DAILY LESSON PLAN

School CARUHATAN NATIONAL HIGH SCHOOL Grade Level 12

Teacher MR. VINCE C. FUALO Learning Area PRACTICAL RESEARCH 2
Teaching Dates October 14 – 18, 2019 Week 20 Day 2 Quarter 2ND
and Time 6:00 – 7:00 AM (12 Cookery) – Tuesday
7:00 – 8:00 AM (12 ABM) – Tuesday
6:00 – 7:00 AM (12 EIM) – Wednesday
11:15 – 12:15 AM (12 GAS) – Wednesday

I. OBJECTIVES
A. Content Standards Demonstrates understanding of quantitative research designs; description of
sample; instrument development; description of intervention (if applicable);
data collection and analysis procedures such as survey, interview, and
observation; and guidelines in writing research methodology.
B. Performance Describes adequately quantitative research designs, sample, instrument used,
Standards intervention (if applicable) and data collection, and analysis procedures.
C. Learning Describes sampling procedure and the sample CS_RS12-IIa-c-2
Competencies
D. Specific Objectives 1. Distinguish different sampling techniques;
2. Apply knowledge regarding different sampling techniques by analyzing real
life scenarios; and
3.
II. CONTENT SAMPLING TECHNIQUES
III. LEARNING RESOURCES
A. References
1. Learning Jerusalem, V. L., Del Rosario-Garcia, M., Delos Reyes, A. M., Palencia, M. M., &
Resources Calilung, R. P. (2017). Practical Research 2 Exploring Quantitative Research.
Manila City, Philippines: Fastbooks Educational Supply.
2. Other Learning PowerPoint Presentation, Visual Aids
Resources Chua, V. (n.d.). Understanding Data and Ways to Systematically Collect It [PPT].
Probability sampling. (n.d.). Retrieved on September 15, 2019 from
https://www.questionpro.com/blog/probability-sampling/
Non-Probability sampling. (n.d.). Retrieved on September 15, 2019 from
https://www.questionpro.com/blog/non-probability-sampling/
Slovin’s formula. (n.d.). Retrieved on September 15, 2019 from
https://prudencexd.weebly.com/
IV. PROCEDURES
A. Preliminaries Accomplish the following in order: (1) Opening prayer, (2) greetings, (3)
monitoring of cleanliness and (4) checking of attendance.
B. Recall/Review The teacher will ask the students to differentiate population, target population
and sample.
C. Motivation The teacher will give a specific scenario to the students. Subsequently, the
teacher will ask some questions in relation to that scenario.
Scenario: Imagine you wanted to find out the ice cream flavor preference of all
the senior high school students in Valenzuela.
Guide questions:
1. Can we use the whole population?
Possible answer: No you can't use the whole population. It wouldn't be
possible to survey all the senior high school students in Valenzuela.
2. Why do we need to use a sample?
Possible answer: It reduces cost, saves time, more reliable if data is
collected through a carefully selected sample.
3. What do you call the process of selecting units (sample) from a
population?
Possible answer: Sampling
D. Lesson Proper The teacher will start the discussion by saying that there are a lot of sampling
methods that the students can use in their research. But before that, they have
to identify first the main or major sampling technique that they are going to use.
It’s either Probability or Non-Probability Sampling.

The teacher will show two pictures that show probability and non-probability
sampling. Using these pictures, the teacher will ask the students what they think
is the difference between the two.

(Expected Answer)
 Probability sampling – every member of the population has a known
chance of participating in the study.
 Non-probability sampling – samples are selected on non-random
manner, not each population member has a chance to participate in
the study

The teacher will now proceed to the different specific types of probability
sampling. The teacher will also show pictures describing the different specific
types of probability sampling and will let the students think what is being done or
represented in each picture.

Pictures Probability Sampling Techniques

1. (Expected answer)
Simple Random Sampling –
drawing randomly from a list of
the population (e.g.: names from
a hat (lottery method), using a
matrix of random numbers).

2. (Expected answer)
Systematic Random Sampling –
Taking every kth element in the
population as a sample, where
𝑁
𝑘=
𝑛

3. (Expected answer)
Stratified Random Sampling –
dividing the population into
smaller groups (arrange or classify
according to sex, age, ethnicity
etc.) and then applying simple
random sampling.
 4. (Expected answer)
Custer Sampling – The selection of
groups, or clusters, of subjects
rather than individuals. Only
individuals within samples clusters
are surveyed.

The teacher will now proceed to the different specific types of non-probability
sampling. The teacher will then show pictures describing the different specific
types of non-probability sampling and will let the students think what is being
done or represented in each picture.

Pictures Non-Probability Sampling Techniques

1. (Expected answer)
Convenience Sampling – is
selecting a group of individuals
who are conveniently available
for study

2. (Expected answer)
Quota Sampling – the number of
samples is decided by the
researcher and selection is also
made out of availability of the
respondent.

3. (Expected answer)
Purposive Sampling – using
researcher’s judgment to select a
sample that they believe, based
on prior information, will provide
the data they need.

4. (Expected answer)
Snowball Sampling – One sample
leads on to more of the same
kind of sample

E. Application The teacher will give a group activity wherein each group will be given a specific
scenario. After that, each group will answer the following guide questions:
a. What major sampling technique (probability or non-probability) did the
researcher use in the example?
b. What specific sampling technique did the researcher execute in the
example?
c. How did you say so?

For group 1 – A researcher has a population of 100 third grade children from a
local school district from which a sample of 25 children is to be selected. Each
child’s name is put on a list, and each child is assigned a number from 1 to 100.
 Then the numbers 1 to 100 are written on separate pieces of paper and shuffled.
Finally, the researcher picks 25 slips of paper and the numbers on the paper
determine the 25 participants.

For group 2 – A sociologist conducts an opinion survey in a major city. Part of the
research plan calls for describing and comparing the opinions of four different
ethnic groups: African Americans, Asian Americans, European American and
Native Americans. For target population of 300, the researcher selects 75
participants from each of the four predetermined subgroups.

For group 3 – A sample of 2,000 was sought to estimate the average

achievement in science of elementary students in a city’s public schools. They
started off by dividing the students according to their grade levels. Subsequently,
they get 100 students randomly selected as samples from all six graders in
different schools.

For group 4 – A mall manager is trying to know what are the shoppers’ opinion
regarding their new security system. With a target population of 10,000 they aim
to select at least 100 shoppers as their respondents. In order for them to get an
accurate yet accessible sample, they plan to give survey questionnaires to
whoever walks by in their mall.
F. Generalization The teacher will ask volunteers from the class to summarize what they have
learned from the discussion.
G. Assessment The teacher will give a five-item quiz. The students will be tasked to determine
what specific sampling technique is used in the following examples:
1. If I have a list of students, and pick every other one for an experiment, what
sampling method am I employing? Systematic Random Sampling
2. If a researcher chooses only men over 60 for an experiment, that is an
example of what sampling method? Quota Sampling
3. If I conduct an experiment, and choose for my sample whoever walks by in
the mall, that is an example of what sampling method? Convenience
Sampling
4. If a researcher conducts an experiment, and chooses for a sample all the
members of a psychology class, because he thinks they make the best
subjects, that is an example of? Purposive/Judgmental Sampling
5. If I conduct an experiment, and recruit for my sample my friend Joe, and he
recruits his friend Amber, and she recruits her friend Gina, that is an example
of? Snowball Sampling
H. Agreement / The teacher will ask the students to review for their upcoming final examination.
Assignment
V. Remarks

VI. Reflection

Prepared by Checked by

VINCE C. FUALO IRENE C. CULAR VIRGINIA O. ALACON

Special Science Teacher I Coordinator, Science Department Principal IV