Republic of the Philippines

Department of Education
MIMAROPA Region
Schools Division of Oriental Mindoro
Domingo Yu Chu National High School
Maluanluan, Pola, Oriental Mindoro

DOMINGO YU CHU NATIONAL HIGH Grade

School SCHOOL Level/Section 12-HUMSS Beethoven
Teacher CHERRYL G. MARIGOCIO Learning Area PRACTICAL RESEARCH 2
Teaching Dates and Week 2: September 13-14, 2023 / Semester/Quarter First Semester /Quarter 1
GRADE 12 Time 7:30 -9:00 & 1:00 – 3:00
DAILY LESSON LOG

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable us to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standard The learners demonstrate understanding of the quantitative research across fields and the nature of variables
B. Performance The learners should be able to decide on suitable quantitative research in different areas of interest.
Standard
C. Learning At the end of the lesson, the students must be able to:
Competency/ 1. Illustrates the importance of quantitative research across fields.
Objectives 2. Share some thoughts and insights in a situation that shows quantitative research played a crucial role.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two
A. Topic KINDS OF VARIABLES AND THEIR USES
B. Subtopics
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development
A. Reference Practical Research 2 for Grade 12 Practical Research 2 for Grade 12
Alternative Delivery Mode Alternative Delivery Mode
Second Edition, 2021 Second Edition, 2021
B. Materials Laptop, Television, Power Point Presentation, Tape, Ballpen,
 Answer Sheets
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment
for each step.
1. Health Protocols
2. Prayer
Daily Routine 3. Class Mantra
4. Putting the Class in Order
5. Checking of Attendance
A. Presenting the new “Elicit” “Elicit”
lesson
The teacher will ask students to define the term "variable" and provide The teacher will ask the students to define what a variable is and provide
examples. examples.

Discuss any previous knowledge or experience they have with variables. Discuss with the class the importance of variables in research studies.

Share real-life examples where variables are used. Review the different types of variables (independent, dependent, and
control variables) that they have learned in Practical Research 1.
B. Establishing purpose
for the lesson At the end of the lesson, the students are expected to: At the end of the lesson, the students are expected to:
1. Differentiates the kinds of variables and their uses. 1. Differentiates the kinds of variables and their uses.
2. Identify the variables involved in a presented real-life scenario. 2. Identify the variables involved in a presented real-life scenario.
3. Sort the variables into the appropriate categories. 3. Sort the variables into the appropriate categories.

A. Presenting “Engage” “Engage”

examples/instances of
the new lesson 1. Show a short video clip that highlights the importance of variables in 1. Show a short video clip of a scientific experiment and ask the students to
research. identify the variables involved.

2. Conduct a quick brainstorming activity where students list as many 2. Conduct a quick role-playing activity where students act as researchers
variables as they can think of within a given time limit. and identify variables in different scenarios.

3. Present a real-life scenario and ask students to identify the variables 3. Present a real-world research problem and ask the students to
involved. brainstorm possible variables that could be studied.

B. Discussing new “Class Discussion” “Class Discussion”

concepts and
practicing new skills The teacher will conduct a class discussion about the kinds of variables in The teacher will present a real-life scenario of research and identify its
research and their uses. variables.
 In quantitative research, variables are key components that Scenario: Impact of Teaching Methods on Student Performance
researchers used to measure, describe, and analyze various aspects of a
phenomenon. There are different types of variables, each serving distinct Variables Involved:
purposes in the research process. Let's discuss the kinds of variables
commonly used in quantitative research and their respective uses: Independent Variable (IV):
 Teaching Method: This is the independent variable in this
Independent Variables (IV): scenario. It represents the different approaches or strategies used
by teachers to deliver instruction. For example, it could include
Definition: Independent variables are variables that researchers traditional lecture-style teaching, project-based learning, or online
manipulate or control to observe their effects on other variables. instruction.
Use: Independent variables are used to test hypotheses and determine Dependent Variable (DV):
whether changes in them have a causal impact on dependent variables.  Student Performance: Student performance serves as the
They are often considered the "cause" in cause-and-effect relationships. dependent variable. It measures how well students are doing
Example: In a study on the effect of a new drug on blood pressure, the academically, typically assessed through various means such as
dosage of the drug is the independent variable. test scores, grades, or standardized test results.

Dependent Variables (DV): Control Variables:

 Prior Knowledge: Researchers might control for students' prior
Definition: Dependent variables are the outcomes or variables that knowledge in the subject being taught to ensure that differences in
researchers measure or observe to assess the effects of independent performance are not solely due to varying levels of pre-existing
variables. knowledge.
Use: Dependent variables help researchers understand the impact of  Teacher Experience: Teacher experience could be controlled for
changes in independent variables. They are considered the "effect" in to account for any potential influence of teacher expertise on
cause-and-effect relationships. student performance.
Example: In the drug study, the blood pressure readings are dependent  Class Size: Class size may also be controlled for to eliminate its
variables as they are measured to assess the drug's impact. potential impact on student outcomes.
Control Variables: Moderator Variable:
 Student Engagement: Student engagement could act as a
Definition: Control variables are variables that researchers hold constant moderator in this scenario. It might influence the relationship
or control for in a study to minimize their potential influence on the between teaching method and student performance, as more
relationship between independent and dependent variables. engaged students may benefit more from certain teaching
Use: Control variables help isolate the effects of the independent variable methods than less engaged students.
and increase the internal validity of a study by reducing confounding
factors. Mediator Variable:
Example: In a study on the impact of exercise on weight loss, the  Learning Style: Learning style could be a mediator variable. It
researcher might control for factors like diet to ensure that exercise is the helps explain why or how teaching methods affect student
primary factor being tested. performance. For instance, some students may have a visual
learning style and benefit more from visual teaching methods.
Moderator Variables:
Definition: Moderator variables are variables that influence the strength or In this research scenario, the independent variable is the teaching
direction of the relationship between independent and dependent method, the dependent variable is student performance, and control,
variables. moderator, and mediator variables are included to better understand and
Use: They help researchers understand under what conditions or for analyze the relationship between teaching methods and student outcomes.
whom the relationship between the independent and dependent variables Researchers would collect data on these variables to assess the impact of
may be stronger or weaker. teaching methods on student performance while controlling for other
Example: In a study on the relationship between teaching methods and potential influences.
student performance, the moderator variable could be prior knowledge,
which might influence how effective a teaching method is for different Consider a real-life scenario in the context of medical research where
groups of students. various variables are identified and studied:

Mediator Variables: Scenario: Research on the Effectiveness of a New Drug for

Hypertension
Definition: Mediator variables help explain the process or mechanism
through which an independent variable affects a dependent variable. In this scenario, researchers are conducting a study to investigate the
Use: Researchers use mediator variables to gain insight into the effectiveness of a newly developed medication for treating hypertension
underlying processes that link the independent and dependent variables. (high blood pressure) in adults.
Example: In a study on the impact of employee training on job
satisfaction, job engagement could be a mediator variable that explains Variables Identified:
how training affects job satisfaction.
Independent Variable (IV):
Nominal Variables: The type of medication administered to patients.
Dose of the medication (e.g., low dose, moderate dose, high dose).
Definition: Nominal variables represent categories or distinct groups with
no inherent order. Dependent Variables (DV):
Use: They are used for classification and grouping purposes. Commonly Blood pressure readings (systolic and diastolic) of the participants before
used in surveys and demographic data. and after the medication is administered.
Example: Gender (categories: male, female, non-binary). Any reported side effects or adverse reactions.

Ordinal Variables: Control Variables:

Participants' age, gender, and medical history (to control for pre-existing
Definition: Ordinal variables have categories with a meaningful order, but conditions).
the intervals between them are not consistent. Participants' lifestyle factors (e.g., diet, exercise) during the study.
Use: They are used when researchers want to rank or order responses Time of day when blood pressure measurements are taken (to control for
without assuming equal intervals. circadian rhythms).
Example: Educational attainment (categories: high school, bachelor's,
master's, Ph.D.). Moderator Variable:
Age of participants might moderate the drug's effectiveness, as younger
Interval Variables: and older individuals may respond differently.
 Definition: Interval variables have categories with a meaningful order and Mediator Variable:
consistent intervals between them, but they lack a true zero point. The mechanism through which the medication lowers blood pressure (e.g.,
Use: They are used for measurements where the absence of a zero point impact on blood vessel dilation) might be a mediator variable.
does not imply the absence of the characteristic being measured.
Example: Temperature in degrees Celsius. Nominal Variable:
Gender of participants (categorized as male or female).
Ratio Variables: Type of medication (categorized as new drug or placebo).

Definition: Ratio variables have all the properties of interval variables but Ordinal Variable:
also have a true zero point, meaning that zero indicates the absence of Participants' self-reported ratings of side effects (e.g., mild, moderate,
the characteristic being measured. severe).
Use: They are used for measurements where zero has significance and Blood pressure categories (e.g., normal, pre-hypertension, hypertension).
represents the absence of the variable.
Example: Height in centimeters, income in dollars. Interval Variable:
Blood pressure measurements (e.g., recorded in millimeters of mercury,
In quantitative research, the careful selection and categorization of mmHg).
variables are essential for designing studies, conducting statistical Time intervals for follow-up measurements (e.g., every week, every month).
analyses, and drawing meaningful conclusions. Researchers must
consider the nature of their research questions and the characteristics of Ratio Variable:
the variables they intend to use to ensure the validity and reliability of their Age of participants (measured in years).
findings. Dose of the medication (measured in milligrams or other units).

Continuous Variable:
Blood pressure readings (measured with a continuous scale).
Time of day (measured in hours and minutes).

In this research scenario, these variables are identified and studied

to assess the impact of the new medication on hypertension. The
independent variable is the medication type and dose, while the dependent
variables include blood pressure readings and side effects. Various control,
moderator, mediator, and categorical variables are also considered to
ensure the study's validity and provide a comprehensive analysis of the
medication's effectiveness.

C. Developing Mastery “Explore” “Explore”

The teacher will group the students into three (3) groups. Each group will The teacher will group the students into three (3) groups. Each group will
do the assigned activity, answer the assessment questions, and present it do the assigned activity, answer the assessment questions, and present it
in class. They will be graded according to the rubrics posted by the in class. They will be graded according to the rubrics posted by the teacher.
teacher.
Activity 1 - Sort the Variables
 Activity 1: Sort the Variables Materials: Flashcards with different variables written on them
Materials: Index cards, markers Instructions:
Instructions: 1. Divide the class into small groups.
1. Divide the class into small groups. 2. Distribute the flashcards to each group.
2. Distribute index cards and markers to each group. 3. Instruct the groups to sort the flashcards into categories based on the
3. Instruct each group to write different variables on the index cards, type of variable (independent, dependent, or control).
ensuring a mix of independent, dependent, and controlled variables. 4. Set a time limit for the activity.
4. Ask the groups to sort the variables into the appropriate categories. Rubric:
5. Collect the index cards and discuss the correct categorization as a - Correctly sorted variables: 5 points
class. - Accurate categorization: 3 points

Assessment Questions: Assessment questions:

1. What is the difference between an independent variable and a 1. What is the difference between an independent and a dependent
dependent variable? variable?
2. Can a variable be both independent and dependent in different 2. Why is it important to have control variables in a research study?
contexts? Explain.
Activity 2 - Experimental Design
Activity 2: Case Study Analysis Materials: Experimental design templates, writing materials
Materials: Case study scenarios, worksheet, pens/pencils Instructions:
Instructions: 1. Provide each student with an experimental design template.
1. Provide each student with a case study scenario. 2. Instruct them to design an experiment using a specific research question
2. Instruct them to identify the different variables present in the scenario. and identify the variables involved.
3. Ask students to complete a worksheet that categorizes the variables 3. Remind them to consider the principles of good experimental design.
and explains their uses. Rubric:
4. Review the worksheet answers as a class. - Clear research question: 3 points
- Identification of variables: 4 points
Assessment Questions:
1. Why is it important to identify and categorize variables in a research Assessment questions:
study? 1. How does the experimental design ensure the validity of the research
2. How can the identification of variables contribute to the accuracy and study?
reliability of research findings? 2. What are some potential confounding variables that need to be controlled
in an experiment?
Activity 3: Variable Treasure Hunt
Materials: Treasure hunt clues, prizes Activity 3 - Variable Scenarios
Instructions: Materials: Scenario cards, writing materials
1. Prepare a series of clues that lead students to different locations within Instructions:
the school. 1. Prepare scenario cards with different research situations.
2. Each location should have a hidden clue related to a specific variable. 2. Distribute the cards to the students.
3. Divide the class into teams and provide them with the first clue. 3. Instruct them to identify the variables in each scenario and explain their
4. Teams must solve each clue to find the next location and the uses.
corresponding variable. Rubric:
 5. The team that successfully identifies and explains the most variables - Accurate identification of variables: 4 points
wins a prize. - Clear explanation of variable uses: 3 points

Assessment Questions: Assessment questions:

1. Describe one variable you discovered during the treasure hunt and 1. Why is it important to clearly define and operationalize variables in a
explain its significance in research. research study?
2. How did the variable treasure hunt activity enhance your understanding 2. How can the manipulation of an independent variable affect the results of
of different types of variables? an experiment?
D. Formative “Explain” “Explain”
Assessment
Lecture: The teacher explains the different types of variables 1. Conduct a mini-lecture on the different types of variables, their
(independent, dependent, and controlled) using examples and visuals. definitions, and examples.
Students are encouraged to ask questions and provide their own
examples. 2. Engage the students in a class discussion by asking them to provide
examples of independent, dependent, and control variables from their own
Group Discussion: Students are divided into small groups and given a research projects.
research scenario. They discuss and identify the variables involved,
sharing their reasoning and justifications with the class.

E. Finding practical “Elaborate” “Elaborate”

application of
concepts and skills in Research Proposal: Students are tasked with creating their own research 1. Provide the students with a research article and ask them to identify and
daily living proposal that includes identifying and categorizing variables. They must analyze the variables used in the study.
explain the purpose and significance of each variable in their proposed
study. 2. Organize a group debate where students argue for or against the
importance of control variables in research studies.
Data Analysis: Students are provided with a set of data and asked to
analyze it, identifying the variables present and explaining their
relationships.

F. Generalizing about
the lesson “Sum It Up” “Sum It Up”

To sum students understanding of the lesson, the student will complete To sum students understanding of the lesson, the student will share a short
the sentence: reflection about the topic being discussed.

I learned that ____________________________________________ I thought _______________________________________________

It is important to know that __________________________________ I learned that ____________________________________________
I wish to know more about __________________________________
G. Evaluating learning “Evaluate” “Evaluate”

Written test: Students answer multiple-choice and short answer questions Written test: Students answer multiple-choice and short answer questions
related to the different types and uses of variables. related to the different types and uses of variables.
1. What is the dependent variable in a research study? 1. What is the purpose of a control variable in an experiment?
a) The variable that is manipulated by the researcher. a) To measure the dependent variable.
b) The variable that is measured or observed to assess the impact of the b) To manipulate the independent variable.
independent variable. c) To keep other variables constant and isolate the effects of the independent
c) The variable that remains constant throughout the study. variable.
d) The variable used for descriptive statistics. d) To summarize the data.

2. Which of the following is an example of a nominal variable? 2. Which level of measurement allows for the calculation of mean, median, and
a) Age mode?
b) Temperature in degrees Celsius a) Nominal
c) Gender b) Ordinal
d) Weight in kilograms c) Interval
d) Ratio
3. In a study examining the relationship between study time and exam scores,
what type of variable is "exam scores" likely to be? 3. Which of the following is an example of a continuous variable?
a) Independent variable a) Number of siblings a person has
b) Dependent variable b) Type of car a person drives
c) Control variable c) Number of days in a week
d) Extraneous variable d) Height of individuals in centimeters

4. What is a discrete variable? 4. In a survey asking participants to rate their level of agreement on a scale from 1
a) A variable that can take on any value within a given range. to 5, what type of variable is the response?
b) A variable that can only take on whole number values or distinct categories. a) Nominal
c) A variable that is measured on a continuous scale. b) Ordinal
d) A variable that is not relevant in quantitative research. c) Interval
d) Ratio
5. In a research study investigating the impact of a new drug on blood pressure,
what would be an appropriate independent variable? 5. What is the purpose of randomization in research studies?
a) Blood pressure a) To ensure that the dependent variable is measured accurately.
b) Age of the participants b) To eliminate the need for control variables.
c) Dosage of the drug c) To minimize bias and increase the likelihood that the groups being compared are
d) Gender of the participants similar.
d) To determine the research question.
Answers:
b) The variable that is measured or observed to assess the impact of the Answers:
independent variable. c) To keep other variables constant and isolate the effects of the independent
c) Gender variable.
b) Dependent variable c) Interval
b) A variable that can only take on whole number values or distinct categories. d) Height of individuals in centimeters
c) Dosage of the drug b) Ordinal
 c) To minimize bias and increase the likelihood that the groups being compared are
similar.
Research Presentation: Students present their research proposals, highlighting
the variables and their significance. 2. Assign a research project where students have to identify and explain the
variables in a given research question.
H. Additional activities “Assignment” “Assignment”
for application or
remediation Students are assigned to conduct a mini-research project where they Design a research proposal on a topic of interest, including a clear research
identify and categorize variables in a real-life scenario of their choice. question and the identification of independent, dependent, and control
They must present their findings and discuss the significance of the variables.
variables they identified.

V. REMARKS Practical Research 2 is taken two times a week by the learners with two (2) hour per meeting
VI. REFLECTIONS Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions
A. No. of learners who earned 80% in the evaluation
Annotations
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 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 by: Noted by:

CHERRYL G. MARIGOCIO CYNTHIA ILAO-LONTOC LORETO S. LABRADOR

SHS Teacher II Master Teacher II Secondary Principal IV