PR DLL Q4

Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OF THE CITY OF BATAC
GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 11

12 Teacher MHELROSE GRACE E. UY Learning Area Practical Research 1
DAILY Teaching May 2-5, 2023 Quarter 4
LESSON Dates BRILLIANCE
LOG and Time TUESDAY-FRIDAY: 7:45-8:45
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES  Identify different qualitative research designs  Distinguish a particular  Practice critical thinking
research design while selecting an
appropriate for a appropriate design
research title/ study
A. Content The learner demonstrates understanding of:
Standards 1. Qualitative research designs
2. The description of sample
3. Data collection and analysis
B. Performance The learner is able to:
Standards 1. Describe qualitative research designs, sample, and data collection and analysis procedures.
C. Learning
Competencies /  Choose appropriate qualitative research design. - CS_RS11-Iva-c-1
Objectives (Write
the LC code for
each)
II. CONTENT QUALITATIVE RESEARCH DESIGN
REGION I
III. LEARNING Activity Sheets, SLM

RESOURCES
A. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional Activity Sheets, SLM
Materials from
Learning
Resources
(LR) Portal
B. Other Learning Laptop, projector,
Resources PowerPoint
presentation
IV. PROCEDURES
1. ACTIVITY  The students  The teacher will
will write down present jumbled letters
the 5 W’s to the on the screen and let
topic provided the students form a
REGION I
below: word from the jumbled

letters.
TOPIC: Researching  The students will come
high school dropouts in up with the following
Batac City, Ilocos words:
Norte. This is done to
know the reasons why - Phenomenology
students choose to - Ethnography
drop out of their high - Grounded theory
school education and - Case study
to give possible - Discourse/
solutions to this Conversation
problem - Narrative analysis
What:
Why:
Who:
Where:
When:
2. ANALYSIS  The students will  The students will share
share their answers their answers on the
on the question question given based from
REGION I
below: their researches and

readings on research
1. Why do we relate design:
the 5W’s to
research design? 1. What is research
design?
3. ABSTRACTION  Discussion of  Discussion of the
the 5W’s to approaches in
research design research design
4. APPLICATION  The students will Activity: Choose the Activity: The Qualitative
answer the following Appropriate Research Research Design
questions: Design
1. As a student doing The students will be divided The students will go to their
research, what is the into 3 groups. They will be groups and the teacher will
importance of having agiven a series of research provide random research
research design? titles and they will determine topics and then, they will
the appropriate research search for different articles
2. How will you use your design for each research about the topic that will be
chosen approach in title. Then, they must given to them. After that, they
research design for explain their choice in two to will fill out the box with the
your own research? three sentences. required parts of writing a
REGION I
research methodology.
Research Titles:
1. Relationship between
Academic Stressors and
Learning Preferences of
Senior High School
Students.
2. Reading Electronic
Learning Materials as a
Support for Vocabulary
of Grade 1 Pupils.
3. Impact of the
Implementation of Covid-
19 Health Protocols in
Supermarkets on
Consumer Behaviors.
5. ASSESSMENT/  Research and  The students will do the Research and read about the
ASSIGNMENT/ read about activity. sampling procedure.
AGREEMENT research
design. DIRECTIONS: Read the
following scenarios and try to
identify which approach in
research design is
appropriate to use (Historical
REGION I
Approach, Phenomenology,
Case Study or Ethnography)
1. A researcher wants to
study the farming
techniques and livelihood
of Lumads and how it is
tied to the culture of their
people.
2. A research study will be
conducted on the
experiences of several
people in the
communities that were
affected by typhoon
Yolanda.
3. A researcher wants to
have an examination on
the accuracy of the
information in the
documents that were
found during the martial
law era.
V. REMARKS
VI. REFLECTION
REGION I
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.
Prepared by: Checked and Reviewed: Noted:
MHELROSE GRACE E. UY MARLON T. LUMANG JERVILLE JAKE M. CABANSAG

Subject Teacher Applied Subject Coordinator Acting Head Teacher, SHS
GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 11

12 Teacher MHELROSE GRACE E. UY Learning Area Practical Research 1
DAILY Teaching May 8-12, 2023 Quarter 4
REGION I
LESSON Dates BRILLIANCE

LOG and Time TUESDAY-FRIDAY: 7:45-8:45
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES  Discuss what is a  Discuss the different types  Distinguish the different  Pick out an appropriate
sampling of sampling procedures. types of sampling sampling method and
 Discuss the procedures to use. sample for a chosen
description of research topic.
sampling
procedures.
A. Content The learner demonstrates understanding of:
Standards 1. Qualitative research designs
2. The description of sample
3. Data collection and analysis
B. Performance The learner is able to:
Standards 1. Describe qualitative research designs, sample, and data collection and analysis procedures.
C. Learning
Competencies /  Describes sampling procedure and sample. - CS_RS11-Iva-c-2
Objectives (Write
the LC code for
each)
II. CONTENT SAMPLING
III. LEARNING Activity Sheets, SLM
REGION I
RESOURCES
C. References SLM
(CMOS Format)
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional Activity Sheets, SLM
Materials from
Learning
Resources
(LR) Portal
D. Other Learning Laptop, projector,
Resources PowerPoint
presentation
IV. PROCEDURES
1. ACTIVITY ACTIVITY: Stirring
Up Your Imagination
Students are tasked to

do this activity by
REGION I
following this
directions:
Directions: Pretend
that you are cooking a
meal for your family.
You are preparing your
specialty dishes—pork
adobo and sinigang
nab bangus—and of
course, steamed white
rice to complete the
meal. You are almost
finished, but you want
to check if everything
tastes good and has
been cooked just the
way your family likes it.
What will you do?
2. ANALYSIS The students will The students will answer this
answer the following question about the lesson:
guide questions:
REGION I
Guide Questions: Why do sampling procedures

1. Of course, you do important in doing research?
not eat everything
to find out how the
dishes taste. But
how much do you
need to eat to find
out whether or not
the dishes are as
desired?
2. The rice and even
the adobo are more
or less
homogenous. What
about the sinigang
and its multiple
ingredients? How
do you check if it is
well done and
tasty?
3. How do you think is
the activity related
to research?
3. ABSTRACTION The teacher will The teacher will discuss the The teacher will guide the The teacher will guide the
discuss the history of different steps in sampling students in their activities. students in their activities.
REGION I
sampling. procedures.
The teacher will also

discuss the description
of sampling
procedures.
4. APPLICATION After the lesson, the Activity: Analyze the The students will go to their groupings and they will discuss
students will be given Problem the sampling procedures that they are going to use. They
a short quiz about the will share ideas about what is the best sampling technique
topic that was The students are tasked to that will use on their research. During the activity, they are
discussed. answer this activity by tasked to answer the following questions.
following the directions.
Directions: Answer the following questions based on the
Directions: Answer the following discussions. The use of additional references is encouraged.
items carefully, Write your answers on a separate sheet.
1. Based on the example found,
specify a sampling frame: 1. Describe the population of your study and its pertinent
characteristics.
I am currently residing in
Valencia City, Bukidnon. I would
2. How big will your sample be? How did you arrive at this
want my sampling frame to be sample size?
taken from a population in 3. What sampling method will you use? Explain why you
Valencia City, Bukidnon. More chose this method?
specifically, I would like to take 4. How will you draw your sample? Show steps in doing this.
samples at Valencia National 5. What are the qualifying criteria for the selection of your
High School because it is near sample?
REGION I
where I live. Thus, my samples

will be taken from teachers
working at Valencia National
High school and out of school
youth at Valencia City.
Then, write your own sampling

frame based on your research
topic and your answers to
activity 1.
2. What sampling technique are

you going to use for your own
research topic? Why?
5. ASSESSMENT/ Make the task an Make the task an extended Make the task an Make the task an extended
ASSIGNMENT/ extended activity for activity for the class. extended activity for the activity for the class.
AGREEMENT the class. class.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
REGION I
activities for
remediation.
Prepared by: Checked and Reviewed: Noted:
MHELROSE GRACE E. UY MARLON T. LUMANG JERVILLE JAKE M. CABANSAG

Subject Teacher Applied Subject Coordinator Acting Head Teacher, SHS

PR DLL Q4

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Republic of the Philippines

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 11

SESSION 1 SESSION 2 SESSION 3 SESSION 4

III. LEARNING Activity Sheets, SLM

below: word from the jumbled

below: their researches and

Prepared by: Checked and Reviewed: Noted:

MHELROSE GRACE E. UY MARLON T. LUMANG JERVILLE JAKE M. CABANSAG

GRADES 1 to School BATAC NATIONAL HIGH SCHOOL Grade Level 11

LESSON Dates BRILLIANCE

SESSION 1 SESSION 2 SESSION 3 SESSION 4

Students are tasked to

Guide Questions: Why do sampling procedures

The teacher will also

where I live. Thus, my samples

Then, write your own sampling

2. What sampling technique are

Prepared by: Checked and Reviewed: Noted:

MHELROSE GRACE E. UY MARLON T. LUMANG JERVILLE JAKE M. CABANSAG

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