DAILY School BUGA NATIONAL HIGH SCHOOL Grade Level 12

LESSON Teacher NEDIE B. SEVILLA Learning Area PRACTICAL

LOG RESEARCH 2
Teaching Week/Date Week 5 (Sept 25 – 29, 2023) Quarter 1st

Monday Tuesday Wednesday Thursday Friday

Content Standards The learners demonstrate an understanding of...
1. the range of research topics in the area of inquiry
2. the value of research in the area of interest
3. the specificity and feasibility of the problem posed
Performance The learners are able to...
Standards formulate clearly the statement of research problem
Learning Describes background of Describes background of States research States research questions States research
Competencies research CS_RS12-Id-e-3 research CS_RS12-Id-e-3 questions CS_RS12- CS_RS12-Id-e-4 questions CS_RS12-
Id-e-4 Id-e-4
I. Learning Describes background of Describes background of States research States research States research
Objectives/Sub research re research questions questions questions
-Tasks
II. CONTENT DESCRIBING DESCRIBING STATING RESEARCH STATING RESEARCH STATING RESEARCH
BACKGROUND OF BACKGROUND OF QUESTIONS QUESTIONS QUESTIONS
RESEARCH RESEARCH
III. LEARNING
RESOURCES
A. References Practical Research by Practical Research by Practical Research by Practical Research by Practical Research by
Barcena, et al Barcena, et al Barcena, et al Barcena, et al Barcena, et al
1. Teacher Guide
pages
2. Learners’ Material SLM PR 2 SLM PR 2 SLM PR 2 SLM PR 2 SLM PR 2
pages Q1 M6 Q1 M6 Q1 M7 Q1 M7 Q1 M7
3. Additional
Materials from
Learning
Resources
4. Other Learning Powerpoint presentations by Powerpoint presentations by Powerpoint Powerpoint Powerpoint
Resources Chua via weebly.com Chua via weebly.com presentations by Chua presentations by Chua presentations by Chua
via weebly.com via weebly.com via weebly.com
IV. PROCEDURE
S
Students will be asked to Students will be asked to Fill in the organizer by Fill in the organizer by Fill in the organizer by
 A. Reviewing previous share the insights learned share the insights learned writing four statements writing four statements writing four statements
lesson or presenting from the previous lesson from the previous lesson about background of about background of the about background of
the new lesson the study study the study

What is the reason why What is the reason why He who asks a He who asks a question He who asks a
B. Establishing a background of the study is background of the study is question remains a fool remains a fool for five question remains a fool
purpose for the lesson being prepared by the being prepared by the for five minutes; He minutes; He who does for five minutes; He
researchers? researchers? who does not ask not ask remains a fool who does not ask
remains a fool forever. forever. -Chinese remains a fool forever.
-Chinese Proverb Proverb -Chinese Proverb

What is your What is your What is your

understanding of this? understanding of this? understanding of this?
C. Presenting examples/ Complete the table by putting Complete the table by putting Table Analysis Table Analysis Table Analysis
instances of the new a checkmark (/) opposite the a checkmark (/) opposite the Directions: Below are Directions: Below are Directions: Below are
lesson item with a good characteristic item with a good characteristic different tables about different tables about different tables about
of research, if not leave the of research, if not leave the research questions. Be research questions. Be research questions. Be
space blank and justify your space blank and justify your able to write as many able to write as many able to write as many
answers under the remark’s answers under the remark’s statements as you can statements as you can statements as you can
column. column. about the research about the research about the research
Characteristics Remarks Characteristics Remarks questions, types of questions, types of questions, types of
of a Good of a Good quantitative research quantitative research quantitative research
Research Title Research Title questions, and questions, and questions, and
It must be It must be approaches in approaches in approaches in
specifics specifics quantitative research quantitative research quantitative research
It must be It must be questions using the questions using the questions using the
lengthy lengthy entries in the tables. entries in the tables. entries in the tables.
It must be It must be
original original
It describes It describes
what the study what the study
is all about is all about
It must be within It must be within
20 or more 20 or more
substantive substantive
word word
requirement of requirement of
 the APA the APA
D. Discussing new Read the sample background Read the sample background Answer Activity 1 on Answer Activity 1 on Answer Activity 1 on
concepts and practicing of the study below and of the study below and What’s New on pp. 10 What’s New on pp. 10 What’s New on pp. 10
new skill #1 answer the questions below: answer the questions below:
Sample 1: Students have Sample 1: Students have
different ways in processing different ways in processing
information; some may prefer information; some may prefer
a-udio-visual presentation; a-udio-visual presentation;
others drama and imitating or others drama and imitating or
reasoning logically and reasoning logically and
intuitively, or analyzing and intuitively, or analyzing and
envisioning. Teacher style envisioning. Teacher style
also vary. Some professors also vary. Some professors
used traditional way of used traditional way of
teaching; others used the new teaching; others used the new
trend in technology; some trend in technology; some
focus on principles and others focus on principles and others
on presentations. When the on presentations. When the
learning style of professors learning style of professors
are incompatible, the students are incompatible, the students
may become inattentive, may become inattentive,
distracted, uninterested, their distracted, uninterested, their
achievement level goes down, achievement level goes down,
and eventually leads to school and eventually leads to school
dropout. For intervention used dropout. For intervention used
in this study is the student’s in this study is the student’s
devises games-simulation. devises games-simulation.
Games-simulation is Games-simulation is
introduced as a method in introduced as a method in
teaching in medical fields teaching in medical fields
recently through interactive recently through interactive
video games (Rosser, Lynch, video games (Rosser, Lynch,
Caddihy, Gentile, Klanssky, & Caddihy, Gentile, Klanssky, &
Merill, 2007) Merill, 2007)
Questions: Questions:
1. What is the focus of 3. What is the focus of
the background of the the background of the
study? study?
2. Which part of the Which part of the background
background of the of the study refers to the
study refers to the findings of other researchers?
 findings of other
researchers?
E. Discussing new Answer Independent Activity 1 Answer Independent Activity 1 Answer Activity 2 on Answer Activity 2 on Answer Activity 2 on
concepts and practicing and 2 on pp. 7 – 8 of SLM and 2 on pp. 7 – 8 of SLM What’s New on pp. 11 What’s New on pp. 11 What’s New on pp. 11
new skill #2 Q1M6 Q1M6
F. Developing Mastery Answer What Have I learned Answer What Have I learned
on p 8 of SLM Q1M6 on p 8 of SLM Q1M6
G. Finding practical Situation Analysis From your chosen topic, If you are going to If you are going to If you are going to
applications of concepts Many things around us such prepare by group your conduct a study how conduct a study how conduct a study how
& skills in daily living as the food we eat are results background of the study are you going to state are you going to are you going to state
of research. So, manufactured your research state your research your research
food is out in the market for questions? questions? questions?
our consumption. But there is
food that is not for everybody.
The elderly especially those
who are sick have some
restrictions on their food
intake.
Question: How will you check
the background information of
the commercial food if they
safe for your grandparents?
H. Making How do we write the How do we write the There are many issues There are many issues There are many issues
generalizations & background of the study? background of the study? the world is facing the world is facing the world is facing
abstractions about the today. A lot of today. A lot of problems today. A lot of problems
lesson problems need to be need to be addressed. need to be addressed.
addressed. As a As a researcher, if you As a researcher, if you
researcher, if you are are to choose from are to choose from
to choose from among among these world among these world
these world problems, problems, which would problems, which would
which would you like to you like to deal with as you like to deal with as
deal with as your focus your focus so that you your focus so that you
so that you can offer can offer help through can offer help through
help through your your research. What will your research. What
research. What will be be your research will be your research
your research questions? questions?
questions?
I. Evaluating Learning Answer the Assessment on Answer the Assessment on Answer the Answer the Answer the
pp 9 – 11 of SLM Q1 M6 pp 9 – 11 of SLM Q1 M6 Assessment on pp 12 Assessment on pp 12 Assessment on pp 12
– 14 of SLM Q1 M7 – 14 of SLM Q1 M7 – 14 of SLM Q1 M7
J. Additional activities for Read again the two samples Study the given Study the given Study the given
application or of background of the study research title and research title and research title and
remediation studied in the lesson. imagine that it will be imagine that it will be imagine that it will be
Between the two samples doing the research. doing the research. doing the research.
which satisfies the basic What will be the scope What will be the scope What will be the scope
questions in writing the and delimitation of this and delimitation of this and delimitation of this
background of the study? research as you see it? research as you see it? research as you see it?
Why? Research Title: Research Title: Research Title:
Effectiveness of the Effectiveness of the Effectiveness of the
New ID system in the New ID system in the New ID system in the
School School School
V. REMARKS
VI. REFLECTION
A. No. of learners who 12 – GAS – A 12 – GAS – A 12 – BPP – 12 – GAS – A 12 – GAS – A
earned 75% in the 12 – GAS – B 12 – GAS – B 12 – ICT – B - 12 – BPP – 12 – GAS – B
evaluation 12 – BPP – 12 – BPP – 12 – STEM – 12 – STEM –
12 – STEM – 12 – STEM – 12 – ICT – A - 12 – ICT – A -
12 – ICT – A - 12 – ICT – A - 12 – ICT – B -
12 – ICT – B - 12 – ICT – B -

B. No. of learners who 12 – GAS – A 12 – GAS – A 12 – BPP – 12 – GAS – A 12 – GAS – A

require additional 12 – GAS – B 12 – GAS – B 12 – ICT – B - 12 – BPP – 12 – GAS – B
activities for remediation 12 – BPP – 12 – BPP – 12 – STEM – 12 – STEM –
who scored below 75% 12 – STEM – 12 – STEM – 12 – ICT – A - 12 – ICT – A -
12 – ICT – A - 12 – ICT – A - 12 – ICT – B -
12 – ICT – B - 12 – ICT – B -

C. Did the remedial 12 – GAS – 12 – GAS – 12 – BPP – 12 – GAS – A 12 – GAS – A

lesson work? No. of 12 – GAS – B 12 – GAS – B 12 – ICT – B - 12 – BPP – 12 – GAS – B
learners who caught up 12 – BPP – 12 – BPP – 12 – STEM – 12 – STEM –
with the lesson 12 – STEM – 12 – STEM – 12 – ICT – A - 12 – ICT – A -
12 – ICT – A - 12 – ICT – A - 12 – ICT – B -
12 – ICT – B - 12 – ICT – B -

D. No. of learners who 12 – GAS – 12 – GAS – 12 – BPP – 12 – GAS – A 12 – GAS – A

continue to require 12 – GAS – B 12 – GAS – B 12 – ICT – B - 12 – BPP – 12 – GAS – B
remediation 12 – BPP – 12 – BPP – 12 – STEM – 12 – STEM –
 12 – STEM – 12 – STEM – 12 – ICT – A - 12 – ICT – A -
12 – ICT – A - 12 – ICT – A - 12 – ICT – B -
12 – ICT – B - 12 – ICT – B -

E. Which of my teaching
strategies worked well?
Why did these 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: NOTED:

NEDIE B. SEVILLA MARIFI M. ASANZA

Subject Teacher Secondary School Principal II