Republic of the Philippines

Department of Education
Region VI-Western Visayas
DIVISION OF KABANKALAN CITY
CAMANSI NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL
Brgy. Camansi, Kabankalan City
(Enclosure to DepEd Order No. 42.s.2016)
Grade Level 11 Learning PRACTICAL RESEARCH 1
Areas:
DAILY LESSON LOG Teacher JEANABEL BERTURAN GUMATA Quarter: 3RD Quarter
Date January 6-10, 2025 Checked by:
Time 7:30-8:30,8:30-9:30,1:45-2:45,2:45-3:45 MARY ANNE S. AYALIN
Duration 3 Weeks Officer-In-Charge

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of:

1. the importance of research in daily life
2. the characteristics, processes, and ethics of research
3. quantitative and qualitative research
4. the kinds of research across fields
B. Performance The learner is able to: use appropriate kinds of research in making decisions.
Objective

C. Learning
Competencies/ At the end of this lesson, you are expected to
Objectives 1. Share research experiences and knowledge
2. Explain the importance of research in daily life
3. Describe characteristics, processes, and ethics of research
4. Differentiate quantitative from qualitative research
5. Provide example of research in areas of interest

II. CONTENT Nature of Inquiry and Research

( Subject Matter)
III.LEARNING Practical Research 1
RESOURCES
A. References
1. Teachers Guide Pages 1-19
pages
2. Learners Material Pages 1-19
 Pages
3. Module/Textbook Pages 1-19
pages
4. Additional Materials FlexiEd Modules
from LRDMS
B. Other Learning
Resources Online Resources

IV. PROCEDURES
A. Reviewing past Day 1
lesson or Activity 1. Let’s check your prior knowledge…
Directions: Read each item carefully. Write TRUE if the statement is true and write FALSE if the statement if false. Write your answers in your Activity Notebook.
Presenting the 1. Inquiry is in the form of authentic (real-life) problems within the context of the curriculum and /or community.
new lesson 2. The inquiry capitalizes on students’ curiosity.
3. Data and information are actively used, interpreted, refined, digested and discuss. Teachers, students and teacher-librarian collaborate.
4. Community and society are connected with the inquiry.
5. Teachers take ownership of their learning.
6. The teacher and students interact more frequently and more actively than during traditional teaching.
7. There is an identifiable time for inquiry-based learning.
8. The teacher uses body language in doing inquiry.
9. The teacher facilitates the process of gathering and presenting information.
10. The teacher models the behaviors of inquiry.
B. Establishing a
purpose of the
new lesson

C. Presenting Activity 3. Let’s begin to share…

Examples/ Directions. Answer the following questions briefly. Write your answers in your Activity Notebook.
instances of the 1. In your own understanding, what is inquiry?
new lesson 2. Was there an instance when you did a sort of inquiry or research? Describe your experience.
3. Do you agree that when you inquire about something you are researching? Explain.
4. How is research important in your life?

D. Discussing new Inquiry and research are two terms that are almost the same in meaning. They are both use in a fact-finding works in which you try to find information about something
concepts and by examining the object of your search. Inquiry is to look for the information by asking various questions about the thing you are curious about while research on the
practicing new skills other hand, is to discover truths by investigating on the chosen topic scientifically. It is a significant learning activity in our everyday doings and a result of thinking
process that involves learners in questioning techniques or models.
no.1.
Moreover, it is a delightful way to discover valuable learning and skills. It enhances your abilities in establishing connections, listening, and observing, which are the
primary elements needed in the qualitative research process. It also helps you find out how to conduct research with excitement and confidence and you will discover how
much fun it is to do research as you eagerly learn new things and develop a new and better perspective about research.
The process of inquiry is shown in Figure 1.
 Research can be categorized into two:

Basic Research This is the type of research that is a purely direct application but increasing the nature of understanding about the problem. It
develops the scientific theories to be more understandable to the readers.

Applied It is a type of research that needs an answer to a specific question. It provides solutions and validation in order to apply to the
Research real setting.
E. Discussing new Day 2
concepts and Characteristics of Research
practicing new skills Research is a process of collecting, analyzing and interpreting information to answer questions. But to qualify as research, the process must have certain characteristics: it
no.2 must, as far as possible, be controlled, rigorous, systematic, valid and verifiable, empirical and critical (Goundar, 2012).
Controlled - in real life there are many factors that affect an outcome. The concept of control implies that, in exploring causality in relation to two variables (factors), you
set up your study in a way that minimizes the effects of other factors affecting the relationship. Rigorous - you must be scrupulous in ensuring that the procedures followed
to find answers to questions are relevant, appropriate and justified. Again, the degree of rigor varies markedly between the physical and social sciences and within the
social sciences.
Systematic - this implies that the procedure adopted to undertake an investigation follow a certain logical sequence. The different steps cannot be taken in a haphazard
way. Some procedures must follow others.
Valid and verifiable - this concept implies that whatever you conclude on the basis of your findings is correct and can be verified by you and others.
Empirical - this means that any conclusions drawn are based upon hard evidence gathered from information collected from real life experiences or observations.
Critical - critical scrutiny of the procedures used and the methods employed is crucial to a research enquiry. The process of investigation must be foolproof and free from
drawbacks. The process adopted and the procedures used must be able to withstand critical scrutiny.

Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL - is based on observations and experiments of theories.
2. SYSTEMATIC - follows orderly and sequential procedures, based on valid procedures and principles.
3. CONTROLLED - In research, all variables, except those that are tested/ experimented on, are kept constant.
4. EMPLOYS HYPOTHESIS - refers to a search for facts, answers to questions and solutions to problems.
5. ANALYTICAL - shows analytical procedures in gathering the data, whether historical, descriptive, and or case study.
6. OBJECTIVE - it is unbiased and logical. All findings are logically based on real-life situations.
7. ORIGINAL WORK - it requires its own examination and produces the data needed to complete the study.

Day 3

Prieto, et.al. (2017) also added that the following are involved in the Research
Processes:
1. DEFINE RESEARCH PROBLEM: What is the problem?
2. REVIEW OF RELATED LITERATURE: What evidence is already presented?
3. FORMULATING HYPOTHESIS: How are we going to find/look for the answer to questions being studied?
4. RESEARCH DESIGN: Where will the study be shown and with what population?
5. COLLECTING DATA: Are we ready to gather the data? Where do we find the data?
6. ANALYZING DATA: How do the data answer the research queries?
7. INTERPRET AND REPORT: What are the implications of the results?

Process of Research
There are several existing models of research process across fields. Among different models, two are presented below to guide you in your future researches.
The research process by Bordens and Abbott (2007) is a good example for behavioral research. The process is strictly oriented on behavioral science. According to
Bordens and Abbott (2007, p. 8), research methods outside of behavioral science are considered non-science. Further, Bordens and Abbott acknowledge only empirical
(mainly quantitative) research methods. Figure 2 shows the steps of the process.
Lacey (2006) points out that all approaches are valid, given that they fit the research question and the needs of the research. In the next stage, a research proposal is
prepared, giving details about the planned research. Lacey mentions gaining the access to the necessary data as a separate step, due to ethical and legal issues connected to
the use of patients’ data. Once the data is available, a suitable sample can be selected and the data collection takes place (preceded if necessary by a pilot study). The data
is analyzed according to the selected methods. The results of the research are disseminated, mostly through publications in scientific journals or presentation at
conferences. Lacey as cited by Lovasz-Bukvova, Helena & Helena (2009) sees the implementation of the research results as an important part of the research process in
nursing (Lovasz-Bukvova, Helena & Helena, 2009).

Day 4
Ethical Codes and Policies for Research, Resnik, 2007
Given the importance of ethics in the conduct of a research, you will follow codes and policies for research:
Honesty Maintain all communication. Data should not be faked.
Objectivity Avoid biases in experimental designs, data analysis, interpretation, expert testimony, and other aspects of research.
Integrity Keep your promises and agreements.
Carefulness Avoid careless errors and negligence.
Openness Share data, results, ideas and tools. Be open to criticism and new ideas.
Confidentiality Protect confidential communication.
Responsible Publication Avoid duplicating publications.
Responsible Mentoring Help to educate, mentor, and advise others.
Respect Colleagues Treat all peers fairly.
Social Responsibility Strive to promote social good. Avoid social harm.
Non- Discrimination avoid discrimination against colleagues or students on the basis of sex, races, ethnicity, and or others.
Legality Be informed and obey relevant laws and institutional governmental policies.
Respect of Intellectual
Property Give proper acknowledgment or credits to all researchers.
Human Subject Minimize risks that involve human lives, dignity, and privacy.

Ethics of Research
Ethics are the moral principles that govern a person’s behavior (Parveen, 2017). Research ethics may be referred to as doing what is morally and legally right in research.
They are norms for conduct that distinguish between right and wrong, and acceptable and unacceptable behavior.
Ethics are central to the research process. Researchers need to take care of various ethical issues at different levels of this process. The reality is there can be ethical
concerns at every step of the research process (Bickman & Rog, 2009).
The following are ethical issues arising at various stages of the research process and the researcher has a primary responsibility towards the participants and other
researchers (Bickman & Rog, 2009).
1. Informed consent is the prime responsibility of the researcher. A standard procedure in professional codes of ethics is ‘informed consent’ (Resnik 1998). Seek consent
for the participation from people. In the case of children and few other exceptional cases, the informed consent of participants, as well as their guardians must be obtained.
2. The researcher must reveal all the risks associated with the research to the participants. She should highlight all the negative and positive aspects of the research during
the consent process. Aim, objectives and nature of the research, duration of the study, sponsors and other important information must be revealed to the participants.
3. The knowledge gap between the researcher and the participants must be considered.
4. The privacy, anonymity and confidentiality of the participants and data must be given due consideration (Jensen, 2002). As professional guidelines and some form of a
cultural consensus are still being negotiated, research projects need to consider carefully issues of anonymity, confidentiality, and ‘informed consent.’
5. Participants must be given an option of rejecting data-gathering devices like camcorders, audio recorders etc.
6. To make them convenient and easily understandable, the questionnaire and other forms of rating scales must be designed in the native language of the participants.
7. Participants’ safety is the prime concern. They should not be exposed to risks greater than they encounter in their normal lifestyle.
8. In case, it's the responsibility of the researcher to protect participants from the risks arising from their research.
9. The researcher should protect and promote the rights and interests of the participants.
10. The researcher must take care of their own safety.
11. She must take care of cultural, religious, economic, psychological, spiritual, physiological, biological, political, social and other issues of the participants.

12. Researchers are expected to consider ethical implications of their research.

13. To uphold the ethical standards in the research process, the researcher must accept and respect the principles integrity, honesty, objectivity and openness.

Quantitative vs. Qualitative Research

When collecting and analyzing data, quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings. Both are important
for gaining different kinds of knowledge (Streefkerk, ed. 2020).
• • Use quantitative research if you want to confirm or test something (a theory or hypothesis)
• • Use qualitative research if you want to understand something (concepts, thoughts, experiences)
 For most research topics you can choose a qualitative, quantitative or mixed methods approach. Which type you choose depends on, among other things, whether you’re
taking an inductive vs. deductive research approach; your research question(s); whether you’re doing experimental, correlational, or descriptive research; and practical
considerations such as time, money, availability of data, and access to respondents.
Consider the following approaches:
Quantitative research approach
You survey 300 students at your school and ask them questions such as: “on a scale from 1-5, how satisfied are you with your teachers?”
You can perform statistical analysis on the data and draw conclusions such as: “on average students rated their professors 4.4”.
Qualitative research approach
You conduct in-depth interviews with 15 students and ask them open-ended questions such as: “How satisfied are you with your studies?”, “What is the most positive
aspect of your study program?” and “What can be done to improve the study program?”
Mixed methods approach
You conduct interviews to find out how satisfied students are with their studies. Through open-ended questions you learn things you never thought about before and gain
new insights. Later, you use a survey to test these insights on a larger scale.
Suggested Research Topics
The following are suggested qualitative research topics:
1. Gender and sexual harassment.
2. Cultural expectations and practices.
3. Importance of strengthening public resilience against terrorism.
4. The causes for the emergence of a new religion.
5. What are different learning disabilities?
6. Is physical attraction good?
7. What leads to depression in a person?
8. What are the good and bad effects of political scandals?
9. Role of media for educational purposes.
10. The best prevention for child abuse.

F. Developing Mastery Activity 4. Let’s check your understanding…

(Leads to Formative Directions. Give what is asked for in each item. Write your answers in your notebook.
Assessment 3.) 1. Explain the importance of research.
2. Describe the characteristics, process and ethics of research.
3. Differentiate quantitative from qualitative.
G. Finding practical Activity 5. Let’s prove it…
application of Directions. Choose a topic of your interest for writing qualitative research. Write a brief explanation why you chose that topic and discuss the challenges that you expect
concepts and skills to encounter if in case you pursue on writing about it.
in daily living Topic: _______________________________________________________
Reasons: _______________________________________________________
_______________________________________________________
Challenges _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

H. Making
Generalization and Activity 6: Let’s reflect…
abstraction about Directions. Write a short reflection in your Activity Notebook.
the lesson I thought _________________________________________________________
__________________________________________________________________
I learned that ____________________________________________________
_____________________________________________________________________
I. Evaluating learning
Directions. Read carefully the statements or questions below and write your answers on your activity notebook.
I. Multiple Choices
1. The following are the good values that should be manifested as a researcher except:
a. open-minded
b. polite
c. camaraderie
d. narrow minded
2. Which of the following are not included in the group?

a. inferential
b. critical
c. integrative
d. tampered
3. In conducting a research, who is the target of the study?

a. crowd
b. co-researchers
c. subjects
d. theories
4. The following are examples of inquiry except:
a. Imagining
b. speculating
c. criticizing
d. gossiping
5. What will you do to obtain knowledge about the people, places, or events?
 a. annoying
b. motivating
c. triggering
d. Inquiring

6. It is a research method that refers to a general set of orderly, disciplined procedures to acquire evidence.
A. Quantitative C. Case Study
B. Qualitative D. Thesis
7. It is a research method that refers to a naturalistic method of inquiry of research which deals with the issue of human complexity by exploring it directly.
A. Case Study C. Thesis
B. Quantitative D. Qualitative
8. It is an ethics of a research that gives proper acknowledgment or credit to all researchers.
A. Intellectual Property C. Socially Responsible
B. Responsible Mentoring D. Confidentiality
9. It is an ethics of research that means keeping promises and agreements.
A. Honesty C. Integrity
B. Objectivity D. Openness

10. It is a characteristic of research that refers to searching facts, answers to questions and solutions to problems.
A. Systematic C. Objective
B. Employs Hypothesis D. Empirical
11. It is a characteristic of research that refers to the unbiased and logical.
A. Objective C. Analytical
B. Original Work D. Empirical
12. It is a characteristic of research that follows orderly and sequential procedures, based on valid procedure and principle.
A. Systematic C. Original Work
B. Objective D. Analytical
13. It is a characteristic of a research that is based on direct experience or observation by the researcher.
A. Objective C. Controlled
B. Systematic D. Empirical
14. It is a process that answers how to identify or select your respondents.
A. Sampling C. Review of Related Literature
B. Data Analysis D. Interpreting Data
15. It is a process that answers what information is already available.
A. Review of Related Literature C. Interpreting Data
B. Sampling D. Data Analysis
16. It is a process that answers how the findings are in relation to the hypothesis
A. Drawing conclusion C . Interpreting Data
B. Data Analysis D. Formulating Hypothesis
17. It is a process that answers what is the problem and why it should be studied.
A. Formulating Hypothesis C. Identifying Problems
B. Review of Related Literature D. Analyzing Data
18. It is a structured way of collecting and analyzing data obtained from different sources.
A. Hypothesis C. Variables
 B. Quantitative Research D. Qualitative Research
19. It is a process of naturalistic inquiry that seeks an in-depth understanding of social phenomena within their natural setting.
A. Qualitative Research C. Variables
B. Quantitative Research D. Hypothesis
20. It is a systematic inquiry that describes, explains, predicts, and controls the observed phenomenon.
A. Research B. Analysis C. Thesis D. Case Study

II. Modified True or false (11-15): Write true if the statement is true and write false if the statement is false and underline the part of the statement that made it wrong
and write/provide the correct one.
11. In conducting research study, the researcher can use other research materials without acknowledging the author.
12. The purpose of research is to learn how to work independently.
13. Analysis and interpretation of data are not shown in conducting research.
14. The ultimate goal of the research is not only to propose ways of studying things, people, places and events, but also to discover and introduce new practices, strategies,
or techniques in solving a problem.
15. When you feel perplexed or anxious about what to do about something you are doubtful of or about a question you are incapable of answering, you come to think of
conducting research, an investigation or inquiry.

Performance Task

Identify and memorized the processes of research.

J. Additional activities Activity 8. Let’s go beyond…

for application and Directions. From the internet, copy and save one abstract of a particular qualitative study. Read and evaluate if the study is of relevance in our country/locality. You may
remediation submit your evaluation after a week.
Research Title: _____________________________________________________
Author(s) _____________________________________________________
Abstract: _____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Brief Explanation: _____________________________________________________
_____________________________________________________
V. REMARKS
VI. REFLECTION
A. No. of learner who earned
80%
B .No. of learner who scored
below 80% ( needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well? Why?
F. What difficulties did I
encounter which my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?

Prepared by:

JEANABEL B. GUMATA

Subject Teacher
 Hope Springs Eternal
By: Joshua Miguel C. Danac
This travelogue was published in the Features Section of the Central Scholar, the official student
publication of Philippine Science High School Central Luzon Campus. It won Third Place in the 2015
National Schools Press Conference (NSPC) in Taguig City.

Japan, for most of us, invokes the image of greener pastures, a future we could only
hope for in the present- the land of the rising sun of our hopes and dreams, so close yet
tantalizingly out of reach. To see it with my own eyes and step on its ground with my own
two feet-here was the mystical Japan of the East, of the famed anime characters my friends
so loved, of sushi and sashimi and all those Japanese flavors renowned throughout the world,
of technological advancements I could only dream of – and there I was.

There were eleven of us in this foreign land, a teacher and ten students, to spend a
week of cultural immersion and an exchange of knowledge and perhaps a little sightseeing
last August 3-8. The Japan-Asia Youth Exchange Program in Science, or simply the Sakura
Exchange Program, was a week-long affair for high school students from nearby Asian
countries – the Philippines, Mongolia, Korea, Vietnam, Malaysia, Indonesia, Cambodia, and
Thailand- to experience Japan up close.

What struck me first was just how orderly everything was. Coming from a country
where the concept of “Filipino time” ran unabashedly rampant, the mere orderliness of it all
was a welcome change. I witnessed that there were no excuses for tardiness or mediocrity,
no stepping out of line even down to the littlest rules. It seems strict, and it is but it is how
Japan works. The Japanese are very conscientious, always mindful of themselves and more
so of their guests: always ready to help, with a smile and a bow, from our facilitators and
guides down to random people on the street whom we asked for directions. They took great
pains to make sure we were well cared for, and their meticulousness still brings a smile of
gratitude to my lips whenever I recall it.
The Japanese are even more commendable for their stunning progress. Broken and
torn from World War 11, thus resilient race, hand in hand, slowly rose to become the major
world power the country is today. We were treated to their amazing developments. The
Japanese have revolutionized life across all fields of knowledge – submarines to probe the
depths of the seas, novel healthful cosmetics, sensors to detect earthquakes from miles
away, energy from microalgae, powerful supercomputers simulating the Earth – these are
testaments to their skill, proof of the enduring Japanese spirit of innovation.
Another focal point of our trip was visiting Japan’s universities in and around Tokyo.
They are sacred halls of learning, where modern technology meets age-old knowledge.
Seeing Filipino exchange students biking throughout the lush campuses, students using
advanced laboratory equipment and enjoying the Japanese life outside school, I recall our
own universities and schools back home- it brings more than one wistful thought to mind.
One more highlight was the chance to hear talks from leading minds in the scientific
community. Dr. Akiko Arima and Dr. Toshihide Maskawa, both renowned physicist- the latter
even received the 2008 Physics Nobel- shared with us students their discoveries, and their
reflections on science and education and life. It was an experience that was truly once- in-a-
lifetime.
By day, we toured museums and universities, but by night, we saw Tokyo for
ourselves. The bustling city is a modern Manila: with vending machines on every corner, city
lights bright in the night sky, people going about their business with Japanese diligence. It
was hard to see how such a large city could be so neat, but so it was, running with Japanese
clockwork. The chance to eat at an authentic ramen bar, to see the local malls and shops, to
visit the city’s mystical temples- it was an immersion of culture that could only happen in
such a place bursting to the seams with history and diversity.
However, seeing how in Japan, ancient culture does not give way nor resist but instead
beautifully melds with modern progress, I am filled with hope that someday, our own sun will
rise in a brilliant dawn.