School E.T.

TIRONA MEMORIAL NATIONAL INTEGRATED HIGH SCHOOL Grade Level 12

GRADE 1 to 12
Teacher ISAAC, CEEJAY P. Learning Area PRACTICAL RESEARCH 2
DAILY LESSON
LOG Teaching Dates and Time 7:00 – 8:00 (M, T, W, Th) G12 HUMSS 4
AUGUST 29-SEPTEMBER 01, 2023

8:00 – 9:00 (M, T, W, F) G12 HUMSS 1 Quarter FIRST

9:30 – 10:30 (M, T, Th, F) G12 STEM 1
10:30 – 11:30 (M, W, Th, F) G12 HUMSS 2
10:30 – 11:30 (T, W, Th, F) G12 HUMSS 3

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates an understanding of: the characteristics, strengths, weaknesses, and kinds of quantitative research; the importance
of quantitative research across fields; the nature of variables.
2. Performance The learner is able to decide on suitable quantitative research in different areas of interest.
Standards
3. Learning Describes characteristics, strengths, weaknesses, and kinds of
quantitative research. CS_RS12-Ia-c-1
Competencies /
Objectives At the end of the session, the 1. Assess what learners At the end of the session, the learners must be able to:
learners must be able to: already know and the skills 1. identify quantitative research based on the given word clues,
1. describe their research they possess before statements, research titles, and research designs;
conducted from the previous beginning a new lesson. 2. compose a short essay based on the importance of quantitative
school year 2. Identify learners' strengths research in their field of specialization/strand; and
2. explain the importance of the and weaknesses that can 3. value the importance of quantitative research in their field of
be tailored through specialization/strand.
research conducted and its
instructional approach to
contribution to the
meet the specific needs of
field/strand/specialization. each learners.
3. reflect on their experiences in
writing their research paper
from the previous school year
II. CONTENT INTRODUCTION TO DIAGNOSTIC TEST IN
NATURE OF INQUIRY AND RESEARCH
QUANTITATIVE RESEARCH PRACTICAL RESEARCH 2
III. LEARNING
RESOURCES
1. References
a. Teacher’s Guide None None MELC Practical Research 2, CLMD 4A Budget of Work (BOW), and
SHS-Applied Track Subject Curriculum Guide (Practical Research 2)
b. Learner’s Materials None None DepEd CALABARZON Learner’s Packet [LeaP] Quarter 1 Week 1
c. Textbook / Books None None None
d. Additional Materials ADM in Practical Research 2, Quarter 1 – Module 1: Nature of
from Learning None None Quantitative Research (Schools Division of Dipolog City)
Resources (LR) portal ADM in Practical Research 2, Quarter 1 – Module 1: Nature of
Quantitative Research (Schools Division of Cebu Province)
 Menoy J., Coronel, B., Tuason, J., Millano, K. (2018). Practical
2. Other Learning Research 2 (For SHS – Focus on Quantitative Research). Books
CBEA Diagnostic Test Material
Resources Atbp. Publishing Corp. Mandaluyong City.

IV. PROCEDURES
Approach Constructivist Constructivist
Strategy Thinking Skills Strategies Activity-Based Strategies
A. Reviewing previous lesson Introduce the term “research”: • The learners will be asked to read Let’s Recall and to listen in the
or presenting the new lesson - Ask students about their ideas on teacher’s discussion.
research.
- Ask students about their research Let’s Recall!
study in their previous subject, Practical Research I introduced you to the two main classifications of
Practical Research 1. research methods: quantitative and qualitative. You have learned that
qualitative research is more of describing a phenomenon in a narrative;
hence, the data collected can be in the form of words, images, or
transcripts taken from a small sample, not generalizable to the population.
Choosing a small sample size makes room for in-depth data collection and
interpretation. In this lesson, you will learn about quantitative analysis, a
more formal, objective, and systematic approach to obtaining answers to a
question or problem of the study.
B. Establishing a purpose for Ask students to explain the importance • The learners will be asked to answer Activity 1.
the lesson of research that they have conducted
previously and how it might help their Activity 1: Finding Clues
discipline/strand/specialization. Directions: Group the following word clues if they are characteristics of
Quantitative Research (Box A) or Qualitative Research (Box B).
C. Presenting
examples/instancing of the new
lesson
D. Discussing new concepts and
practicing new skills #1
The students will be provided with
examples of research manuscripts from
the previous school year, and they will
be informed on the subject
requirements stipulated in the Practical
Research 2 Syllabus.
The students will be provided with a brief
discussion on the topics covered per
semester using the Practical Research
2 Syllabus.
• The learners will be asked to answer Activity 2.
Activity 2: Let’s Match
Directions: Match the following quantitative research title under column A
to its classification (research design) in column B. Write the letter of the
correct answer on the space provided.
• The learners will be provided with a detailed discussion in the
definition, characteristics, advantages and disadvantages and
kinds of quantitative research.
Let’s Read!
Quantitative Research
You have learned from Practical Research 1 that research method is
classified into two main types: quantitative and qualitative. While both
methods utilize a specific data-gathering procedure, the former is
generally concerned with understanding phenomenon relating to or
involving quality or kind. The latter, on the other hand, is based on the
measurement or quantity. In this module, we will focus on quantitative
methods of research and its different kinds.
Quantitative research uses scientifically collected and statistically analyzed
data to investigate observable phenomena. A phenomenon is any existing
or observable fact or situation that we want to unearth further or
understand. It is scientific for the fact that it uses a scientific method in
designing and collecting numerical data. Once data is collected, it will
undergo statistical analysis like Pearson’s r, t-test and Analysis of
Variance (ANOVA) for analysis. Since data is analyzed statistically, it is
imperative that the data obtained must be numerical and quantifiable,
hence its name quantitative research.
Characteristics of Quantitative Research
Quantitative research is commonly used in natural sciences research
problems because of the following characteristics:
1. Large Sample Size.
2. Objectivity.
3. Concise Visual Presentation.
4. Faster Data Analysis.
5. Generalized Data.

E. Discussing new concepts and
practicing new skills #2
The students will be given a list of the
research chapters and other academic
requirements, subject policies, grading
systems and awards and recognitions
stipulated in the Practical Research 2
Syllabus.
6. Fast and Easy Data Collection.
7. Reliable Data.
8. High Replicability.
Advantages of Quantitative Research
The following are the advantages of quantitative research or its strengths:
1. Very objective
2. Numerical and quantifiable data can be used to predict outcomes.
3. Findings are generalizable to the population.
4. There is conclusive establishment of cause and effect
5. Fast and easy data analysis using statistical software.
6. Fast and easy data gathering
7. Quantitative research can be replicated or repeated.
8. Validity and reliability can be established
Disadvantages of Quantitative Research
The following are the disadvantages of quantitative research or its
weaknesses:
1. It lacks the necessary data to explore a problem or concept in depth.
2. It does not provide comprehensive explanation of human experiences.
3. Some information cannot be described by numerical data such as
feelings, and beliefs.
4. The research design is rigid and not very flexible.
5. The participants are limited to choose only from the given responses.
6. The respondents may tend to provide inaccurate responses.
7. A large sample size makes data collection more costly.
Kinds of Quantitative Research
Quantitative research is a broad spectrum that it can be classified into
smaller and more specific kinds: descriptive, correlational, ex post facto,
quasi-experimental, and experimental.
Descriptive design is used to describe a particular phenomenon by
observing it as it occurs in nature. There is no experimental manipulation,
and the researcher does not start with a hypothesis.
The correlational design identifies the relationship between variables.
Data is collected by observation since it does not consider the cause and
effect, for example, the relationship between the amount of physical
activity done and student academic achievement.
Ex post facto design is used to investigate a possible relationship
between previous events and present conditions. The term “Ex post facto”
which means after the fact, looks at the possible causes of an already
occurring phenomenon. Just like the first two, there is no experimental
manipulation in this design. An example of this is “How does the parent’s
academic achievement affect the children obesity?”
A quasi-experimental design is used to establish the cause-and-effect
relationship of variables. Although it resembles the experimental design,
the quasi-experimental has lesser validity due to the absence of random

F. Developing Mastery
G. Finding practical applications
of concepts and skills in daily
living
The students will be asked to answer
and give justification on this question:
“What topic/s do you wish to
understand more in your
field/discipline/strand/
specialization?”
Let the students answer the
question:
“"What challenges did you
encounter when working on your
research paper last school year,
and how do you plan to address or
avoid them this school year?"
selection and assignment of subjects.
Experimental design like quasi-experimental is used to establish the
cause-and-effect relationship of two or more variables. This design
provides a more conclusive result because it uses random assignment of
subjects and experimental manipulations.
• The learners will be asked to answer Activity 3.
Activity 3: True or False
Directions: On the space provided, write TRUE if the statement describes
quantitative research and FALSE if it is incorrect.
_______1. Quantitative data can be presented using tables and graphs.
_______2. The results of quantitative research can be used to generalize
and predict.
_______3. Quantitative research is flexible so at any stage, the study
may change.
_______4. Quantitative data are more credible, reliable, and useful than
qualitative data.
_______5. The research study cannot be replicated or repeated because
it is unique in every case.
_______6. Data are in the form of numbers and analyzed statistically.
_______7. Data analysis is an on-going process. It can be done at any
stage of the process.
_______8. The behavior of the participants is observed and is critical to
the analysis of results.
_______9. Analysis of data is less time-consuming.
______10. In quantitative research, the researcher participates and
engages the participants in the study.
• The learners will be asked to answer Activity 4 in which they will be
divided into four (4) to identify ten (10) quantitative research titles
and to classify what quantitative research design it follows.
Activity 4: Know my Designs
Directions: Read and identify ten (10) different quantitative research titles
and classify them as to which quantitative design they belong.
H. Making generalizations and
abstractions about the lesson
Let the students answer the • With their group on the previous task, the learners will be asked to
question: write an essay consisting of 3-5 sentences in explaining the
importance of quantitative research in their field of
“Based on your experiences in specialization/strand with the guide of the given rubrics in writing
conducting research last school year, an essay.
how can you improve your research
skills this school year?" Activity 5: Essay Writing
Directions: In 3-5 sentences, explain the importance of quantitative
research in
I. Evaluating learning Orally, students will state their personal
insights about the session using the
prompts below:
I understand that ….
____________________________
I realize that ….
____________________________
I need to learn more about ….
____________________________
• The learners will be asked to answer the Assessment in the given
worksheet: Test I & II.
Assessment
Test I. Identification
Directions: Read the statements below. Give what is asked. Write your
answers on a separate sheet of paper.
___________________1. This weakness of Quantitative Research causes
the researcher to spend more expenses in questionnaire production due to
its large number of respondents.
___________________2. This type of quantitative research is the most
challenging of all because it tests the cause-and-effect relationships under
conditions controlled by the researcher.
___________________3. Quantitative research is considered most
reliable and valid because its data is taken from this characteristic.
___________________4. This quantitative research trait, seeking
accurate measurement and analysis of large concepts, both a
characteristic and a strength, cannot be misinterpreted easily.
___________________5. Probably the most common of all research
designs, this kind of quantitative research is present in almost all research
because it tries to explain the nature, characteristics, and components of a
phenomenon.
Test II. Multiple Choice
Directions: Read each question or statement. Write the letter of the correct
answer on a separate sheet of paper.
1. What kind of research uses the systematic investigation of the nature of
relationships, or associations between and among variables without
necessarily investigating into causal reasons underlying them?
a. Causal-Comparative Research c. Evaluation Research
b. Correlational Research d. Survey Research
2. What kind of research aims to assess the effects, impacts or outcomes
of practices, policies or programs?
a. Causal-Comparative Research c. Evaluation Research
b. Correlational Research d. Survey Research
3. Using complex mathematical calculations and with the aid of computers,
if-then scenarios may be formulated thus predicting future results, which is
one of the characteristics of quantitative research?
a. Future Outcomes c. Replication
b. Numerical Data d. Large Sample Sizes
4. What characteristic of quantitative research makes it a more valid study
as it presents its data in the form of numbers and statistics, organized in
charts, tables, and the like?
a. Future Outcomes c. Replication
b. Numerical Data d. Large Sample Sizes
5. Analyzing data is ____________________ because it uses statistically
valid random models as it gathers its data.
a. quick and difficult c. quick and easy
b. Slow and easy d. slow and difficult
 6. Which of the following BEST defines quantitative research?
a. It is an activity of producing or proving a theorem.
b. It is an activity concerned with finding new truths in education.
c. It is an exploration association with libraries, books, and journals.
d. It is a systematic process for obtaining numerical information about the
world.

7. Which research design seeks to describe “what is”?

a. Correlational Research c. Experimental Research
b. Descriptive Research d. Evaluation Research

8. In this type of research, the investigator tries to probe the significance of

relationship between two or more factors or characteristics.
a. Correlational Research c. Experimental Research
b. Descriptive Research d. Evaluation Research

9. It is needed to arrive at a more reliable data analysis.

a. Objective c. Replication
b. Numerical Data d. Large Sample Sizes

10. It is done to check the correctness and verify the finding of the study.
a. Objective c. Replication
b. Numerical Data d. Large Sample Sizes

J. Additional activities for

application or remediation
Conduct of Diagnostic Test for
V. REMARKS Practical Research 2
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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:

______________________ _________________________________
CEEJAY P. ISAAC MARVIN JAY I. MAMING
Subject Teacher TIC-SGH, Science

Noted:

________________________
BELINDA C. LOYOLA
Principal IV