School Corazon C.

Aquino High School Grade Level 12

DAILY LESSON LOG PRACTICAL RESEARCH
Department of Education Teacher Jennelyn D. Jacinto Learning Area
2
Teaching Dates and Time October 23-27, 2023 Quarter QUARTER 1
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learners demonstrate understanding of...
1. The formulation of conceptual framework.
A. Content Standards
2. The research hypotheses (if appropriate).
3. The definition of terms as used in the study.
The learners should be able to...
B. Performance Standards a. Formulate clearly conceptual framework, research hypotheses (if appropriate), and define terms used in study.
b. Present objectively written review of related literature and conceptual framework.
 Presents written review of related literature and conceptual framework. (CS_RS12-If-j-9).

Specific Objectives:
C. Learning Competencies/Objectives
a. synthesize related literature;
b. from the synthesized literature and information given, create a conceptual framework; and
c. present a written review of related literature and conceptual framework of your research paper.
II. CONTENT Present Written Review of Literature and Conceptual Framework
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th Edition). Edwards Brothers, Inc. Boston.
IV. PROCEDURES
Begin the lesson by briefly reviewing the
Begin the lesson by briefly reviewing the previous session's key concepts related
importance of literature synthesis in to literature synthesis. Introduce the new
1. Reviewing previous lesson or
research. Recap the main points from lesson by explaining the importance of 1ST QUARTERLY EXAMINATION
presenting the new lesson
the previous lesson on finding and creating a conceptual framework in
evaluating relevant literature sources. research and its role in guiding the
research process.
2. Establishing the purpose of the Explain to the students that in today's Explain to students that the purpose of
lesson lesson, they will learn how to synthesize this lesson is to help them understand
related literature. Emphasize that the process of creating a conceptual
synthesizing literature involves framework using synthesized literature
analyzing, summarizing, and connecting and information. Emphasize that a
different sources to develop a cohesive conceptual framework provides a visual

3. Presenting examples/instances of
the new lesson
4. Discussing new concepts and
practicing new skills #1
5. Discussing new concepts and
practicing new skills #2
understanding of their research topic.
Project examples of research articles on
the screen. Highlight how authors have
synthesized literature by integrating
various studies, theories, and findings
into their discussions. Discuss how
these examples contribute to the overall
coherence of the research.
Introduce key concepts related to
literature synthesis, such as:
 Thematic Synthesis: Identifying
common themes or trends across
multiple sources.
 Conceptual Framework:
Constructing a framework based on
synthesized literature to guide
research.
 Citation and Referencing: Properly
citing and referencing sources when
synthesizing information.
Divide the students into pairs. Provide
each pair with a different research
article. Instruct them to read the article
and identify key themes and concepts.
Afterward, have each pair present their
findings to the class, emphasizing how
the article contributes to the
understanding of the research topic.
Present a hypothetical research topic
related to the course's field of study.
Using the previously presented
examples, guide the students through a
step-by-step process of synthesizing
representation of the key variables and
their relationships within a research
study.
Show examples of conceptual
frameworks from published research
papers related to the topic the class is
currently studying. Discuss the
components of a conceptual framework,
including variables, concepts, and their
interconnections. Explain how a
conceptual framework helps researchers
identify research gaps and formulate
hypotheses.
Introduce the concept of variables,
including independent, dependent, and
control variables. Use real-world
examples to illustrate each type of
variable. Discuss how to identify
variables in synthesized literature and
information. Provide handouts with
selected literature excerpts and ask
students to identify the variables present.
Explain the process of establishing
relationships between variables in a
conceptual framework. Discuss the types
of relationships, such as causal,
correlational, and moderating. Show an

6. Developing Mastery
7. Finding practical applications of
concepts and skills in daily living
literature for the given topic. Break down
the process into the following steps:
 Identifying Relevant Sources:
How to search for and select
literature that aligns with the
research topic.
 Analyzing and Summarizing:
Reading and summarizing
example of a simple conceptual
each source while noting key
framework and guide students in
findings, methodologies, and
identifying the relationships between
contributions.
variables in the provided literature
 Extracting Key Themes:
excerpts.
Identifying common themes or
patterns across the
synthesized literature.
 Connecting and Integrating:
Explaining how the themes
from different sources relate to
one another and contribute to
the research topic.
Engaging Activity: Divide the students
into groups of three or four. Provide
Divide the students into small groups.
each group with a set of research
Provide each group with a different set of
articles related to a specific sub-topic
literature excerpts related to the
within the course's field of study. Instruct
research topic. Instruct each group to
them to synthesize the literature and
collaboratively create a conceptual
create a thematic map or concept
framework based on the provided
diagram that visually represents the
excerpts. Encourage them to identify
relationships between different sources
variables, establish relationships, and
and concepts. Encourage them to use
discuss the potential implications of their
colors, arrows, and labels to make the
conceptual framework. Afterward, each
connections clear. After completion,
group presents their framework to the
have each group present their diagrams
class, explaining their choices and
to the class, explaining their thought
reasoning.
process and the insights gained from
synthesizing the literature.
Discuss with the students how the skill
Engage the class in a discussion about
of synthesizing literature can be applied
how the skill of creating a conceptual
in various real-life scenarios, such as:
framework can be applied in real-life
scenarios. For example, they could apply
 Making informed decisions this skill when analyzing a social issue,
based on multiple sources of designing a business model, or planning

8. Generalizing and abstractions
about the lesson
9. Evaluating Learning
10. Additional Activities for Application
or Remediation
information.
 Writing comprehensive reports
or articles that build upon
existing research.
a community project.
 Developing a deeper
understanding of complex
topics by analyzing different
perspectives.
Lead a class discussion on the
Guide a class discussion to help
challenges and benefits of synthesizing
students abstract the key takeaways
literature. Encourage students to share
from the lesson. Encourage them to
their insights and experiences from the
reflect on the importance of creating a
engaging activity. Guide them in
conceptual framework in research and
identifying common patterns or
how this skill can enhance their critical
strategies that emerged during the
thinking abilities.
synthesis process.
Conclude the lesson by asking students
Distribute a short quiz or assessment to
to individually write down the key steps
gauge students' understanding of
involved in creating a conceptual
literature synthesis concepts, processes,
framework. Collect and review their
and techniques. Review the answers
responses to assess their understanding
together to address any misconceptions.
of the lesson's objectives.
For application, assign students a mini- Provide optional resources or activities
research project where they need to for students to further practice creating
synthesize literature to support a conceptual frameworks using different
specific research question. For sets of literature excerpts. For students
remediation, provide extra practice by who need additional support, offer
giving them a set of conflicting guided practice sessions or one-on-one
viewpoints on a topic and have them discussions to address any questions or
synthesize the differing opinions into a challenges they may have encountered
coherent summary. during the lesson.

V. REMARKS

VI. REFLECTION
12 MARK: _________ 12 MARK: _________ 12 MARK: _________ 12 MARK: _________
A. No. of learners who earned 80% in 12 TIMOTHY: _______ 12 TIMOTHY: _______ 12 TIMOTHY: _______ 12 TIMOTHY: _______
the evaluation. 12 JUDE: __________ 12 JUDE: __________ 12 JUDE: __________ 12 JUDE: __________
12 PHILEMON: ________ 12 PHILEMON: ________ 12 PHILEMON: ________ 12 PHILEMON: ________
 12 MARK: _________ 12 MARK: _________ 12 MARK: _________ 12 MARK: _________
B. No. of learners who require
12 TIMOTHY: _______ 12 TIMOTHY: _______ 12 TIMOTHY: _______ 12 TIMOTHY: _______
additional activities for remediation
12 JUDE: __________ 12 JUDE: __________ 12 JUDE: __________ 12 JUDE: __________
who scored below 80%.
12 PHILEMON: ________ 12 PHILEMON: ________ 12 PHILEMON: ________ 12 PHILEMON: ________
12 MARK: _________ 12 MARK: _________ 12 MARK: _________ 12 MARK: _________
C. Did the remedial lessons work? No.
12 TIMOTHY: _______ 12 TIMOTHY: _______ 12 TIMOTHY: _______ 12 TIMOTHY: _______
of learners who have caught up
12 JUDE: __________ 12 JUDE: __________ 12 JUDE: __________ 12 JUDE: __________
with the lesson.
12 PHILEMON: ________ 12 PHILEMON: ________ 12 PHILEMON: ________ 12 PHILEMON: ________
12 MARK: _________ 12 MARK: _________ 12 MARK: _________ 12 MARK: _________
D. No. of learners who continue to 12 TIMOTHY: _______ 12 TIMOTHY: _______ 12 TIMOTHY: _______ 12 TIMOTHY: _______
require remediation. 12 JUDE: __________ 12 JUDE: __________ 12 JUDE: __________ 12 JUDE: __________
12 PHILEMON: ________ 12 PHILEMON: ________ 12 PHILEMON: ________ 12 PHILEMON: ________
E. Which of my teaching strategies
worked well? Why did this 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: Noted:

JENNELYN D. JACINTO CRISTOBAL F. MELEGRITO, PhD VIVIAN P. BAGALSO

Subject Teacher Master Teacher I/ SHS Focal Person OIC – Head Teacher

Approved:

MELY A. BULUSAN, EdD

SHS Principal III