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Senior High School Applied Subject:

PRACTICAL RESEARCH 2
SHS Mass Training of Teachers (MTOT) in the Academic Subjects
July 17 19, 2017; Milka Hotel, Tacloban City

VON CHRISTOPHER G. CHUA, LPT, MST

HT / EPS (Des.), DepEd Eastern Samar
Training Objectives
This training generally aims to provide teachers with concrete understanding of the curriculum
framework for Practical Research 2, its learnings standards and competencies, teaching plans,
and assessment.
Specifically, participants in the training are expected to:
1. explain the components of the 3. analyze the possible issues and
Curriculum Guide; concerns relevant to the subject
2. produce samples of practical research matter; and
that reflect the type of research 4. express appreciation towards the need
expected from SHS students and the for SHS students to understand and
format prescribed by DepEd; conduct practical quantitative
research.

This slideshow presentation will be made available through the trainers website:
mathbychua.weebly.com.
Download the document to use it as reference.
Be recognized.
able to accomplish the following:
Establishing group identities
In the next five minutes, your group must be
Set a group name;
Assign individual roles (LMNOP scheme)
L (Process Leader)
M (Materials Manager)
N (Note-takers)
OP (Output Presenters)
Compose the groups battle cry which will
be incorporated in all activities to come.

END GOAL: Develop a sample research expected from a group of SHS students.
Know the map. What is a curriculum guide?
Understanding the What purpose does the
curriculum guide.
curriculum guide serve?
What are its components? How
does each component work?
Decipher me. CS_RS12-Id-e-7
Describe what specific CS_RS12-IIa-c-1
competency is described
by each of the codes CS_RS12-If-j-2
presented at the right. CS_RS12-IId-g-3
CS_RS12-IIh-j-6

Encipher me. The sixth learning competency for the

Provide the code for the contextualized subject called Practical
competency described Research 2 in Grade 12 under the first
and trace back by quarter intended within the 6th and 10th
referring to the CG. week.
Lets get critical.
Identifying critical competencies units (all under the first quarter) of the curriculum
in the curriculum guide
The Nature of Inquiry and
Research
Identifying Inquiry and
Stating the Problem
Learning from Others and
Reviewing the Literature
For 6 minutes, examine the first three content
guide for the learning competencies.
Determine exactly 2 competencies per content
unit that your group finds to be MOST DIFFICULT
TO TEACH or MOST CRITICAL TO LEARN.
Follow the color coding of the content units at the
right.
Write your main concern through a question or a
statement below the LC code.
CS_RS12-If-j-2
How do I cite my references in
APA style?
Post answers on your station.
Session 1A:

The Nature of Inquiry and

Research
SHS Mass Training of Teachers, Practical Research 2
The Nature of Inquiry and Research
Standards and Competencies
Content Standard: The learner Learning Competencies
demonstrates understanding of: (1) the The learner
characteristics, strengths, weaknesses 1. describes characteristics, strengths,
and kinds of quantitative research; (2) weaknesses, and kinds of quantitative
the importance of quantitative research research (CS_RS12-Ia-c-1)
across fields; and (3) the nature of 2. illustrates the importance of
variables. quantitative research across fields
(CS_RS12-Ia-c-2)
Performance Standard: The learner is
3. differentiates kinds of variables and
able to decide on suitable quantitative their uses (CS_RS12-Ia-c-3)
research in different areas of interest.
This slideshow presentation will be made available through the trainers website:
mathbychua.weebly.com.
Download the document to use it as reference.
 works with a unbiased; all
system or angles presented
method

Research is a systematic and objective

creation of knowledge.
a creative
Defining process

Research
 Helps solve recurring, long-term real-
life problems, not emergencies.

Provides data for better understanding

of real-life concerns and issues,
individual or group (community,
national, international).

Why DO Makes recommendations to improve

RESEARCH? existing situations or realities.
 In comparison to qualitative research.

single reality vs. multiple realities

establishing relationships and explaining
cause of correlation vs. understanding
situations in a participants perspective
pre-established design vs. emerging
design
detached researcher vs. immersed
researcher
Quantitativ
to generalize vs. to assess applicability
e Research Fraenkel & Wallen, 2009
Quantitive Research
Its STRENGTHS and
WEAKNESSES
Quantitative Research Designs

Manipulating
Studying Correla Experi conditions and
relationships tional mental studying effects

Describing Causal- Comparing known

Descrip
characteristics compara groups to determine
tive
tive
causality
ACTIVITY ONE Internet availability at home and students
Determine the average sleeping time at night
Social media involvement and practices of
design Grade 12 HUMSS students
The effect of local packaging material on
the shelf life of a product.
The marketability of an innovative
product to SHS students.
Children of single parents and their level
of Math anxiety.

As a group, decide on a researchable topic leading to a quantitative

research suited to the level of SHS students.
 A variable varies and has values. The values of
variables under study are the research data.

Are these variables? chair, shape of table, tweet,

shirt style.

Variables
ACTIVITY TWO Daily Allowance

Which goes

Availability of
Internet Connection
where? Time
Temperature
AGE GRADE LEVEL GENDER
Test Score
Position in Student Government
Cellphone Brand
Height
Cellphone number
Class rank in the honor roll

Classify the variables at the right based on their likelihood to the

three others in the color-coded columns.
 A variable varies and has values. The values of
variables under study are the research data.

Are these variables? chair, shape of table, tweet,

shirt style. Classifying Variables
according to Scales of
Measure

Variables ORDINAL
NOMINAL
RATIO
INTERVAL
EQUAL
IDENTITY MAGNITUDE ABSOLUTE ZERO
INTERVALS
 Nominal scale is characterized by data that consist of names,
labels, or categories only.

Ordinal scale involves data that may be arranged in some

order but differences between data values either cannot be
determined or meaningless.

Interval scale is data for which we can determine meaningful

amounts of differences between data. However there is no
inherent zero starting point.

Ratio scale is the interval scale to include the inherent zero

Variables starting point. For these values, differences and ratios are
both meaningful.