Learning Plan in Research

LEARNING PLAN IN PRACTICAL RESEARCH 2
Date: June 4, 2019
Duration: 1 day
UNIT TOPIC:
Nature of Inquiry and Research
UNIT STANDARDS:
The learner demonstrates understanding of:
1. The characteristics, strengths, weaknesses, and kinds of quantitative research
2. The importance of quantitative research across fields
3. The nature of variables
LEARNING COMPETENCIES:
Understanding the nature of research
LEARNING TARGETS:
a. Understand the nature of research
b. Explain the meaning of research in relation to inquiry
c. Value research as an important tool in finding solutions to problems
EXPLORE:
Concept Linkers-- Based on your stock knowledge and on the words surrounding the
middle word, define the middle word in each cluster.
FIRM UP:
Using panel discussion, the teacher divide the class to discuss with their group and
explain their understanding of inquiry and research by answering the questions in
comprehension check.
DEEPEN:
The teacher group the class and gives differentiated activities.
EVALUATION:
Short answered essay
Answer the following questions in a maximum of 3 sentences.

1. Differentiate Inquiry and research
2. Explain the behavior of people practicing inquiry and research
3. Reasons behind people’s inquisitive attitude
4. describe research as an inductive thinking
5. Difference between lower and higher order thinking strategies.
VALUE INTEGRATION:
The importance of quantitative research across fields
ASSIGNMENT:
Examine the setup of your family, your school, or any organization you are a member in.
Which aspect of each group do you want to know more through inquiry and research?
Present your answers to this question in a tabular form.
Date: June 5, 2019
Duration: 1 day
UNIT TOPIC:
UNIT STANDARDS:
2. the importance of quantitative research across fields
3. the nature of variables
Describes the characteristics of quantitative research
LEARNING TARGETS:
a. Familiarize with the vocabulary terms to clarify things about quantitative research.
b. Describe the characteristics of quantitative research
EXPLORE:
Concept Linkers (p.7) —To acquire substantial knowledge on some topics in this lesson,
activate your schemata about the underlined word in each sentence. Get clues from its use in
sentence.
1. Demonstrate through a hand gesture the magnitude of the screen that you think is enough to
block the window.
Meaning: _____________________________________________
2.
3.
4.
5.
FIRM UP:
Text Rendering
The teacher lets the students read the nature and characteristics of qualitative research. They
have to highlight the key points that they think is essential.
DEEPEN:
Spin the bottle
The whole class will form a big circle and play spin the bottle. Whoever is pointed by the
bottle will give his or her understanding about what they have read.
EVALUATION:
Describe the characteristics of quantitative research in an essay form.

Refer to the rubric below.
ESSAY WRITING RUBRIC

Needs
Excellent Good Fair
Improvement
(5) (4) (3)
(2)
 Contains  Contain  Some  The whole
relevant few ideas are idea is
ideas of relevant irrelevant irrelevant
the topic ideas of with  Demonstr
with the topic disorganiz ate no
proper with ed understan
organizati proper thoughts ding of
on of and  Demonstr the topic
content
thoughts organizati ate little
 Demonstr on of understan
ates thoughts ding of
advance  Demonstr the topic
understan ates
ding of understan
the topic ding of
the topic
Examples are Examples are Examples and Examples and
specific, specific, explanation are explanation are
sufficient, and sufficient, and fair and/or unclear and
Examples
significant and significant and insufficient insufficient
clearly explained reasonably
explained
Spelling, Spelling, Spelling, Spelling,
grammar, and grammar, and grammar, and grammar, and
Conventio
punctuation are punctuation are punctuation are punctuation are
ns
accurate and mostly accurate fair with some poor with
nearly perfect with few errors obvious errors frequent errors
Language is Language is well- Language is fair: Language is poor
precise and well- chosen: sentences some sentences
Word
chosen: sentences are varied. varied.
choice
are rich and
varied.
comments
VALUE INTEGRATION:
Value research as an important tool in finding solutions to problems
ASSIGNMENT:
Instruction: In your notebook, write the characteristics of a quantitative research by listing.
Date: June 6, 2019
Duration: 1 day
UNIT TOPIC:

UNIT STANDARDS:
Describes the strengths and weaknesses of quantitative research
LEARNING TARGETS:
a. Identify the strength and weaknesses of quantitative research
b. Distinguish the strength and weaknesses of quantitative using a Venn diagram
EXPLORE:
Cold-calling
The teacher examines the students previous learning to prepare them for the present topic by
cold-calling
FIRM UP:
Hot seat
There are hidden questions in the students’ chairs. Students in hot seat will answer the
questions given.
DEEPEN:
Brainstorming (Group Activity)
The students will discuss with their groups about the topic and have a representative to share
to the whole class their thoughts and ideas.
EVALUATION:
Create a Venn diagram distinguishing the strength and weaknesses of quantitative research.
VALUE INTEGRATION:
Value research as an important tool in finding solutions to problems

ASSIGNMET:
Instruction: In a table, distinguish the strength and weaknesses of a quantitative research.

Write it in your notebook.
Date: June 7, 2019
Duration: 1 day
GRADE 12
UNIT TOPIC:
UNIT STANDARDS:
Illustrates the importance of quantitative research
LEARNING TARGETS:
a. compare and contrast qualitative and quantitative research
b. Create a structure frame containing the summary of the topic
c. Illustrates the importance of quantitative research
EXPLORE:
Text Rendering
The students will have a hand-out and highlight the key points of what they think is important.
FIRM UP:
Socrative
After reading the hand-out, students can log-in to the virtual Socrative classroom then the
teacher can have ‘on the spot questions’ for students to respond to.
DEEPEN:
Structured Frame
Summarize the discussion using the structured frame where the students states their name,
what they learned, and where they can apply this.
The students will make a card and design a frame in it.
EVALUATION:
Complete the table below that compares quantitative research and qualitative research
standards qualitative quantitative

Mental survey of reality Exist in physical world
Cause-effect relationship Reveled by automatic
descriptions of
circumstances
Researcher’s involvement subjective
with the object or subject of
study
Expression of data analysis, Numeral, statistics
and findings
Research plan Takes place as the research
proceed gradually
Behavior Control or manipulation of
research conditions by
researchers
Obtaining knowledge Multiple methods
purpose Evaluates objectives and
examines cause-effect
relationship
Data-analysis technique thematic
Style of expression Impersonal, scientific or
systematic
Sampling technique More inclined to purposive
sampling or use of chosen
samples based on some
criteria
VALUE INTEGRATION:
Illustrates the importance of quantitative research
ASSIGNMENT:
Draw an illustration of what you have learned from the topic that shows importance of
quantitative research.
ILLUSTRATION RIBRIC
Excellent Good Fair Needs improvement
(5) (4) (3) (2)
Creati  Presents  Presents  Work is not  Presents
vity work work neatly so presentable untidy work
neatly with few with many full of
with unnecessary unnecessary/ir unnecessary/ir
relevant / irrelevant relevant relevant
figures figures and figures and figures and
and designs designs designs
designs
Conten  Contain  Contain  Some  The whole

t s few ideas/concept concept is
relevant relevant are irrelevant irrelevant
ideas/co ideas/co with  Demonstrate
ncept of ncept of disorganized no
the the thoughts understanding
topic topic  Demonstrate of the topic
with with little
proper proper understanding
organiz organiz of the topic
ation of ation of
thought thought
s s
 Demons  Demons
trates trates
advance underst
underst anding
anding of the
of the topic
topic
comme
nts
Date: June 10-11, 2019
Duration: 1 day
GRADE 12
UNIT TOPIC:
UNIT STANDARDS:
Classification of quantitative research: experimental research

LEARNING TARGETS:
a. Obtain a thorough or an in-depth understanding of experimental research
b. identify the reasons behind the differences between experimental research and quasi-
experimental research
c. sequence the events to take place in any quasi- experimental research
d. synthesize your understanding of experimental research through a specific graph or a topic
outline.
e. Practice independence in working alone
EXPLORE:
Old and new concept fusion (Concept Linkers p. 13-14) Group Activity
Activity #1
Direction: Using your experience or background knowledge about the given words that were
used in the reading selection for this lesson, know the meaning of such words situated in the
middle of the Frayer Model Map. Explain your understanding of the word by writing some
details about it in each quadrant of the map. Be guided also by clues in the sentence below
each graph. The first one serves as an example.
Characteristics
Definition/Meaning
Depends on the doer’s
Manage, direct, guide leadership, directions,
authors
Conduct
Non-examples
Examples
Soldiers obeying their
Organizing seminars,
head, servants following
managing class
orders
Definition/Meaning Characteristics
Absolute
Examples Non-examples
Definition/Meaning Characteristics
Disintegrate
Examples Non-examples
Activity #2
Pantomime (Group Activity)
The class will be divided into two groups. Act out a certain situation related to one of the
newly learned words. Let the other group guess the target word referred to your pantomime.
Stress that the acceptability of your partner’s answer depend on the correctness of the use of
the term in the sentence. Switch roles after every correct answer.
FIRM UP:
Image intensifier (Individual Activity)
Name some famous and great inventions you have known since birth. What makes you say
they are great? How do you think did the inventors come to discover the value or greatness
of their creation?
Text Rendering (Individual Activity)
Could the following selection give you the answers to your questions about the inventors?
Read the text to discover answers to your questions and highlight the important details of the
text.
DEEPEN: day 2
Activity # 1
In a group of three, graphically present the major and minor classifications of experimental
research.
Activity # 2
Individual work. Make a written outline of all the ideas you have discovered from the
reading selection of this lesson.
Activity # 3
Based on how well or poor your learning is of the topics you listed in your outline in Activity
#2, rank them in order on the lines provided. See to it that the topics you have learned the
most are in the higher rank, and those you have learned the least, are in the lower rank.
 Summary from the teacher

EVALUATION:
Direction: Explain your understanding about the topic by answering the following questions
on the given lines.
1. Compare and contrast the two basic types of experimental research.

2. Why is experimental research also called a scientific method?
3. What is the primary factor in determining whether a research is true experimental or quasi-
experimental?
4. What are the implications of declaring what is true by means of a quasi-experimental
research?
5. Which is better between the two types of experimental research?
6. How do you know when one is doing a true experimental or quasi-experimental research?
VALUE INTEGRATION:
Practice independence in working alone

ASSIGNMENT:
Pair Work.
Show through a power point presentation a flow chart showing the sequential occurrence of
the research stages in each type of quasi-experimental research.
Date: June 13-14, 2019
Duration: 2 days
GRADE 12
UNIT TOPIC:
UNIT STANDARDS:
Classification of quantitative research: non- experimental research

LEARNING TARGETS:
a. Familiarize yourself with the nature of non-experimental research
b. Trace the development of survey research
c. make a good plan of your survey research
d. practice integrity in researching
EXPLORE:
Activity # 1
1. How could the light be diffused all over the place, if it was placed between the two posts?
2. Give me a concrete evidence of veracity of that to make me say yes to your offer right
away?
3. A greedy man tends to manipulate things for his own benefit.
4. Being versatile actor, he is able to give an excellent portrayal of various character roles.
5. To understand the poem in conjunction with the picture near its title.
Activity # 2
Q&A time
Directions: Pair work. Ask your partner a question using one of the newly learned words.
Your partner’s answer must reflect his/her understanding of the meaning of the new term.
Swap roles after every correct response.
FIRM UP:
KWL – know, what to know, learned
Accomplish the following KWL chart to form mental pictures about the reading material
titled, NON-EXPERIMENTAL RESEARCH that you are about to read a few minutes from
now.
What I already know What I want to know What I learned

(Do this after reading the
text)
Group Work
Research Conference
Form a group of five. Pretend you are guest speakers in a research conference. Take turns in
discussing about one topic on non-experimental research.
DEEPEN: day 2
Individual Work
Direction: Answer the following questions intelligently.

1. Describe one doing a survey research.
2. How does a survey research differ from the other experimental research?
3. How popular is survey research? Justify your answer.
4. Explain the relevance of survey research to education.
5. Do you agree that survey research is better than the other research methods?
6. As to how prestigious a research should be, what can you say about a survey research?
7. Why is the number of respondents crucial to sample selection?
8. Account for the historical development of survey research.
9. Has the history of research affected its present status?
10. How would you describe yourself as a researcher with integrity?
Pair work
Direction: Fill in the blank with the correct answer.

True experimental and ________ are two types of experimental research. ________ selection
of subjects happen in true experimental research; purposive selection occurs in a
__________. Another basis of __________ experimental research is __________ the
experiment is done. If the study happens in a place surrounded by walls, it is a _______ but
if it is ________ it is a field experiment. Actually, the only thing that makes the two types of
experimental research __________ from each other is the method of ________ the subjects.
If the selection is randomized, it is definitely a __________.
EVALUATION:
Write the letter of the expression in B that matches the one in A.

____1. Involves treatment a. data-gathering instrument
____2. Statistical studies b. confidentiality
____3. Stress on one’s views c. where most survey research happen
____4. Phone, email, questionnaire d. points to exact data
____5. Variable predictors e. meta-analysis
____6. Data types and analysis f. generality
____7. Secret identity of the subject g. makes survey different from others
____8. Social sciences h. true experimental research
____9. Research questions i. hypothesis
j. variables
____10. Stands for lots of people.
k. survey research
VALUE INTEGRATION:
practice integrity in researching

ASSIGNMENT:
List all the things that you have learned from the topic, sequence them from your most
learned to the least learned and study the topics you listed on the least learned.
TRANSFER:
Considering all factors affecting a research work, think of doable research study or one that
you can do in a short span of time. Your school environment, circle of friends, and barangay
or subdivision conditions may give you an idea on what to research on. Or, find out which
topic appears interesting to you in various fields of knowledge, like humanities, Architecture,
Engineering, Science, Business, Psycho logy, or education, among others. In pondering on
any of these fields, much more, in presenting a written report of your research work, give
stress to the importance of your study to the field of knowledge under which your research
study falls.
Date: June 17-18, 2019
Duration: 1 day
GRADE 12
UNIT TOPIC:
UNIT STANDARDS:
Introduction to the kinds of variables used in quantitative research

LEARNING TARGETS:
a. Define Variables
b. Write variables and its definition based on prior knowledge
c. Characterize Variables and give its importance in research.
EXPLORE:
Activity #1
Vocabulary Development
Give the meaning of the words
1. Power, Strength- _______

2. Carry - _________
3. To come to the surface - ________
4. Cause annoyance - __________
5. Give, present - __________
6. Suffering from something - ___________
7. show - __________
8. Changes done in suit one’s purpose - ___________
9. Very necessary - _________
10. points to something- refers to - _________
Activity # 2
Advertisement
Imagine that you own a business company. Make an advertisement to promote the product of
your company. Use the words you have newly learned.
Activity #3
Question to the max
Think about this title of the reading material that you will soon read: Variables. What comes to
your mind upon hearing this word? Ask questions to the max to express your curiosity about
this word.
FIRM UP:
Text Rendering
Read the material given by the teacher and highlight the important points from the reading
material.
DEEPEN:
High Five
Write:
Five essential questions
Five answers based from the questions
Five key points
Five sentences summary after reading the material
EVALUATION:
Essay
Construct an essay answering the questions what is the nature and definition of variables and
how variables are essential in conducting a research.
ESSAY WRITING RUBRIC

Needs
Excellent Good Fair
Improvement
(5) (4) (3)
(2)
 Contains  Contain  Some  The whole
relevant few ideas are idea is
ideas of relevant irrelevant irrelevant
the topic ideas of with  Demonstr
with the topic disorganiz ate no
proper with ed understan
organizati proper thoughts ding of
on of and  Demonstr the topic
content
thoughts organizati ate little
 Demonstr on of understan
ates thoughts ding of
advance  Demonstr the topic
understan ates
ding of understan
the topic ding of
the topic
Examples are Examples are Examples and Examples and
specific, specific, explanation are explanation are
sufficient, and sufficient, and fair and/or unclear and
Examples
significant and significant and insufficient insufficient
clearly explained reasonably
explained
Spelling, Spelling, Spelling, Spelling,
grammar, and grammar, and grammar, and grammar, and
Conventio
punctuation are punctuation are punctuation are punctuation are
ns
accurate and mostly accurate fair with some poor with
nearly perfect with few errors obvious errors frequent errors
Language is Language is well- Language is fair: Language is poor
precise and well- chosen: sentences some sentences
Word
chosen: sentences are varied. varied.
choice
are rich and
varied.
comments
ASSIGNMENT:
Using the structure frame, the students would make a summary on their learning from the
nature and definition of variables.
Duration: 1 day
GRADE 12
UNIT TOPIC:
UNIT STANDARDS:
Differentiates kinds of variables and their uses:
a. dependent and independent variables
b. intervening and moderator variables
c. control and extraneous variables
LEARNING TARGETS:
a. Differentiate the kinds of variables: dependent and independent variables
b. Create a Venn diagram contrasting the two variables.
EXPLORE:
Illustration
Make an illustration of what you think when you heard the word dependent and independent
variables.
FIRM UP:
Round Robin (Group Activity)
The teacher will throw a question for the groups. The group will discuss about their answers
for 3 minutes. After which, a representative from heir group will move to another group to
share their ideas. The cycle goes on until they reach the last group and until the last question.
DEEPEN: day 2
Each group will present an outline of the ideas that were shared to them in each question. Let
them present an organized idea of what they have earned out from the topic.
EVALUATION:
Using a Venn Diagram, the students will compare and contrast the relationship between the
two variables.
VALUE INTEGRATION:
Give importance to the classification of variables as an indispensable element of research.
ASSIGNMENT:
In a ¼ sheet of paper, list dependent and independent variables and justify the variables in
the list.
Duration: 1 day
GRADE 12
UNIT TOPIC:
UNIT STANDARDS:
LEARNING TARGETS:
a. Differentiate the kinds of variables: intervening and moderator variables
EXPLORE:
KWL technique
Know What to know Learned
Let he students fill the KWL chart.

FIRM UP:
Text Rendering
Let the students read the hand out and highlight the important key points found in the text.
DEEPEN:
Sharing Insights
Call on students to share what they have learned about the two variable and give examples.
EVALUATION:
two variables.
VALUE INTEGRATION:

ASSIGNMENT:
Using the library, scan though researches. Write the research title and identify its variables.
Duration: 1 day
GRADE 12
UNIT TOPIC:
UNIT STANDARDS:
LEARNING TARGETS:
a. Differentiate the kinds of variables: control and moderator variable
EXPLORE:
KWL technique
Know What to know Learned

Let the students fill the KWL chart.
FIRM UP:
Text Rendering
Let the students read the hand out and highlight the important key points found in the text.
DEEPEN:
Chalk Board Splash
Group the class into six. Ask a question for he groups. At the count of ten, all groups should
stop writing and when the teacher says go only then they would raise their answers.
EVALUATION:
two variables.
VALUE INTEGRATION:

ASSIGNMENT:
Using a table, differentiate the all the variables.

Duration: 2 day/s
GRADE 12
UNIT TOPIC:
UNIT STANDARDS:
1. the criteria in selecting, citing, and synthesizing related literature
2. the ethical standards in writing related literature
3. the formulation of conceptual framework
4. the research hypotheses (if appropriate)
5. the definition of terms as used in the study
1. Synthesizes information from relevant literature

LEARNING TARGETS:
.
1. Identify reliable article for study
2. Synthesizes information from relevant literature
3. Practice resourcefulness in gathering relevant literature
EXPLORE:
Image Intensifier
Be grand speculators. Raise as many questions as you can about the term: Review of Related
Literature.
FIRM UP:
Playing Cards
Using the playing cards, group the class according to hearts, clover, spades, and diamonds.
Each shapes contains a topic in which the group would discuss.
Hearts: Purposes of RRL

Spades: RRL in quantitative research
Diamonds: Steps in conducting systematics review
Clover: Meta-analysis in Quantitative research
DEEPEN: Day 2
From their research study, let the students have 1 full article and let them synthesize its
information.
EVALUATION:
Le the students have at least 15 articles from their study synthesize.
VALUE INTEGRATION:
Practice resourcefulness in gathering relevant literature
ASSIGNMENT:
Let the students gather 15 articles related to their studies. It must be from reliable sources
such as Google scholar and proquest.
Duration: 3 days
GRADE 12
UNIT TOPIC:
UNIT STANDARDS:
1. write coherent review of related literature

LEARNING TARGETS:
a. Understand the coherence of the text
b. Write a coherent review of related literature
c. Show determination in writing related literature
EXPLORE:
“Literature Review”
What is coherence?
How do we know a write-up/ writing output is coherent? Cite example/instances explain
your answer.
FIRM UP:
Spin the bottle
From the previous assignment, evaluate the related literature of other people’s work.
Examine how the ideas are connected to each other. Explain the nature of coherence of the
related literature.
DEEPEN: day 2
Consider evaluating your related literature as to its coherence of thoughts. Revise if there are
errors.
EVALUATION:
Panel Discussion
Present the paper of the edited related literature in groups.

TRANSFER: day 3
Add articles on your review of related literature to support your research. Organize and
finalize the related literature to move on for the next phase of the research paper. Submit the
soft copy for checking via email.
Duration: 2 day/s
GRADE 12
UNIT TOPIC:
UNIT STANDARDS:
1. follows ethical standards in writing related literature

LEARNING TARGETS:
1. Understand the standards in writing related literature

2. Follow and apply the ethical standards in writing related literature.
3. Demonstrate healthy and constructive thoughts in writing related literature
EXPLORE:
Thought Showering
Let the students shower their thoughts about the words that are written on the board in
relation to research.
Ethics
Standards
Techniques
Online sources
Copy-paste
Plagiarism
FIRM UP:
Pass the ball
The students will have to pass the ball while a music is playing. When the music stops, the
person holding the ball will have to answer the question.
How do you write your related literature?

What techniques are you using in writing related literature?
Do you follow the ethical standards in writing related literature?
DEEPEN: day 2
Review and critique the related literature of your research whether it follows the ethical
standards or not. If not, rewrite the related literature.
EVALUATION:
In a brief descriptive essay, how much you understood the concepts about the RRL or related
review of literature in a quantitative research. Specify which ideas sank into your mind or
came into your understanding excellently, moderately, slightly, poorly, or emptily.
VALUE INTEGRATION:
Demonstrate healthy and constructive thoughts in writing related literature

ASSIGNMENT:
Find a quantitative research study that applied the systematic review of meta-analysis. Read
and study it for further analysis and clarifications on some concepts on some ideas you have
learned.
TRANSFER:
Anchored in deepen.
Duration: 2 days
UNIT TOPIC:
Learning from Others and Reviewing the Literature
UNIT STANDARDS:
Illustrates and explain conceptual framework

LEARNING TARGETS:
1. Understand and explain conceptual framework
2. Illustrate the conceptual framework of your study
3. Practice proper communication with peers
EXPLORE:
Vocabulary Improvement
Pair Work
Put a plus (+) sign under the heading of the column if it is related with the vocabulary word;
minus (-) sign if it is not.
vocabulary concrete trait abstract direction action

Holistically
Cognitive
Nutshell
Comprehensive
Scheme
FIRM UP:
Text Rendering
Group the class into five. Allow them to read their hand-outs and highlight the important
details of it. Allow them to ask questions during the activity. After which, Le hem share their
understanding about the topic among their members.
1. Definition of conceptual framework
2. Purposes of conceptual framework
3. Concept Map
4. Theoretical framework
5. Pointers in writing a conceptual framework
DEEPEN: day 2
Activity #1
Decide whether each set of words make up a conceptual framework or a theoretical
framework. Put a check on the line under your correct answer. pp. 70-71
Activity #2
Essay Writing. On your paper, without going back to the reading material on conceptual
framework, write a two-paragraph composition about the most important things you learned
about conceptual framework.
VALUE INTEGRATION:
Practice proper communication with peers

EVALUATION:
Short answered essay. From the book pp. 68-69
TRANSFER:
Sketch to Stretch
Illustrate The conceptual framework of your study.

ASSIGNMENT:
Concept-learning Assessment pp 71-72
Duration: 2 days
UNIT TOPIC:
Learning from Others and Reviewing the Literature
UNIT STANDARDS:

Defines terms used in study

LEARNING TARGETS:
1. Describe the language of research
2. Write the terms used in study
3. Just in giving definitions
EXPLORE:
In groups, answer the questions about the italicized words at the center. Get some clues about
this middle word from the main reading selection of this lesson that shows wherein these
target words are written in bold.
Inherent
 What is it?
 What is it like?
 What are some examples?
bounds
 What is it?
endowed
 What is it?
gleaned
 What is it?
Activity #2
Each member of the group must use one newly learned words in a sentence.
FIRM UP:
Graphs of Languages
Examine the following graph of languages. Put a check mark in the cell having a language
that you know; and X over the language that you know nothing about.
(Refer to the book p. 75)
Speaking Chips
With the use of speaking chips, let the students make a speaking chip. They will indicate the
rate of their chip as to the quality of their answer.
What about the language of research? What do you know about this kind of language? What
are the language found in research?
DEEPEN: day 2
Hot Seat
The Class will be divided into five. All they have to do is to read the hand-out and share their
understanding towards their groupmates. After which, they must have one representative to
sit on the given chair in front (hot seat) each group must prepare at least two questions for
the man in the hot seat. Whenever the person in the hot seat answers the question correctly,
their group will have 1 point.
EVALUATION:
Enumerative essay
Enumerate the following and give an explanation from it.

1. Research-language formation
2. Characteristics of the language of research
TRANSFER:
Define the terms that can be found in your study.

ASSIGNMENT:
Identify the statements whether it is true or false.

(Refer to the book p. 79)
Duration: 2 day/s
UNIT TOPIC:
Samples and Sampling Methods
UNIT STANDARDS:
The learners demonstrate and understanding of:
1. Quantitative research design
2. Description of sample
3. Instrument development
4. Description of intervention (if applicable)
5. Data collection and analysis procedures such as survey, interview, and observation
Guidelines in writing research methodology
Describe sampling procedure and the sample. (CS_RS12-IIa-c-2)
LEARNING TARGETS:
1. Describe sampling procedure and the sample
2. Conduct a survey within the class following the sampling procedure.
3. Practice honesty in sampling.
EXPLORE:
Presume that you are assigned to conduct a study survey on color preferences for a dress
attire for a big event Malaybalay City, Bukidnon and considering its huge population, what
are you going to determine the size of your population to be considered in your study?
*Ask 2-3 learners to answer the question. Let them provide insights of concepts and relate
their answers to the lesson on samples and sampling methods
Activity #2
1. Inform the learners that they are going to perform a class favorite color survey. The
colors to choose include blue, green, red, yellow, and pink.
2. The learners will anonymously write their response on the prepared tally chart on the
board.
3. The teacher will complete the prepared tally chart.
Show to the class favorite color survey conducted and a world survey results of favorite
colors. Let the learners determine the concept behind the two figures through asking the this
question:
1. Did our class favorite color match the world favorite color survey?
2. Is the class result can be “generalized” to the larger world population? Why?
*Ask 2-3 learners to answer the questions. Let them provide insights of concepts and relate
their answers to the lesson proper.
FIRM UP:
Present the concept determining the sample size:
 Sample sizes as small as 30 are generally adequate to ensure that the sampling
distribution of the mean will approximate the normal curve (Shott, 1990)
 When the total population is equal to or less than 100, this same number may serve as
the sample size. This called universal sampling.
 Slovin’s formula is used to compute for sample size (Sevilla, 2003).
Where: n = a sample size, N= population size, e= desired margin error
*e can be 1%, 2%, 5% and 10%

DEEPEN: Day 2
1. Teacher will distribute the hand-out 1 on Types of Random Sampling for the learners to
read.
2. Give the learners 10 minutes to read the notes presented in hand-out 1. Subsequently, ask
them what are the major types of random sampling in quantitative research?
3. Present in the powerpoint presentation the Types of Random Sampling in Quantitative
Research.
Present another sample problem in determining sample size.
The teacher and the learners will solve for the answer in determining the sample size using
the Slovin’s Formula
 In your study, the size of your population is 10,000. What is the size of your sample
if your allow 2% margin of error? Answer: 2,000
Solution:
EVALUATION:
In ½ CW paper
A. Identify the sampling method used in each of the given situation.
1. Gina’s target population for her study are employees from the top 500 corporation in
the Philippines. She decided to randomly select ten corporation and use all of their
employees as participants in her study?
2. Myra’s study aims to determine the relationship between intelligence quotient and the
language proficiency of students. There 105,000 students in her target population. Of
these, 15% have high proficiency, 65% have average proficiency, and 20% have low
proficiency. She decided to utilize a sample size of 400 participants from the target
population. This is proportional to the total number of members in each group of the
population.
B. Identify the sample size and the sampling method that you will use for your own research.
Explain how you will determine your sample size, and justify your choice of sampling
method for your study.
Size of population
Method used to
determine the
sample size (include
computation if
applicable)
Sample size for the

study
VALUE INTEGRATION:
ASSIGNMENT:
Inform the learners to read on research instrument validity and reliability.
Duration: 2 day/s
UNIT TOPIC:
Samples and Sampling Methods
UNIT STANDARDS:
The learners demonstrate and understanding of:
6. Quantitative research design
7. Description of sample
8. Instrument development
9. Description of intervention (if applicable)
10. Data collection and analysis procedures such as survey, interview, and observation
Guidelines in writing research methodology
1. Describes intervention (if applicable) (CS_RS12-IIa-c-4)
2. Constructs an instrument and establishes its validity and reliability (CS_RS12-IIa-c
3. Show good manners in data gathering.
LEARNING TARGETS:
1. Describes intervention (if applicable)
2. Constructs an instrument and establishes its validity and reliability
3. Show good manners in data gathering.
EXPLORE:
How will you gather the data needed in a research study?
*Ask 2-3 learners to answer the question. Let them provide insights of concepts and relate
their answers to the lesson on research
Activity #2
1. Inform the learners that you are going to gather specific information from them.
2. Present in the powerpoint presentation the needed data to be asked.
3. The teacher will tally the result and present it to class.
While presenting the tally result, guide the learners determine the concepts behind the data
presented by asking the following questions:
1. What can you say about the data?
2. Have you encountered in any way these kind of questions in gathering information?
Where?
*Ask 2-3 students to answer the questions. Relate their answers to the lesson proper.
FIRM UP:
Present the parts of Research Survey Questionnaire
 Research Title
 Personal Data (e.g. name, age, gender, etc.)
 Introduction and Purpose of the of conducting the survey
 Instruction
 Survey Questions
 Response Item
 Response Rating
Present a sample of Research Survey Questionnaire and let the learners identify the parts.
Present and discuss the response scales in the powerpoint presentation

 Dichotomous scales
 Likert Rating Scales
Provide samples of response and let the learners identify the correct response scale used.
 Dichotomous scales (true-false, yes-no, agree-disagree, like-dislike)
Likert Scale
DEEPEN: Day 2
Ask the learners to form a group with 4-5 members.
Let the learners identify the following instruments applicability to the given research topic.
Let them think, check the column that corresponds to their answer, and provide justification
of their answers.
Research Topic: The relationship between a student’s speaking performance and his/her
intelligence quotient
Not
Instrument Applicable
Applicable
Test √
Interview √
Observation √
Questionnaire √
Justification:
Test- it can be used to measure the participant’s intelligence quotient.
Interview – It can be used to determine how the participants level of intelligence influences
their speaking performance
Observation – Through using a rating scale, observation can measure the speaking
performance of the participants
Questionnaire – It can be used if it is a rating scale for assessing speaking performance.
In same groupings, ask the class to think of possible type of rating scales (Dichotomous or
likert scales) that would use in their survey questionnaire in their respective research study.
Afterwards, ask the following questions and let the learners think of the analogies behind
their preferred rating scales.
1. Which of rating scale is easier and convenient to use?
Which scale best suit in terms of gathering data in your study? Why?
EVALUATION:
Explain the following concepts:
VALUE INTEGRATION:
Show good manners in data gathering.
ASSIGNMENT:
Inform the learners to read on data collection procedure and plan data analysis

Learning Plan in Research

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LEARNING PLAN IN PRACTICAL RESEARCH 2

Date: June 4, 2019

Answer the following questions in a maximum of 3 sentences.

The importance of quantitative research across fields

Date: June 5, 2019

Nature of Inquiry and Research

Describe the characteristics of quantitative research in an essay form.

ESSAY WRITING RUBRIC

Value research as an important tool in finding solutions to problems

Instruction: In your notebook, write the characteristics of a quantitative research by listing.

LEARNING PLAN IN PRACTICAL RESEARCH 2

Date: June 6, 2019

Nature of Inquiry and Research

Value research as an important tool in finding solutions to problems

Instruction: In a table, distinguish the strength and weaknesses of a quantitative research.

LEARNING PLAN IN PRACTICAL RESEARCH 2

Date: June 7, 2019

standards qualitative quantitative

Illustrates the importance of quantitative research

Conten  Contain  Contain  Some  The whole

Date: June 10-11, 2019

Classification of quantitative research: experimental research

Pantomime (Group Activity)

Text Rendering (Individual Activity)

 Summary from the teacher

1. Compare and contrast the two basic types of experimental research.

Practice independence in working alone

LEARNING PLAN IN PRACTICAL RESEARCH 2

Date: June 13-14, 2019

Classification of quantitative research: non- experimental research

What I already know What I want to know What I learned

Direction: Answer the following questions intelligently.

Direction: Fill in the blank with the correct answer.

Write the letter of the expression in B that matches the one in A.

practice integrity in researching

Date: June 17-18, 2019

Introduction to the kinds of variables used in quantitative research

Give the meaning of the words

1. Power, Strength- _______

ESSAY WRITING RUBRIC

LEARNING PLAN IN PRACTICAL RESEARCH 2

Round Robin (Group Activity)

Give importance to the classification of variables as an indispensable element of research.

LEARNING PLAN IN PRACTICAL RESEARCH 2

Know What to know Learned

Let he students fill the KWL chart.

Give importance to the classification of variables as an indispensable element of research.

LEARNING PLAN IN PRACTICAL RESEARCH 2

Know What to know Learned

Chalk Board Splash

Give importance to the classification of variables as an indispensable element of research.

Using a table, differentiate the all the variables.

1. Synthesizes information from relevant literature

Hearts: Purposes of RRL

Le the students have at least 15 articles from their study synthesize.

LEARNING PLAN IN PRACTICAL RESEARCH 2

1. write coherent review of related literature

Spin the bottle

Present the paper of the edited related literature in groups.

LEARNING PLAN IN PRACTICAL RESEARCH 2

1. follows ethical standards in writing related literature

1. Understand the standards in writing related literature

How do you write your related literature?