DEPARTMENT OF EDUCATION

REGIONAL MASS TRAINING OF TEACHERS

FOR GRADE 11 SENIOR HIGH SCHOOL

DEMONSTRATION LESSON PLAN

I. LEARNING OBJECTIVES:
At the end of the lesson, the learners will be able to do the following:

 Identify Qualitative and Quantitative research.

 Understand the difference between Qualitative and Quantitative research.
 Appreciate the importance Qualitative and Quantitative in a research.

II. LEAARNING CONTENT / SUBJECT MATTER:

Topic : Quantitative and Qualitative Research

Materials : Laptop, LCD Projector, Manila paper and marker

References :
 CODE: CS_RS11-IIIa-4
 Learning Competency: Differentiates Quantitative from Qualitative
Research
 Curriculum Guide on K To12 Basic Education Curriculum Senior High
School Applied Research 1
Strategy : Contextualized teaching and learning, using 21st century skills in delivering
instructions and Constructivism approach using collaboration.

III. PROCEDURE:

A. Preliminary Activity
1. Opening Prayer
2. Checking of Attendance
B. Review
 Ask the class about the previous lesson
C. Lesson Proper
1. Motivation
 Picture Analysis
Entice the students in
their learning.
  Do: Teacher will show a picture and will call a volunteer from the class.
 Do: Ask the following questions:
 What can you say about the picture? Give some descriptions
 Do:
 State the objectives and the lesson of the day
2. Presentation (Activity)
 Explain to students the difference between qualitative and quantitative
information. Use example objects from around the classroom to clarify the
difference between the two.
 Activity 1 based on 21st century skills : Group Collaboration
 The teacher will apply Vygotsky’s zone of proximal learning.
Instructions:
 Do: Divide the class into 4 groups based on student’s prior knowledge about
the topic.
 The members will analyze the picture and give two examples of
qualitative and quantitative data that could be obtained from the
photograph of the carabao.
 The group will write their output in the Manila paper.
 Each group will choose a representative and share their insights or
output.

3. Discussion (Analysis)
 Do: Ask HOT (Higher order thinking) questions to the class.
 Do: Ask the following questions:
 What type of educational research in which the researcher decides
what to study?
 In your own understanding, what is Qualitative and Quantitative
Research?
 What are the characteristics of Qualitative and Quantitative?
 What are the differences between the two in each step?
 In terms of:
a. Identifying a research problem?
b. Reviewing the literature?
c. Specifying a purpose for the research?
d. Collecting data?
e. Analyzing and Interpreting data?
f. Reporting and Evaluating research?
4. Development Activities (Abstraction)
 Activity 2 based on 21st century skills (same group)
 In this activity, the students will be able to generate and improve or deepen
their ideas about Qualitative and Quantitative.
Instructions:
 Do:
 Base on the sentence below, decide whether the data is qualitative or
quantitative
 Write it on a Manila paper
 Each group will choose a representative and share their insights or
output.
 The gummy worm increased by 2 inches.
 There were four dogs in the group.
 The dogs were small.
 The sample contained 3 different types of bacteria.
 The patient complained of aches and pains.
 The patient had a temperature 102 degrees.
 The chimp identified 12 pictures correctly.
 The parrots range from bright green to dark red.
 The balloon increased in size from 5 inches to 8 inches around.
 The birds were young.
 The rock sample consisted of 25 grams of quartz
 The rock sample was reddish brownish.
 The sample with the baking soda appeared bubbly
 The leaves on the first plant specimen appeared healthier.
 The first plant specimen had 3 more leaves than the second
specimen.
 The leaves on the second plant specimen were green, while the
leaves on the first plant specimen were turning brown.

5. Synthesis (Application)
 Use Problem –Based Learning to develop critical thinking of the student
 In this activity the student will be able to analyze, evaluate, and apply
strategies to solve the given problem.
Instructions:
 Do: Problem Scenario
 Show Problem Scenarios to the class and call somebody to answer.
 The student will explain his or her answer to the class.
  For each scenario listed below, identify whether it would be best to
gather qualitative data, quantitative data, or a combination of both to
answer the questions being asked.

Scenario 1: You work in an office that has a water cooler. The water cooler holds twenty gallons of
water. Your boss asks you to figure out how many refills your office will need every month, because she’s
trying to do the budget.

What type of data collecting method you would use? (qualitative and/or quantitative) Why?

Briefly describe how you would collect the data (what tools would you used, e.g., a ruler, a
questionnaire).

Scenario 2: You’re a new restaurant owner. Your restaurant has been open for several weeks, and so far,
it looks like your customers enjoy your restaurant. But you want more information. You want to get
feedback from your customers on their dining experience, specifically their opinions on your food,
service, and ambiance.

What type of data collecting method you would use? (qualitative and/or quantitative) Why?

Briefly describe how you would collect the data.

IV. EVALUATION:

The student will prepare a piece of paper and will answer the following question. Write the
statement in column A if it is quantitative and column B if it is qualitative.
 IV. REMEDIAL / ENRICHMENT

 Give addition information of the topic if needed.

IV. ASSIGNMENT

 Explain when to use Qualitative Research?

 Put it on a short bond paper

Scoring Rubrics:

5 - Excellent 3 - Good 1 - Poor

Answer is comprehensive, accurate and Answer is not comprehensive or Answer is partial or incomplete.
complete. Key ideas are clearly stated completely stated. Key points are address Key points are not clear. Question
and explained but not well supported. not adequately answered.

Points Earned Numerical Descriptive

12 - 15 91 – 100 Excellent

8 – 11 86 - 90 Good

4–7 81 - 85 Fair

1-3 75 - 80 Needs Improvement

Prepared By:
MARTINEZ, ALAN R.
Teacher Demonstrator

Reviewed by: EDMAR E. RAAGAS GENEVIVE H. SUMUNDONG

Trainer Trainer