GRADE 1 to 12 School BAGGAO NATIONAL HIGH Grade Level 11

DAILY LESSON LOG SCHOOL

Teacher JOY LEDESMA F. DOMINGO Learning Area Practical Research 1
Teaching Date and Time T-F 9:50-10:50; T-F 3:00- Quarter III
4:00; M,T,Th,F 10:50-11:50
WEEK 1, 2ND SEM SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standard The learner demonstrates understanding of:

B. Performance Standard The learner is able to:

C. Learning The learner:

Competency/Objectives 1. shares research experience and knowledge CS_RS11-IIIa-1
Write the LC code for each. 2. explains the importance of research in daily life CS_RS11-IIIa-2
3. describes characteristics, processes and ethics of research CS_RS11-IIIa-3
4. differentiates quantitative from qualitative research CS_RS11-IIIa-4
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be
tackled in a week or two.
Nature of Inquiry and Research

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure
RESOURCES that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Practical Research Methods by Practical Research Methods by Practical Research Methods by Practical Research Methods by
Catherine Dawson, 2002 Catherine Dawson, 2002 Catherine Dawson, 2002 edition Catherine Dawson, 2002 edition
edition edition
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
 IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing previous lesson or Review lessons on sampling
presenting the new lesson method

B. Establishing a purpose for
the lesson
C. Presenting examples/ instances
of the new lesson
Students will read aloud Students will read aloud Students will read aloud the Students will read aloud the
the objectives for the the objectives for the objectives for the session. objectives for the session.
session. (1 minute) session. (1 minute) (1 minute) (1 minute)
1. Reflect on the 1.Enumerate the 1.Define what is research ethics 1. State the difference of
meaning of research characteristics of research 2. Analyze research situations by Qualitative and Quantitative
2. Brainstorm with 2. Specify in order the which ethical issues are Research
groups on a problem processes of research concerned. 2. Differentiate the steps involved
task 3. Identify researchers in both qualitative and
3. Present output in misconduct in a certain situation. quantitative research
class 3. Associate research designs
with qualitative and quantitative
methodologies
Post question:
What is your Recall past lesson and Motive question: Teacher will present the definition
understanding in the activities What is your idea about ethics? of qualitative and quantitative
line: Have you heard the word ethics? research.
“RESEARCH IS WHAT I In what specific experience did
you encounter the word? Let the students analyze the
AM DOING WHEN I DO
definition and ask their
NOT WHAT I AM understanding about it.
DOING.”

D. Discussing new concepts The class will be grouped into
and practicing new skills 5 and brainstorm on the line
#1 provided.
After 1 minute, one
representative from each
group will present their
output.
Group Activity:
The class will be grouped into
five. Each group will
brainstorm on:
Based from yesterday’s
discussion on the meaning of
research, how does the group
characterize or describe
research. Let each group make
Present the meaning of research
ethics:
Research ethics is the
application of ethical principles in
the planning, conducting and
publishing of research.
Group Activity: UNLIMITED LIST
Students will be asked to write in
the board anything that they
know about qualitative and
quantitative research. They will
be grouped into two. One group
will work on qualitative while the
other one will work on
quantitative. They will be given 5

E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
application of concepts
and skills in daily living
a list of characteristics of
research.
Activity 1. KWL Chart (5
minutes) Let each group present their
output.
Group activity: I am a Present and discuss the
detective (15mins.) characteristics of research:
a. Logical
A. Class will be divided b. Empirical
into 5 groups. c. Analytical
B. Each group have a d. Critical
question to answer e. Cyclical
1. What is research f. Original
for you? g. Replicable
2. What do we
research?
3. What does
research tell us?
4. What do we do with
research?
5. What steps or
activities do research
involve?
Each group is given 3 Individual Activity: Students
minutes to present will identify the characteristic
their answers to the based on the given definition.
questions given. 1. Researches are based
on the first hand
experience or direct
observation of the
researcher
2. Researchers are based
on valid procedures
and principles
What important concepts are
involved in the definition given?
Group Activity 1:
Students will be given hand out
about research
situations/scenarios to analyze.
Each group shall identify what
particular act the researcher
committed in the given situation.
After which the group shall
recommend what should have
been done by the researcher.
Each group is asked to share their
answers for 2 minutes.
minutes to do the activity. The
group with highest correct
answers will be rewarded 10
points.
Teacher checks the groups output
and discuss some points for
clarification and better
understanding of concepts.
Discuss the differences of
qualitative and quantitative
methods in the different research
process.
Group Activity 2:
Students will interchange in filling
up the unlimited list table on the
board. (5 minutes)

H. Making generalizations Class Discussion on what Individually, ask students to
and abstractions about is research, what possible arrange the following steps in
the lesson conducting research:
topics can be researched
on, what do we do with
research, how research is
described and steps are
involved in research.
3. Research starts with a
problem and ends with
a problem
4. Research applies
analytic procedures
when gathering data
5. Research designs
and/or procedures are
replicated for the
research to arrive at
significant conclusive
results
6. Research exhibits
precise and careful
judgment
7. It is expected that an
research output is a
product of novel ideas
and shows originality
Discuss the guiding principles in How do you differentiate
conducting research. qualitative from quantitative
1. Autonomy and respect research? Can you think of a
• Repeat 2. Beneficence symbol depicting the relationship
• Report the research 3. Non-maleficence of the two methods? Ask
• Review the Literature 4. Justice individual student.
• Formulate a 5. Scientific validity
Hypothesis or Problem 6. Honesty
Statement
• Define the problem
• Carry out the Research
• Interpret the research
• Select a Research
Design

Discuss the process of

conducting research
 I. Evaluating learning Ask a student to enumerate What is the importance of Students will complete the table
Ask: the characteristics of research research ethics? specifying the difference of
1. In your own words qualitative and quantitative
how do you define 1. To protect research below.
research? participants/society/resea
2. What steps are rcher
involved in research 2. To ensure scientific
3. How do you validity
characterize research? 3. To protect intellectual
4. Why research is property rights
important?
J. Additional activities for Students draw a diagram
application or showing the different research
remediation process.
IV. REMARKS

V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you
can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 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: Checked by:

JOY LEDESMA F. DOMINGO JOSELYN L. VILORIA,Ph.D.

Teacher III Master Teacher II