Grade Level & 12 CCS/12 GAS
GRADES 1 to School: PAYAO NATIONAL HIGH SCHOOL
Section: 12 CARPENTRY
12
DAILY Learning
Teacher: DEO J. GALVEZ Research 2
LESSON LOG Area:
Teaching
Dates and July 24, 2025 (8:55 – 9:50 AM) Quarter 1st
Time:
I. Curriculum Content, Standards, and Lesson Competencies
A. Content The learners demonstrate understanding of the specificity and feasibility of the problem posed.
Standard
B. Performance The learner demonstrates understanding of formulate clearly the statement of research
Standards problem.
C. Learning MELC:
Competencies / CS_RS12-Id-e-7: presents written statement of the problem.
Objectives
(Write the LC Lesson Objectives:
Code) At the end of 55 minutes, the students must be able to:
1. Familiarize the process in conceptualizing the observed problems or research gaps
leading to research title formulation;
2. Identify and share insights about existing problems/issues across different context;
and
3. Analyze the formulation of a clear, specific, and researchable problem statements.
Synthesizing Information from Relevant Literature and Studies
I. CONTENT Sources of related literature
Types (local/foreign; literature/studies)
II. LEARNING
RESOURCES
A. References SHS Practical Research 2 Learner's Module (DepEd)
Internet (Google Scholar, ResearchGate, JSTOR, SCOPUS, etc.)
Library resources (books, journals, magazines)
1. Teacher’s
Guide pages
2. Learners’ Multimedia projector/laptop
Materials Sample research papers and articles
pages Handouts on APA citation
Worksheets
3. Textbook Research Made Easier by: Amadeo Pangilinan Cristobal, Jr. / Maura Consolacion De La Cruz-
pages Cristobal
Pages 65-125
4. Additional
Materials https://www.scribd.com/document/528889705/ADMModule-CS-RS12-If-j-1
from
Learning
Resources
Portals
B. Other Learning Rubric/checklist
Resources
III. PROCEDURES
Introductory Activity:
Prayer
Greetings
Physical Arrangement/Classroom Management
Classroom Policies
A. Reviewing Quick recap of previous lessons (Problems and issues)
previous lesson
B. Establishing a Students will learn how to look beyond the surface of everyday problems,
purpose for the observe issues that affect our community or school, and convert those
lesson
observations into meaningful research questions and problems worth
investigating.
C. Presenting ACTIVITY:
examples/
instances of the The teacher will provide preliminary activity about the existing problems or issue they
new lesson experienced, observed or heard.
Preliminary Activity: Brainstorming (10 minutes)
Presentation (10 minutes)
General Instructions:
• Brainstorm three researchable problems and why you have chosen them.
Personal experiences School/community/ Family Relationships
Financial, social status Bullying, gender Family, friends
discrimination, Family
problem,
D. Discussing new ANALYSIS:
concepts and The teacher will dissect each shared and presented researchable
practicing new problem to identify its key elements such as variables, scope, and
skills #1
significance.
The teacher guides the students in examining how each identified
problem logically leads to the formulation of a clear and concise
research title.
Students will be encouraged to reflect on the clarity, feasibility, and
relevance of their chosen problems and how these can be narrowed
down or refined into a working research title.
Through guided questioning, the teacher will help students understand
the connection between the research problem and the title, ensuring
alignment with the study's objectives.
Misconceptions or vague formulations will be addressed through group
discussions and feedback, promoting collaborative analysis and peer
learning.
1. Discussing ABSTRACTION
concepts and
practicing new A) From the analysis of the researchable problems and corresponding titles, the students
skills #2 will realize that a well-formulated research problem is the foundation of a good
research study. The teacher will discuss this strategy below:
B) From a research problem, a research title is derived. The research title serves as the
initial presentation of the study, providing a snapshot of what the research is about. It
should reflect the core issue, include the main variables or key terms, and hint at the
scope of the study. A good title is clear, concise, and specific, typically answering "What
is being studied?", "Who is involved?", and sometimes "Where and when?".
C) The transition from problem to title requires critical thinking and conceptual clarity.
Students must examine their identified problems to ensure that their titles are not
vague, too broad, or too narrow. For example:
Researchable Problem: Many Grade 12 students in rural schools struggle with
internet connectivity, affecting their performance in online learning.
Derived Title: The Impact of Poor Internet Connectivity on the Online Learning
Performance of Grade 12 Students in Rural Public Schools
2. Developing APPLICATION
mastery
(Leads to Activity 1: Title It Right
Formative Directions:
Assessment) In this activity, you will work in groups of 3 to 4 members. Each group will be given a selected
research problem or research gap by the teacher. As a group, read and analyze the problem
carefully. Discuss the key concepts or variables involved and think about how the issue can be
explored through research. After analyzing the problem, your group will formulate a clear,
specific, and concise research title based on the given issue. Use appropriate formats such as:
The Effect of ____________ on _________________ among ________________
A Study on ______________________ in ___________________
An Analysis of ______________________ and Its Relationship to _________________
Selected Research Problems / Gaps:
1. Many students struggle with time management in modular learning setups.
2. Lack of reading comprehension skills observed among Grade 11 learners.
3. Increasing absenteeism in online classes during the first period of the day.
4. Limited awareness on mental health among senior high school students.
5. Effects of peer pressure on career decision-making among Grade 12 students.
3. Finding practical Activity 2: Connecting Research to Daily Life
applications of Directions:
concepts and In this activity, you will work individually or in pairs. Think of a real-life issue or concern
skills in daily you have observed in your daily life, whether in school, your community, your home, or
living even in using technology and social media.
Using your observation, identify a researchable problem that can be explored further.
Then, apply your understanding of how research problems lead to title formulation by
crafting a research title that clearly reflects your chosen issue.
Observed Research Research Title Brief Explanation
Issue Problem
Example: Example: Example: Example:
Many students How does the The Impact of Understanding the effects of
spend more frequency of Mobile Gaming mobile gaming on academic
time on mobile mobile gaming on the Academic performance can help students
games than affect the Performance of manage their time better and find
studying, which academic Grade 12 a balance between leisure and
affects their performance of Students at XYZ schoolwork.
school Grade 12 Senior High
performance. students? School
4. Making The teacher will now raise the following questions to allow students realize the essentialities of
generalization the lesson.
and abstractions
about the lesson How can we tell if a problem can be studied through research?
Why do we need to understand the problem before making a research title?
5. Evaluating
learning Name: _________________________ Date: ___________________
Grade & Section: _______________ Score: _______/10
Part I: Multiple Choice Test
Directions:
Choose the letter of the best answer. Write your answer on the space before
the number.
___ 1. What is the first step in formulating a research title?
A. Writing a hypothesis
B. Selecting a topic randomly
C. Identifying a researchable problem
D. Reviewing the conclusion
___ 2. Which of the following is a characteristic of a good research title?
A. Too long and detailed
B. Vague and general
C. Includes unrelated information
D. Clear, specific, and concise
___ 3. Why is it important to analyze a research problem before creating a
title?
A. To impress others with a long title
B. To ensure the title matches the real issue
C. To avoid writing the methodology
D. To skip doing the background of the study
___ 4. Which of the following is an example of a researchable problem?
A. Why is life difficult?
B. What are the favorite snacks of students?
C. How does internet access affect study habits of Grade 12 students?
D. Is blue a nice color?
___ 5. What can be a good source of a research problem?
A. Daydreaming
B. Personal observation or daily experience
C. Guessing based on other people’s work
D. Copying another group’s title
Part II – Statement Analysis (Items 6–10)
Directions: Write True if the statement is correct and False if it is not. Then,
explain your answer briefly.
6. A good research title can be created even without identifying a clear
research problem.
Answer: __________
Justification:
____________________________________________________________________
7. Real-life experiences and observations can be valid sources of
researchable problems.
Answer: __________
Justification:
___________________________________________________________________
8. A research problem must be based only on trending topics online.
Answer: __________
Justification:
___________________________________________________________________
9. The title of a research study must clearly reflect the variables and focus of
the research problem.
Answer: __________
Justification:
__________________________________________________________________
10.Research is more meaningful when it addresses real issues experienced by people in their
community.
Answer: __________
Justification: ______________________________________________________________
11. Additional
activities for
application or
remediation
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation
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 it work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
used/discover
which I wish to
share with other
learners?
Prepared by: Checked by:
DEO J. GALVEZ ORLANDO L. DELA PEŇA
Subject Teacher Curriculum Head, HT III
Date: Date: Date:
Approved by:
SALVADOR D. ARQUILITA, MMEM
School Principal IV
Date:
