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 1: August 29 & 30, 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 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 characteristics, strengths, weaknesses, kinds of quantitative research.
B. Performance The learners should be able to decide on suitable quantitative research in different areas of interest.
Standard
C. Learning
Competency/ At the end of the lesson, the students are expected to:
Objectives 1. Define quantitative research.
2. Describes characteristics, strengths, weaknesses, and kinds of quantitative research.
3. Give examples of quantitative research studies.

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 CHARACTERISTICS, STRENGTHS, WEAKNESSES, KINDS OF QUANTITATIVE RESEARCH.
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
 Quarter 3 – Module 1: The Nature of Quantitative Research Quarter 3 – Module 1: The Nature of Quantitative Research
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
B. Presenting the new “Elicit” “Elicit”
lesson
To elicit prior knowledge, the teacher will ask the students the following To elicit prior knowledge, the teacher will ask the students the following
questions: questions:
1. Ask students if they have heard of quantitative research before. 1. What is quantitative research?
2. Discuss any previous knowledge or experiences they may have with 2. Can you give examples of quantitative research studies?
quantitative research. 3. What are some characteristics of quantitative research?
3. Share examples of quantitative research studies in various fields.

C. 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. Define quantitative research. 1. Define quantitative research.
2. Describes characteristics, strengths, weaknesses, kinds of 2. Describes characteristics, strengths, weaknesses, kinds of
quantitative research. quantitative research.
3. Give examples of quantitative research studies. 3. Give examples of quantitative research studies.

A. Presenting “Engage” “Engage”

examples/instances of
1. The teacher will show a short video clip highlighting the importance of 1. Display a graph or chart representing quantitative research data and ask the
the new lesson
quantitative research in different fields. students to interpret the information.

2. Conduct a quick survey related to a current issue and discuss how the data 2. Show a short video clip of a researcher discussing the strengths
collected can be analyzed quantitatively. and weaknesses of quantitative research.
3. Present a real-life scenario where quantitative research was used to solve a
problem and ask students to share their thoughts on the effectiveness of this
approach.
B. Discussing new “Class Discussion” “Class Discussion”
concepts and
practicing new skills The teacher will conduct a class discussion on the characteristics, The teacher will conduct a class discussion on the importance of
strengths, weaknesses, and kinds of quantitative research. quantitative research in making informed decisions.

Quantitative research is a systematic approach to studying phenomena Quantitative research is essential in the field of research and academia for
through the collection and analysis of numerical data. It involves the use of several reasons, and its importance can be summarized as follows:
statistical techniques to draw conclusions and make inferences about the
population being studied. In this lecture, we will delve into the characteristics,  Objectivity and Precision: Quantitative research relies on numerical
strengths, weaknesses, and different types of quantitative research. data and statistical methods, which provide a high degree of objectivity
and precision. This allows researchers to measure and analyze
Characteristics of Quantitative Research: phenomena with a level of accuracy that qualitative methods may not
achieve.
 Numerical Data: Quantitative research collects data in the form of
numbers. This data is often objective and measurable, providing a solid  Replicability: Quantitative research is often structured in a way that
foundation for analysis. allows other researchers to replicate the study's methods and verify its
findings. This contributes to the overall reliability and credibility of the
 Large Sample Sizes: Quantitative studies typically involve larger research.
sample sizes compared to qualitative research. This allows for greater
generalizability of findings.  Generalizability: Quantitative research is typically conducted with large
and diverse samples, making it possible to generalize findings to larger
 Structured Instruments: Researchers use structured questionnaires, populations. This is especially valuable in fields like psychology,
surveys, or experiments to gather data. This ensures consistency and sociology, and economics.
minimizes bias in data collection.
 Data Comparisons: Quantitative research enables researchers to
 Statistical Analysis: Quantitative research relies on statistical analysis compare variables, test hypotheses, and determine causal relationships.
to interpret data. Researchers use various statistical tests to test This is crucial for understanding the underlying mechanisms of various
hypotheses and draw conclusions. phenomena.

 Generalization: The aim is often to generalize findings to a larger  Data Trends and Patterns: Quantitative research helps identify trends
population beyond the sample studied. This is achieved through and patterns in data that may not be apparent through qualitative
random sampling and statistical analysis. methods alone. This is valuable for making predictions and informed
decisions.
Strengths of Quantitative Research:
 Data-Based Decision-Making: In fields such as business, healthcare,
 Objectivity: Quantitative research is known for its objectivity. Data and public policy, quantitative research provides data-driven insights that
collection is standardized, reducing the influence of researcher bias. inform decision-making processes. This can lead to more effective
strategies and policies.
 Replicability: The structured nature of quantitative research makes it
easy to replicate studies, increasing the reliability of findings.  Quantifying Complex Concepts: Quantitative research can be
used to quantify complex or abstract concepts, such as happiness,
 Generalizability: With large sample sizes and random sampling, well-being, and satisfaction, allowing researchers to study these
quantitative research can often generalize findings to broader phenomena systematically.
populations.
  Measurement and Evaluation: Quantitative research is essential for
 Precision: Quantitative research provides precise numerical data, evaluating the effectiveness of interventions, programs, and policies. It
allowing for detailed analysis and comparison. provides the tools to assess outcomes and determine whether objectives
are met.
 Causality: It is well-suited for establishing cause-and-effect
relationships through experimental designs.  Interdisciplinary Applications: Quantitative research methods are used
across various disciplines, from natural sciences to social sciences to
Weaknesses of Quantitative Research: economics. This interdisciplinary approach enables researchers to tackle
complex problems from multiple angles.
 Lack of Depth: Quantitative research may lack the depth and richness
of qualitative data, as it often focuses on predefined variables.  Data-Driven Innovation: In today's data-driven world, quantitative
research plays a significant role in technological advancements, machine
 Limited Exploration: It may not capture unanticipated factors or provide learning, and artificial intelligence. It informs the development of
an in-depth understanding of complex phenomena. algorithms and predictive models.

 Contextual Understanding: Quantitative research may struggle to  Evidence-Based Practice: In healthcare and education, quantitative
capture the context in which data is collected, leading to research serves as a foundation for evidence-based practice. It helps
oversimplification. practitioners make informed decisions based on empirical data and
research findings.
 Resource-Intensive: Conducting large-scale quantitative research can
be costly and time-consuming.  Policy Development: Governments and organizations use quantitative
research to inform policy development and evaluation. This ensures that
 Potential for Reductionism: In the pursuit of quantifiable data, some policies are based on factual information and have the potential to
nuances and aspects of human experiences may be overlooked. achieve desired outcomes.

Types of Quantitative Research: In summary, quantitative research is crucial for its objectivity, precision, and
ability to provide valuable insights, inform decision-making, and advance
 Descriptive Research: This type aims to describe a phenomenon, often knowledge across a wide range of fields. It complements qualitative research and
by collecting data through surveys or observational methods. It helps researchers gain a comprehensive understanding of complex phenomena.
provides a snapshot of a situation.

 Correlational Research: This research explores relationships between

variables but does not establish causation. It uses statistical measures
like correlation coefficients.

 Experimental Research: Researchers manipulate one or more

independent variables to observe their effects on dependent variables.
It is used to establish causal relationships.

 Longitudinal Research: In longitudinal studies, data is collected from

the same subjects over an extended period to observe changes and
trends.

 Cross-Sectional Research: This research collects data from different

 individuals or groups at a single point in time, allowing for comparisons.

 Quasi-Experimental Research: Like experimental research but without

random assignment, often due to ethical or practical constraints.

 Survey Research: Surveys involve collecting data from many

participants through structured questionnaires. It's commonly used in
social sciences.

Quantitative research is a powerful tool for gathering and analyzing

numerical data, providing objective insights, and establishing cause-and-effect
relationships. However, it also has limitations, particularly in its ability to capture
depth and context. Understanding these characteristics, strengths, weaknesses,
and types of quantitative research is essential for researchers to choose the most
appropriate approach for their studies.

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 - Analyzing Quantitative Research Articles
Activity 1: Quantitative Research Characteristics Materials: Quantitative research articles, highlighters, pens, papers
Materials: Chart paper, markers, handouts Instructions:
Instructions: 1. Provide each student with a quantitative research article.
1. Divide the class into small groups. 2. In pairs or small groups, have the students read and analyze the articles,
2. Provide each group with a chart paper and markers. highlighting the characteristics, strengths, and weaknesses they find.
3. Ask each group to brainstorm and list down the characteristics of quantitative 3. After analyzing the articles, each group will present their findings to the class.
research. Rubrics:
4. After a given time, have each group present their findings to the class. Criteria:
Rubric: - Identification of characteristics of quantitative research (5 points)
- Clear identification of at least 5 characteristics (5 points) - Identification of strengths of quantitative research (5 points)
- Explanation and examples provided for each characteristic (5 points) - Identification of weaknesses of quantitative research (5 points)
Total: 15 points
Assessment Questions:
1. What are the key features of quantitative research? Assessment Questions:
2. How do these characteristics distinguish quantitative research from other 1. What are the characteristics of quantitative research?
research methods? 2. What are the strengths and weaknesses of quantitative research?

Activity 2: Strengths and Weaknesses of Quantitative Research Activity 2 - Creating a Quantitative Research Proposal
Materials: Handouts, pens/pencils Materials: Research proposal template, pens, papers
Instructions: Instructions:
1. Distribute handouts containing a list of strengths and weaknesses of 1. Provide each student with a research proposal template.
 quantitative research. 2. Individually, have the students create a quantitative research proposal on a topic
2. In pairs, ask students to discuss and identify the strengths and weaknesses of their choice.
they believe are most significant. 3. After completing the proposal, students will exchange papers and provide
3. Have pairs share their choices with the class and facilitate a class discussion. feedback on the strengths and weaknesses of each other's proposals.
Rubric: Rubrics:
- Clear identification and explanation of at least 3 strengths (5 points) Criteria:
- Clear identification and explanation of at least 3 weaknesses (5 points) - Clarity and coherence of the research proposal (10 points)
- Identification and justification of the research problem (10 points)
Assessment Questions: - Appropriateness of the research design (10 points)
1. What are the advantages of using quantitative research methods? Total: 30 points
2. What are the limitations of quantitative research?
Assessment Questions:
Activity 3: Examples of Quantitative Research Studies 1. What are the key components of a quantitative research proposal?
Materials: Projector or whiteboard, examples of quantitative research studies 2. How does the research design impact the validity of quantitative research?
Instructions:
1. Display examples of quantitative research studies on the board or using a Activity 3 - Conducting a Survey
projector. Materials: Survey questionnaires, pens, papers
2. In small groups, ask students to analyze the examples and identify the Instructions:
research questions, variables, and data collection methods used. 1. Provide each student with a survey questionnaire template.
3. Each group presents their analysis to the class. 2. In pairs or small groups, have the students create a survey questionnaire on a
Rubric: specific topic.
- Accurate identification of research questions, variables, and data collection 3. After creating the questionnaire, students will administer the survey to their
methods for each example (5 points) classmates.
- Clear explanation and justification provided for each choice (5 points) Rubrics:
Criteria:
Assessment Questions: - Clarity and relevance of the survey questions (10 points)
1. What are some examples of quantitative research studies in the field of - Proper administration of the survey (10 points)
education? - Analysis and interpretation of the survey data (10 points)
2. How do the research questions, variables, and data collection methods differ in Total: 30 points
these studies?
Assessment Questions:
1. How can survey questionnaires be used in quantitative research?
2. What are the steps involved in analyzing and interpreting survey data?

D. Formative “Explain” “Explain”

Assessment
Lecture: Provide a comprehensive explanation of quantitative research, including Lecture: The teacher will explain the characteristics, strengths, and weaknesses of
its definition, purpose, and key components. quantitative research, providing examples and engaging the students in
discussions.
Group Discussion: Engage students in a discussion about the strengths and
weaknesses of quantitative research, encouraging them to share their own Case Study: The teacher will present a case study where quantitative research was
perspectives and experiences. used and guides the students in analyzing the research design and its implications.

E. Finding practical “Elaborate” “Elaborate”

 application of Case Study Analysis: Provide students with a case study that requires the Group Discussion: Divide the class into small groups and assign each
concepts and skills in application of quantitative research methods to solve a problem. In group a specific quantitative research article. They will discuss the research
daily living groups, students analyze the case study, identify appropriate research design, strengths, and weaknesses, and present their findings to the class.
methods, and propose a research design.
Research Presentation: Ask the students to choose a quantitative research
Research Proposal Writing: Assign students to write a research proposal study that interests them and create a presentation summarizing the study,
using quantitative research methods. They should clearly define their its characteristics, strengths, and weaknesses.
research question, outline the variables and data collection methods, and
explain the significance of their study.
F. Generalizing about
the lesson “Sum It Up” “Sum It Up”

To sum up students understanding of the lesson, the student will To sum up students understanding of the lesson, the student will share a
complete the sentence: short 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.”

Quiz: Design a short quiz to assess students' understanding of quantitative Written Test: The teacher will provide a written test where students must identify
research concepts, including definitions, characteristics, and and explain the characteristics, strengths, and weaknesses of quantitative
strengths/weaknesses. research.

1. What is the primary goal of quantitative research? Directions. Read and analyze the statements below. Write True if the
a) To explore and understand complex phenomena statement is correct and False if it is wrong.
b) To establish cause-and-effect relationships
c) To gather in-depth qualitative data 1. Qualitative research uses an inductive approach to test theory.
d) To develop theories and hypotheses
2. The researchers in quantitative type of research must focus on a
2. Which of the following is a key characteristic of quantitative research? specific research question that can be addressed in the study.
a) Subjective data collection 3. In quantitative research, it requires a careful review of the research
b) Small sample sizes literature and developing hypotheses that frequently come from social theory.
c) Qualitative data analysis 4. The questionnaires or experiments will be applied in quantitative study.
d) Numerical data analysis 5. Quantitative Research involves counting or measuring often statistical
tests are applied to detect or confirm tendencies.
3. Which statistical measure is commonly used to measure the central tendency of a 6. Probability or non-probability sampling approaches in quantitative study
dataset in quantitative research? are required the researchers to choose a proper way before drawing a
a) Range
b) Median
sample size.
c) Interquartile range 7. Using questionnaire is one of the most popular tools for the quantitative
d) Variance research.

4. What is a potential weakness of quantitative research? Research Proposal Evaluation: Evaluate the students' research proposals based
a) Limited generalizability on the rubrics provided in Activity 2.
b) Difficulty in controlling variables
c) In-depth understanding of individual experiences
d) Subjectivity in data analysis

5. Which research approach is often associated with hypothesis testing in quantitative

research?
a) Grounded theory
b) Phenomenology
c) Deductive reasoning
d) Ethnography

6. What is the typical sample size in quantitative research?

a) Small, usually less than 10 participants
b) Moderate, ranging from 20 to 50 participants
c) Large, often exceeding 100 participants
d) There is no standard sample size in quantitative research

7. Which of the following is an advantage of using surveys in quantitative research?

a) Rich, detailed responses
b) In-depth exploration of a single case
c) Efficient data collection from a large number of participants
d) Flexibility in data analysis

8. In quantitative research, what is a null hypothesis?

a) A hypothesis that is proven to be true
b) A hypothesis that suggests a relationship or effect
c) A hypothesis that states there is no relationship or effect
d) A hypothesis that is based on qualitative data

9. Which type of research design involves collecting data from the same group of
participants at multiple points in time?
a) Cross-sectional
b) Longitudinal
c) Case study
d) Ex post facto

10. What statistical test is commonly used to determine if there is a significant difference
between the means of two or more groups in quantitative research?
a) Chi-squared test
b) T-test
c) ANOVA (Analysis of Variance)
d) Pearson correlation

Answers:
b) To establish cause-and-effect relationships
d) Numerical data analysis
b) Median
a) Limited generalizability
 c) Deductive reasoning
c) Large, often exceeding 100 participants
c) Efficient data collection from many participants
c) A hypothesis that states there is no relationship or effect
b) Longitudinal
c) ANOVA (Analysis of Variance)

Research Presentation: Ask students to present their research proposals to the

class, allowing them to showcase their understanding of quantitative research
methods and their ability to communicate research ideas effectively.

H. Additional activities “Assignment” “Assignment”

for application or
remediation Write a reflection paper discussing the importance of quantitative For their assignment, students will be tasked to conduct a small-scale
research in addressing real-world problems. Include examples of quantitative research study on a topic of their choice. They will create a
quantitative research studies and your own insights on its strengths and research proposal, collect, and analyze data, and present their findings to
limitations. the class.
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