DAILY School BUGA NATIONAL HIGH SCHOOL Grade Level 12

LESSON Teacher NEDIE B. SEVILLA Learning Area PRACTICAL

LOG RESEARCH 2
Teaching Week/Date Week 2(Sept 4 – 8, 2023) Quarter 1st

Monday Tuesday Wednesday Thursday Friday

Content Standards The learners demonstrate an understanding of...
1. the characteristics, strengths, weaknesses, and kinds of quantitative research
2. the importance of quantitative research across fields
3. the nature of variables
Performance The learners are able to...
Standards decide on suitable quantitative research in different areas of interest
Learning Describes Describes Describes characteristics, Describes
Competencies characteristics, characteristics, strengths, weaknesses, and kinds characteristics,
strengths, weaknesses, strengths, weaknesses, of quantitative research CS_RS12- strengths,
and kinds of quantitative and kinds of Ia-c-1 weaknesses, and
research CS_RS12-Ia-c- quantitative research kinds of
1 CS_RS12-Ia-c-1 quantitative
research
CS_RS12-Ia-c-1
I. Learning 1. demonstrate their 1. identify the
Objectives/Sub understanding about the characteristics of a
-Tasks overview of the research quantitative research;
subjects offered in the and
senior high school 2. explain the seven
curriculum; and steps in conducting a
2. explain the importance research.
of inquiry, investigation
and immersion in
conducting a research.
II. CONTENT NATURE OF INQUIRY, NATURE OF INQUIRY, NATURE OF INQUIRY, NATURE OF
INVESTIGATION, INVESTIGATION, INVESTIGATION, IMMERSION INQUIRY,
IMMERSION AND IMMERSION AND AND RESEARCH INVESTIGATION,
RESEARCH RESEARCH IMMERSION
AND RESEARCH
III. LEARNING
RESOURCES
A. References PR 2 module 1; PR 2 by PR 2 module 1; PR 2 PR 2 module 1; PR 2 by PR 2 module 1;
Barcena by Barcena Barcena PR 2 by Barcena
1. Teacher Guide
pages
2. Learners’ Material
pages
3. Additional Teacher Made Teacher Made Teacher Made Worksheets Teacher Made
Materials from Worksheets Worksheets Worksheets
Learning
Resources
4. Other Learning PR 2 by Abdullah, et al PR 2 by Abdullah, et al PR 2 by Abdullah, et al PR 2 by Abdullah,
Resources et al
IV. PROCEDURES
Overview of SHS Overview of SHS Recapitulation of the previous Recapitulation of
A. Reviewing previous research subjects research subjects discussion will be given by a the previous
lesson or presenting student discussion will be
the new lesson given by a
student
Defining inquiry, Defining inquiry,
B. Establishing a investigation, and investigation, and
purpose for the lesson immersion immersion
C. Presenting examples/ Defining what is research Defining what is Characteristics of research Characteristics of
instances of the new and the different research and the research
lesson examples of it different examples of it
D. Discussing new Discuss why conducting Discuss why Characteristics of Quantitative Characteristics of
concepts and practicing research is important conducting research is Research Quantitative
new skill #1 important Research
E. Discussing new Differentiate quantitative Differentiate Steps in conducting research Steps in
concepts and practicing from qualitative research quantitative from conducting
new skill #2 qualitative research research
F. Developing Mastery Provide examples of Provide examples of Answer Task 2 on Module 1 Answer Task 2 on
research titles and let research titles and let Module 1
them identify if it is them identify if it is
quantitative or qualitative quantitative or
qualitative
G. Finding practical Ask students to find an Ask students to find 1. Answer the following Answer the
applications of concepts example of a an example of a questions in paragraph following
& skills in daily living forms. 1. How important are questions in
quantitative research quantitative research
study and write a brief study and write a the inquiry, investigation paragraph forms.
and immersion in doing an 1. How important
summary brief summary
actual research? 2. Define are the inquiry,
 research. What is its investigation and
importance in improving immersion in
people’s quality of life? 3. doing an actual
Expound this statement. research? 2.
“RESEARCH STARTS Define research.
WITH A PROBLEM AND What is its
ENDS WITH A PROBLEM.” importance in
4. Explain in details the improving
steps in conducting a people’s quality of
research. 5. Give two life? 3. Expound
characteristics of a research this statement.
and explain each. 6. Why is “RESEARCH
there a need to strictly STARTS WITH A
adhere to the ethical PROBLEM AND
standards in writing a ENDS WITH A
research paper? PROBLEM.” 4.
Explain in details
the steps in
conducting a
research. 5. Give
two
characteristics of
a research and
explain each. 6.
Why is there a
need to strictly
adhere to the
ethical standards
in writing a
research paper?
H. Making Exit Ticket. Complete Exit Ticket. Complete Exit Ticket. Complete the Exit Ticket.
generalizations & the statement below: the statement below: statement below: Complete the
abstractions about the After completing the After completing the After completing the lesson I statement below:
lesson lesson I can lesson I can have learned ______________ After completing
___________________ ___________________ the lesson I have
learned
______________

I. Evaluating Learning The learner will answer The learner will answer The learner will answer The learner will
assessment part of assessment part of assessment part of module 2. answer
module 1. module 1. assessment part
 of module 2.
J. Additional activities for
application or
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who 12 – GAS – 12 – GAS – 12 – GAS – 12 – GAS –
earned 75% in the 12 – BPP – 12 – BPP – 12 – BPP – 12 – BPP –
evaluation 12 – STEM – 12 – STEM – 12 – STEM – 12 – STEM –
12 – ICT – A - 12 – ICT – A - 12 – ICT – A - 12 – ICT – A -
12 – ICT – B - 12 – ICT – B - 12 – ICT – B - 12 – ICT – B -

B. No. of learners who 12 – GAS – 12 – GAS – 12 – GAS – 12 – GAS –

require additional 12 – BPP – 12 – BPP – 12 – BPP – 12 – BPP –
activities for remediation 12 – STEM – 12 – STEM – 12 – STEM – 12 – STEM –
who scored below 75% 12 – ICT – A - 12 – ICT – A - 12 – ICT – A - 12 – ICT – A -
12 – ICT – B - 12 – ICT – B - 12 – ICT – B - 12 – ICT – B -

C. Did the remedial 12 – GAS – 12 – GAS – 12 – GAS – 12 – GAS –

lesson work? No. of 12 – BPP – 12 – BPP – 12 – BPP – 12 – BPP –
learners who caught up 12 – STEM – 12 – STEM – 12 – STEM – 12 – STEM –
with the lesson 12 – ICT – A - 12 – ICT – A - 12 – ICT – A - 12 – ICT – A -
12 – ICT – B - 12 – ICT – B - 12 – ICT – B - 12 – ICT – B -

D. No. of learners who 12 – GAS – 12 – GAS – 12 – GAS – 12 – GAS –

continue to require 12 – BPP – 12 – BPP – 12 – BPP – 12 – BPP –
remediation 12 – STEM – 12 – STEM – 12 – STEM – 12 – STEM –
12 – ICT – A - 12 – ICT – A - 12 – ICT – A - 12 – ICT – A -
12 – ICT – B - 12 – ICT – B - 12 – ICT – B - 12 – ICT – B -

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: NOTED:

NEDIE B. SEVILLA MARIFI M. ASANZA

Subject Teacher Secondary School Principal II