Grade 11 School PASCUAL M.

OSUYOS MEMORILA HIGH SCHOOL Grade Level 11

Detailed Lesson Plan Teacher KAISER LOU A. SERMENO Learning Area PRACTICAL RESEARCH 1
Teaching Date Quarter 3RD
DLP No. Duration

The learner demonstrates understanding of:

1. qualitative research designs
Content Standard 2. the description of sample
3. data collection and analysis procedures such as survey, interview, and observation
4. the application of creative design principles for execution
The learner is able to:
Performance Standard 1. describe qualitative research designs, sample, and data collection and analysis procedures
2. apply imaginatively art/design principles to create artwork
The learner: Code:
1. chooses appropriate qualitative research design CS_RS11-IVa-c-1
2. describes sampling procedure and sample CS_RS11-IVa-c-2
Learning Competency/ies 3. plans data collection and analysis procedures CS_RS11-IVa-c-3
4. presents written research methodology CS_RS11-IVa-c-4
5. utilizes materials and techniques to produce creative work CS_RS11-IVa-c-5
Key Concepts/Understanding to be
Developed
Learning Materials
1. Objectives Contextualization
to be Developed
Explain the meaning of research design
Knowledge
Compare and contrast various qualitative research designs
Skills

Attitude
Values
2. Content Area Understanding Data and Ways To Systematically Collect Data
3. Learning Resources Practical Research I Esther L. Braceros pp
4. Procedures
4.1. Introduction to Activity Choose the letter of the word that corresponds in meaning to the italicized words in a sentence.
1. Doing business is my parent’s way to derive our family income.
a. keep B. get c. display d. budget
2. Name the islands that constitute the town of hundred islands in Pangasinan
a. represent b. advertise c. compose d. popularize
3. To land as top saying is the impetus behind his desire to graduate as cum-laude
a. Clue b. reward c. force d. secret
4. The cabinet members are ready to tackle issues propounded by the business man
a. Questioned b. forwarded for mailing c. constructed d. written for recording
5. Please categorize the books based on subjects area
a. Classify b. Count c. mark d. arrange
6. Her religiosity was manifested by her regular attending of Holy Mass
a. Pictures b. shown c. stressed d. signalled
7. Numerous stars blossom in the sky.
a. Glittering b. a big number c. twinkling d. a small number of
8. Give him more time to mull over your proposal
a. Remember b. question c. criticize d. ponder.
9. Give the mendicant on the street food rather than money
a. Janitor b. beggar c. street labourer d. street vendor
10. Students getting grades of 75, 82, 88, 92 and 96 belong to a heterogeneous group; the same grade 0f 95-96, to
a homogenous group.
a. Varied abilities b. little ability c. same abilities d. zero ability
10.1. Activity/Strategy Pantomime something that will lead to or express the meaning of one new term. Let your partner guess the target term
and use in term in a sentence. Swap roles later.
10.2. Analysis Accomplish the following KWL Chart about Sampling, For now, do KW without looking at the main reading material of
this lesson; the L, after the reading the text
What I Already Know What I Want to Know What I Learned
10.3. Abstraction SAMPLING
1) Definition
In research sampling is a word that refers to your method or process of selecting respondents or people to answer
questions meant to yield data for a research study. The chosen ones constitute the sample through which you will
derive facts and evidence to support the claims and conclusions propounded by your research problem, The bigger
group from where you choose the sample is called population, and sampling frame is the term used to mean the list of
the members of such population from where you will get the sample. (Paris 2013)
HISTORY
2) The beginning of sampling could be traced back to the early political activities of the American in 1920 when
literary Digest did a pioneering survey about the American Citizen favourite among the 1920 presidential
candidates. This was the very first survey that served as the impetus for the discovery by academic researchers
of other sampling strategies that they categorized into two classes: probability sampling or unbiased sampling
and non-probability sampling. (babbie 2013)
Probability sampling or unbiased sampling
Probability Sampling involves all members listed in the sampling frame representing a certain population focused on
by your study. An equal chance of participation in the sampling or selection process is given to every member listed in
the sampling frame. By means of this unbiased sampling, you are able to obtain a sample that is capable of
representing the population under the study or of showing strong similarities in characteristics with the member of the
population
A sampling error
3) A sampling error crops up if the selection does not take place in the way it is planner. Such sampling error is
manifested by strong dissimilarity between the sample and the ones listed in the sampling frame. (P) How
numerous the sampling errors depend on the size of the sample? The smaller the sample, is the bigger the
number of sampling errors. Thus choose to have a bigger sample or respondents to avoid sampling errors.
However deciding to increase the size of your sample is not so easy. There are these things you have to mull
over in finalizing about this such as expenses for questionnaires and interview trips, interview schedule and
time for reading respondents answers
4) The right sample size also depends on whether or not the group is heterogeneous or homogeneous. The first
group group requires a bigger size; the second a smaller one. For a study in the field of social sciences requiring
an in depth investigation of something such as one involving the national government, the right sample size
ranges from 1000 to 1500 or up to 2500. On the other hand, hundreds, not thousands of respondent suffice for
a study about any local government unit. (Suster 2012; Emmel 2013)
Types of probability sampling
Simple random sampling
5) Simple random sampling is the best type of probability sampling through which you can choose sample from
population. Using a pure chance selection, you assure ever member the same opportunity to be in the sample.
 Here, the only basis of including or excluding a member is by chance or opportunity, not any by any chance or
opportunity, not by any occurrence accounted for by a cause-effect relationships. Simple random sampling
happens through any of these two methods(burns 2012)
6) Have a list of all members of the population; write each name on a card, and choose cards through a pure
chance selection.
7) Have a list of all members; give a number to member and then use randomized or unordered numbers in
selecting names from the list.
8) Systematic Sampling
For this kind of probability sampling, chance and system are the ones to determine who should compose the sample.
For instance if you want to have a sample of 150, you may select a set of numbers like 1 to 15 and out of a list of 1500
students take every 15th name on the list until you complete the total number of respondents to constitute your
sample.
 Stratified Sampling
The group comprising the sample is chosen in a way that such group is liable to subdivision during the data
analysis stage. A study needing group by group analysis finds stratified sampling the right probability sampling to use.
 Cluster Sampling
This is a probability sampling that makes you isolate a set of persons instead of individual members to serve as
sample members. For example if you want to have a sample of 120 out of 1000 students, you can randomly select
three sections with 40 students each to constitute the sample
Non-probability sampling
Non probability sampling disregards random selection of subjects. The subjects are chose based on their availability or
the purpose of the study, and in some cases, on the sole discretion of the researcher. This is not a scientific way of
selecting respondents. Neither does it offer a valid or an objective way to detecting sampling errors. (Edmond 2013)
Types of non-probability sampling
1. Quota Sampling – You resort to quota sampling when you think you know the characteristics of the target
population very well. In this case, you tend to choose sample members possessing or indicating the
characteristics of the target population. Using a quota or a specific set of persons whom you believe to have the
characteristics of the target population involved in the study is you way of showing that the sample you have
chosen closely represents the target population as regards such characteristics.
Voluntary sampling
 Since the subjects you expect to participate in the sample selection are the ones volunteering to constitute the
sample, there is no need for you to do any selection process.
Purposive or Judgemental Sampling
 Purposive or Judgemental Sampling You choose people whom you are sure could correspond to the objectives of
your study, like selecting those with rich experience or interest in your study.
Availability Sampling
  Availability Sampling The willingness of a person as your object to interact with your counts a lot in this non
probability sampling method. If during the data collection time, you encounter people walking on a school
campus, along corridors and along the park or employees lining up at an office and these people show
willingness to respond to your questions, then you automatically consider them as your respondents.
Snowball sampling
 Similar to snow expanding widely or rolling rapidly, this sampling method does not give a specific set of
samples. This is true for a study involving unspecified group of people. Dealing with varied groups of people
such as
10.4. Application Individual Work. On the line before each number, write the letter of the expression in the box that corresponds to the
expression outside the box.

a. Sampling error f. stratified sampling

b. Quota sampling g. 1920 Literary Digest
c. Sampling frame h. population
d. Money i. probability sampling
e. Cluster sampling j. snowballing
k. whole nation subject

1. List of names representing the target population

2. Origin of sampling
3. Dissimilarity of sample with those in the sampling frame
4. Requires a big sample size
5. Randomized sample
6. Intentional choosing of sample
7. No specific number of respondents
8. Hindrance to big sample
9. Group by group selection of sample
10. Uses subs-groups
10.1. Observation
Assessment Method
a. Observation
b. Talking to Learning/ Conferencing
c. Analysis of Learners’ Products
 d. Tests Direction: Write P if the sentence talks about probability sampling; otherwise, write NP
1. Checking every 10th student on the list
2. Interview some persons you meet on the campus
3. Dividing 100 person into groups
4. Choosing subjects behaving like the majority members of NPC Town
5. Choosing a group of subjects among several groups
6. Choosing subjects capable of helping you meet to aim your study
7. Choosing samples by chance but through an organizational pattern
8. Letting all members in the population join the selection process.
9. Having people willing to be chosen as respondents
10. Matching peoples traits with the population members traits
10.2. Assignment
Reinforcing/ Strengthening the day’s
lesson

Enriching/inspiring the day’s lesson

Enhancing/improving the day’s lesson

Preparing the new lesson plan

10.3. Concluding Activity

11. Remarks
12. Reflections
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 cope - up with
the lesson
d. No. of learners who continue to
require remediation
e. Which of my learning strategy
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?

CHECKED BY:

AGUSTIN P. ALMERIA
Head Teacher I