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Classroom Observation Number: Teacher: Ronalyn M. Cabonce
Quarter
Grade Level: 11 Date: Aug. 12-16, 2024 First Week No. 3
:
SENIOR HIGH SCHOOL
I. OBJECTIVE
The learner demonstrates understanding of…
The value of qualitative reearch- its kind, uses, strengths,
A. Content Standards & weaknesses.
The importance of qualitative reearch accross fields of
inquiry.
The learner is able to decide on suitable qualitative reearch in
B. Performance Standards
different areas on interest.
Describes the characteristics, its strengths, weaknesses,
C. Most Essential Learning Competency uses and its kinds.
Illustrates the importance of research accross fields.
Describe characteristics, strengths, weaknesses and kinds
D. Learning Objectives of qualitative research.
Value the importance of qualitative research across fileds.
E. Teaching Philosophy Constructivism
II. CONTENT
A. Subject Practical Research 1
Characteristics, strengths, weaknesses and kinds of
B. Topic
qualitative research
III. LEARNING RESOURCES
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A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Quarter 1 Module 1 Week 3 Pages 1-4
3. Textbook Pages
4. Additional Materials from Learning
Resources (LRMDS) Portal
B. Other Learning Resources
IV. PROCEDURE
Directions: Write T if the statement is TRUE and F if it is FALSE.
1. Qualitative research aims to dig human experiences of a
phenomenon.
2. In a qualitative research, narratives are analyzed to get into the core
A. Reviewing previous lesson or presenting of the human experiences.
new lesson 3. Since qualitative research cannot be generalized the results are
invalid and unreliable
4. Qualitative research is also called naturalistic research because the
study happens where is and as is.
5. The results of a qualitative research can be applied to the general
population
There are many ways of looking at reality. Reality maybe seen as
something that can be perceived by the human senses. It must be
something that can be quantified or measured quantitatively, thus the
need_for_quantitative_research.
B. Establishing a purpose for the lesson
Reality can also be viewed as something subjective or personal and
thus exist in the realm of human experiences, thus the rise of
qualitative research. Both qualitative and quantitative researches are
important and serve different functions in the field of research.
C. Discussing new concepts and practicing new The class was divided into two for a group activity entitled , “Guess
skills Me_What?”.
Given the jumbled letters presented in the powerpoint, the first group
to guess and earned many points will declared as a winner and can
have a_10_points_in_their_performance_task.
1. Hponemenoloyg
2. Naarrtvie inquiry
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3. Ethgonrayph
4. Gruonded Thyreo
5. Easc Stydu
What have you noticed with our activity class?
Directions: Given the following specific research questions, what
type of qualitative design are you going to use? Write A-
for Phenomenology B- for Narrative Inquiry C- for Ethnography D-
for Grounded Theory E- Case Study
1. What are the shared experiences of medical doctors during the
outbreak of NCOV in Wuhan China?
D. Developing mastery 2. How do Aestas describe their marital and child reading practices?
3. What life events made Benigno Ninoy Aquino a hero of the EDSA
Revolution?
4. What model explains how children learn to read?
5. What are the psychological effects experienced by battered
women?
Let’s Analyze Directions: The following are pairs of research titles
and research designs. Identify which pair is correct. If correct, put a
✓ else put an X in your answer sheet.
1. Title: Planting and Harvesting Practices Among the Igorots of
Banawe Design: Phenomenology
2. Title: Study on the Prevalence of Juvenile Delinquency in Metro
E. Finding practical applications of concepts Manila Design: Case Study
and skills in daily living 3. Title: Circumcision Via ‘Pukpok’: A Rite of Passage Design:
Ethnography
4. Title: No Boyfriend Since Birth: An Inquiry Among Middle-Aged
Women Design: Grounded Theory
5. Title: Homosexuality in Inclusive All-Boys Secondary School
Design: Case Study
F. Generalizing and abstractions about the 5 types of qualitative research:
lesson
1. Phenomenology is the study of life experiences of an event or a
phenomenon such as volcanic eruption, spread of the NCOV virus or
tsunami. The main goal of phenomenological research is to extract
the experiences of research participants to understand the shared
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essence of the experience.
2. Narrative inquiry is similar to a phenomenological research.
Narrative inquiry aims to dig insights that will be helpful in
understanding human lives and conditions, however unlike
Phenomenology; a Narrative inquiry focuses on events as they unfold
in the life of an individual/s.
3. Ethnography is the study of culture. It requires the researcher to do
fieldworks in order to understand people’s way of life.
4. Grounded Theory is a type of qualitative research design which
aims to create a theory to explain a given phenomenon. It is called
grounded theory because the theory is derived from raw data that was
gathered from the research participants.
5. Case Study is an in-depth study of an instance of an event. A case
maybe a problem or an issue arising from an event, a person or a
group of persons, an organization, or a program. A case study is often
done on unique or rare phenomeno
Directions: Given the following research titles, which type of
Qualitative research design will be most appropriate to use? Write
your answer and rationale on your answer sheet (2 pts. each).
1.Courtship Practices Among Millennial.
2. Effectiveness of Dyad as a Learning and Teaching Strategy in St.
G. Evaluative learning
Dominic School
3. Model Development in Teaching Socialization Among Children
with Autism
4. Home Away from Home: Life Experiences of OFW in the Middle
East
5. From Rags to Riches: The Manny Pacquio Life Stor
1.Narrow down a research topic related to daily life.
H. Additional activities for application or
remediation / Assignment 2.Formulate a research title from a given topic
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Prepared by: RONALYN M. CABONCE
Teacher II
PRISCILA J. CELORIO
Checked by: Teacher II
Senior High School Coordinator
MR. RUEL A GRAFIL
Secondary School Principal I
Noted:
MARILOU A. DE JESUS
Public Schools District Supervisor
District IX
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