strengths of Qualitative research is it provides 4. False
individual case information. 5. True

3. One of the strengths of Qualitative Research is the data analysis

is often time-consuming.

4. The purpose of Phenomenological Research is to extract

meaningful context from these experiences.

5. Qualitative research focuses on understanding an individual's

experience and interpretation of events.

VI. Evaluation
Read and analyze the following research topics and identify what type of qualitative research is
appropriate for each. Then justify your answer by providing a brief explanation. Write your answer on
a separate sheet of paper. Every item is three (3) points each.

1. A researcher investigated the rare Amazonian Tree’s medical properties and discovered that
its components can be made into a drug that can cure Dengue.

2. A researcher is looking into ways to create intervention on violent or hostile behavior among
young children.

3. A researcher analyzes music composition by researching its utilization of theory and intuition,
technologies in creating music, and a critical approach in its design process.

4. A researcher immerses with the Badjao street dwellers to learn how they were able to migrate
from Mindanao.

5. A researcher seeks to discover the events that transpired behind Antonio Luna's assassination
in Cavite in 1899 and discuss the implication of these events.

VII. Assignment
Instructions: List at least one possible study in the STEM strand for each type of Qualitative Research.
Be ready to share your answers in the next class.

Checked:
Mr. Michael U. Henson
Cooperating Teacher