HARRIS MEMORIAL COLLEGE

HARRIS MEMORIAL COLLEGE
G.K Bunyi St., Dolores, Taytay, Rizal

Senior High School Department
Second Semester (First Quarter Teaching Guide)
SUBJECT TITLE : PRACTICAL RESEARCH 1 SUBJECT TEACHER: MARIA CECILIA V. LORISTO
TOPIC/ LESSON NAME Nature and Inquiry and Research;

The Importance of Research in Daily Life
The Characteristics and Processes, and Ethics of Research
Qualitative and Quantitative Research
CONTENT STANDARDS The learner demonstrates understanding of:
1. the importance of research in daily life;
2. the characteristics, processes, and ethics of research;
3. quantitative and qualitative research; and
4. the kinds of research across fields.
PERFORMANCE STANDARDS The learner is able to use appropriate kinds of research in making decisions.
LEARNING COMPETENCIES The learners:
1. shares research experiences and knowledge. (CS_RS11-IIIa-1)
2. explains the importance of research in daily life. (CS_RS11-IIIa-2)
3. describes the characteristics, processes, and ethics of research. (CS_RS11-IIIa-3)
4. differentiates quantitative from qualitative research. (CS_RS11-IIIa-4)
5. provide examples of research in areas of interest (arts, humanities, sports, science, business, agriculture and fisheries, information
and communication technology, and social inquiry). (CS_RS11-IIIa-5)
SPECIFIC LEARNING OUTCOME Learners will be able to provide examples of research in different areas of interest (arts, humanities, sports, science, information and
communication technology and social inquiry).
TIME ALLOTMENT 4 hours
LESSON OUTLINE May I Inquire Activity
I. INTRODUCTION/ Direction: The class will have getting to know each other stage. Learners need to find their pairs for this activity. They will ask each
MOTIVATION other’s name and ambition. Then, each pair will introduce themselves.
II. INSTRUCTION  Discuss to the class that what they did is a sample of inquiry.
 Introduce research by telling that inquiry is a process needed to make it possible.
 Discuss the relationship of research and inquiry. Then, discuss some of the characteristics of classrooms where teachers emphasized
inquiry- based learning according to Drayton and Falk (2001).
 Discuss the inquiry model.
 Discuss the meaning and characteristics of research. Also, discuss the factors to consider in selecting a research problem.
 Discuss ethics in research.
 Discuss quantitative and qualitative research.
 Discuss the methodologies in doing qualitative and quantitative research.
 Discuss about researches in various fields or interest.
III. PRACTICE The learners will write their 100- word essay. Then, let them read a research sample and ask them related questions about it.
IV. ENRICHMENT Group Activity
The groups will ask ten learners to give their thoughts about the importance of research in daily life.
V. EVALUATION Summative Test: Identification, Essay, Matching Type
MATERIALS PPT, DLP, Laptop
RESOURCES
TOPIC/ LESSON NAME Qualitative Research and Its Importance in Daily Life
1. the value of qualitative research; its kinds, characteristics, uses, strengths, and weaknesses
2. the importance of qualitative research across fields of inquiry
PERFORMANCE STANDARDS The learner is able to decide on suitable qualitative research in different areas of interest.
1. describes characteristics, strengths, weaknesses, and kinds of qualitative research (CS_RS11-IIIb-1)
2. illustrates the importance of qualitative research across fields. (CS_RS11-IIIb-2)
SPECIFIC LEARNING OUTCOME Learners will understand that qualitative research has importance in real life and is a useful tool to develop critical thinking, problem
solving skills and good decision-making skills.
LESSON OUTLINE I’m Only Human Activity
VI. INTRODUCTION/ Direction: Using the metacard, write a problem a human like you is facing. Post your answer on the board.
MOTIVATION
VII. INSTRUCTION  Review qualitative research the following:
a. Qualitative research.
b. Major characteristics and types of research.
c. Strengths and weaknesses of research.
 Discuss major characteristics of qualitative research.
 Discuss the types of qualitative research
 The learners will answer true or false test.
 The learners differentiate the types of research. Also, they should state the major characteristics of research.
 Discuss the strengths of qualitative research.
 The learners will create their reflection about qualitative research.
 The learners summarize the strengths and weaknesses of qualitative research.
 Discuss Subject Area Research Approaches
 Discuss Hard Sciences vs Soft Sciences
 The learners synthesize what they have learned.
 Discuss about research journals.
VIII. PRACTICE Find researches based on your interests or track.
IX. ENRICHMENT The learners will analyze a research sample. Consider the following:
a. Subject
b. Problem
X. EVALUATION Summative Test: Identification, Essay, Matching Type
RESOURCES Practical Research 1 Teacher’s Guide, pp. 33-35

Practical Research 1 by Esther Baraceros, pp. 19- 24
TOPIC/ LESSON NAME Identifying the Inquiry and Stating the Problem
1. the range of research topics in the area of inquiry
2. the value of research in the area of interest
3. the specificity and feasibility of the problem posed
PERFORMANCE STANDARDS The learner is able to formulate clearly statement of research problem
1. designs a research project related to daily life. (CS_RS11-IIIc-e-1)
2. writes a research title. (CS_RS11-IIIc-e-2)
3. describes the justifications/reasons for conducting the research. (CS_RS11-IIIc-e-3)
4. states research questions (CS_RS11-IIIc-e-4)
LESSON OUTLINE Sing Along Activity
XI. INTRODUCTION/ Directions: Watch the lyric video of “Someday We’ll Know” by Mandy Moore and Jonathan Foreman. Take note the questions found in
MOTIVATION the song.
XII. INSTRUCTION  Review the previous lessons.

 Present the idea that people are problem solvers
 Discuss Subject Matter of the Inquiry or Research
 Guidelines in choosing a Research Topic
 Research Topics to be Avoided
 Sources of Research Topics
 Discuss Research Problem Vs Research Question
 Meaning of Research Problem
 Background of the Problem
 Research Questions
 Guidelines in Formulating Research Questions
 Present information about the offered tracks in the school
 Instruct them about title defense.
 The learners enumerate the things to remember in picking up a research topic.
XIII. PRACTICE Brainstorming Activity
Directions: As a group, list ten problems people encounter during rainy season. Post the metacards on the board.
XIV. ENRICHMENT The learners will do title defense.
XV. EVALUATION Summative Test: Identification, Essay, Matching Type
RESOURCES Practical Research 1 by Esther Baraceros, pp. 35- 42

Practical Research 1 by Esther Baraceros, pp. 45-49
1. designs a research project related to daily life. (CS_RS11-IIIc-e-1)
2. writes a research title. (CS_RS11-IIIc-e-2)
3. describes the justifications/reasons for conducting the research. (CS_RS11-IIIc-e-3)
4. indicates scope and delimitation of research. (CS_RS11-IIIc-e-5)
5. states research questions (CS_RS11-IIIc-e-4)
6. cites benefits and beneficiaries of research. (CS_RS11-IIIc-e-6)
7. Tell the progress in the title defense of the groups who finished the activity.
LESSON OUTLINE
XVI. INTRODUCTION/ Review the things to remember about title defense and scope and delimitation of the study topic.
MOTIVATION
XVII. INSTRUCTION  The learners prepare their slides for the title defense
 The learners will do the title defense.
 Tell the progress in the title defense of the groups who finished the activity.
The remaining learners prepare their slides for the title defense.
The remaining groups will do the title defense.
 Discuss scope and delimitation
 Location
 Time
 Participants
 Parameters/ Variables
 Design
 Show samples of scope and delimitation of the studies. Elucidate the samples.
 The groups will write the scope and delimitation of their study.
 Discuss benefits and beneficiaries of research.
 Show samples of benefits and beneficiaries of research. Elucidate the samples.
 The groups will write the significance of the study.
 The learners synthesize the topic being discussed.
 The output will be evaluated.
XVIII. PRACTICE Little by Little Activity

Directions: The aim of this activity is to delimit the number of learners until the last round.
First round: let them draw one piece of colored paper. The learners who hold the chosen color will advance to the next round.
Second round: the remaining learners will write to the colored paper their barangay where they reside. Then, the numbers will be
trimmed down according to the chosen barangay.
Last round: the remaining learners will be interviewed about the livelihood present in their barangay.
XIX. ENRICHMENT Barter Activity
Directions: As a group, form the puzzle assigned to you by trading the pieces that you do not want to use with other groups. Do this
activity for ten minutes.
XX. EVALUATION Summative Test: Identification, Essay, Matching Type
RESOURCES Practical Research 1 Slide Presentation of Dr. Eduard Albay

http://thesisnotes.com/thesis-writing/sample-scope-and-delimitation/
1. presents written statement of the problem. (CS_RS11-IIIc-e-7)2. writes a research title. (CS_RS11-IIIc-e-2)
LESSON OUTLINE Just Give Me Reasons (5 minutes)
XXI. INTRODUCTION/ Directions: As a group, create a bubble map about the causes of the problem assigned. Use manila paper and marker for this activity.
MOTIVATION
XXII. INSTRUCTION  Review the previous lessons.
 Tell the class that in creating statement of the problem of your research.
 Discuss about making your statement of the problem.
 Also discuss the following:
 Rationale
 Theoretical Framework
 Definition of Terms
 The learners study samples of Statement of the Problem.
 The learners synthesize the concepts they learned.
 Give additional information about Chapter 1
 The groups start writing the first chapter of their research.
 The learners give updates on their research writing.
 The groups write the remaining parts.
 The learners will give things they have done.
XXIII. PRACTICE Ask:
How this activity will help you to write your research properly?
XXIV. ENRICHMENT The learners present their outputs.
XXV. EVALUATION Summative Test: Identification, Essay, Matching Type
RESOURCES https://explorable.com/how-to-write-an-introduction

Second Semester (Second Quarter Teaching Guide)
TOPIC/ LESSON NAME Learning from Others and Reviewing the Literature
1. the criteria in selecting, citing, and synthesizing
related literature
2. ethical standards in writing related literature
1. selects relevant literature. (CS_RS11-IIIf-j-1)
2. cites related literature using standard style (APA, MLA or Chicago Manual of Style). (CS_RS11-IIIf-j-2)
3. synthesizes information from relevant literature. (CS_RS11-IIIf-j-3)
SPECIFIC LEARNING OUTCOME Learners will understand that reviewing the related literature involves the systematic identification, location, and analysis of documents
containing information related to the research problem.
LESSON OUTLINE Tell the learners about Information Age
XXVI. INTRODUCTION/ Information Sourcing Activity
MOTIVATION Direction: List down on the notebook the sources where one can get information.
XXVII. INSTRUCTION  Introduce literature review.
 Discuss literature review. Furthermore, discuss the features of good literature review.
 Discuss the five purposes of literature review by McMillan and Schumacher (1984).
 Tell that we should be cautious in getting information for our research.
 Discuss the following research literature:
 Journals, Theses and dissertations, Conference proceedings, Books and textbooks
 Discuss search strategy.
 Discuss categorization system in identifying literature according to Wallace and Wray (2006).
 Discuss steps in doing literature review by Aveyard H. (2014).
 Discuss the different citation styles: APA, MLA, Chicago
 Discuss concept mapping.
XXVIII. PRACTICE What is review of related literature? Why is it needed? What are the purposes for conducting related literature?
1. Group the students in class and ask them to think about three words that best describe the topic. With their three words,
asked them to combine the words to come up with a trident
XXIX. ENRICHMENT Ask the students to go to the library or go online to search for at
least two of each related literature presented in class (the student
must look for references related to his/her topic): 1) journals; 2)
articles; 3) books, 3) magazines; 4) thesis or conference
proceedings.
XXX. EVALUATION Summative Test: Identification, Essay, Matching Type, Multiple Choice, Enumeration
RESOURCES CD from Senior High School Teachers’ Training, Agoo, La Union

TOPIC/ LESSON NAME Learning from Others and Reviewing the Literature
1. the criteria in selecting, citing, and synthesizing
related literature
2. ethical standards in writing related literature
1. follows ethical standards in writing related literature. (CS_RS11-IIIf-j-5)
2. writes coherent review of literature. (CS_RS11-IIIf-j-4)
SPECIFIC LEARNING OUTCOME Learners will understand that reviewing the related literature involves the systematic identification, location, and analysis of documents
containing information related to the research problem.
LESSON OUTLINE Put Your Hands Up Activity
XXXI. INTRODUCTION/ Directions: There are situations that will be flashed on the screen about gathering data. If you believe that the situation is correct, raise
MOTIVATION your hand, but if not, no need to do the action.
XXXII. INSTRUCTION  Review the previous lesson.
 Present that data can be primary or secondary. In getting data, one must observe ethics.
 Discuss Common Difficulties in the Conduct of Research
 Discuss the difficulties of gathering secondary data.
 Discuss tips on solving the difficulties in research especially in gathering data.
 Discuss the checklist for writing literature review.
 The learners write now their literature review.
 The learners continue writing their literature review.
XXXIII. PRACTICE Create Solutions Activity
Directions: Give solutions to some of the situations presented in the activity yesterday.
XXXIV. ENRICHMENT Ask:
How are these difficulties can help you to relay the ideas of other people?
XXXV. EVALUATION Summative Test: Identification, Essay, Matching Type, Multiple Choice, Enumeration
RESOURCES CD from Senior High School Teachers’ Training, Agoo, La Union
TOPIC/ LESSON NAME Understanding Data and Ways to Systematically Collect Data
1. qualitative research designs
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
PERFORMANCE STANDARDS The learner is able to:
1. describe qualitative research designs, sample, and data collection and analysis procedures
2. apply imaginatively art/design principles to create artwork
1. chooses appropriate qualitative research design.
SPECIFIC LEARNING OUTCOME Learners will understand the different qualitative research designs, description of sampling, data collection and analysis procedures such
as survey, interview, observation and the application of creative design principles for executing research related endeavors.
LESSON OUTLINE Matchy Matchy Activity
I. INTRODUCTION/ The learners need to match the different qualitative designs with their respective descriptions. The task is found on page 80 of the
MOTIVATION teacher’s guide.
II. INSTRUCTION  Introduce Chapter 3
 State the learning competency.
 Give insight about qualitative research design.
 Discuss ethnography. Let the learners study the sample.
 Discuss grounded theory. Let the learners study the sample.
 The learners will identify the features of the two research designs being discussed.
 Discuss narrative inquiry. Let the learners study the sample.
 Discuss phenomenology. Let the learners study the sample.
 The learners will identify the salient features of the two research designs being discussed.
 Discuss case study. Let the learners study the sample.
 The learners will synthesize what they have learned.
III. PRACTICE The learners will fill up a table that will distinguish the difference of the research designs. Then, group them according to their research
teams and try to formulate a research topic based on a given situations.
IV. ENRICHMENT The learners will write their research design.
V. EVALUATION Summative Test: Identification, Essay, Matching Type, Multiple Choice, Enumeration
RESOURCES Practical Research 1 by Esther Baraceros, pp. 79-89

1. describes sampling procedure and sample. (CS_RS11-IVa-c-2)
2. plans data collection and analysis procedures. (CS_RS11-IVa-c-3)
LESSON OUTLINE Ask them what they know about census and Facebook poll.
VI. INTRODUCTION/
MOTIVATION
VII. INSTRUCTION  Review the previous lesson.
 Tell them that there are various ways in determining the participants in the research.
 Discuss sampling method.
 Discuss sampling procedure.
 Tell them that interview matters a lot in data gathering.
 Discuss methods of data collection.
 Discuss analysis of data collection
 The learners will synthesize what they have learned.
VIII. PRACTICE One- on- One Interview Activity
Direction: A pair of learners will perform this activity. They will have turn- taking in the interview. The topic will focus on how they
handle responsibilities in the school.
IX. ENRICHMENT The learners will write their research methodology.
X. EVALUATION Summative Test: Identification, Essay, Matching Type, Multiple Choice, Enumeration
RESOURCES CD from SHS Training, La Union

1. presents written research methodology. (CS_RS11-IVa-c-4)
2. utilizes materials and techniques to produce creative work. (CS_RS11-IVa-c-5)
LESSON OUTLINE Ask the learners what they remember in the documentaries they have watched. Ask them how creative the videos are.
XI. INTRODUCTION/
MOTIVATION
XII. INSTRUCTION  Review the previous lesson.
 Present the things the learners need to do present their work or research journey creatively:
 Journals/ notebooks
 Photos
 Videos
 Tell them that the three ways mentioned above are part of data gathering.
 Give tips on writing research methodology or Chapter III of their research paper.
 Give additional tips on writing their research methodology.
 Give tips on their proposal defense.
 The learners need to prepare manuscripts and slide presentation for their title defense.
 Present the rubrics that will be used in the proposal defense.
 The learners will start writing their proposal.
 The learners will synthesize concepts they learned in research methodology.
 The learners will face the proposal defense.
XIII. PRACTICE The learners will continue writing their proposal.

XIV. ENRICHMENT Ask:
How research methodology will help you value truthfulness and integrity?
XV. EVALUATION Summative Test: Identification, Essay, Matching Type, Multiple Choice, Enumeration
RESOURCES Practical Research 1 by Esther Baraceros, pp. 79-96

1. observation and interview procedures and skills.
1. gather relevant information with intellectual honesty.
1. collects data through observation and interviews. (CS_RS11-IVd-f-1)
LESSON OUTLINE State the learning competency.
XVI. INTRODUCTION/
MOTIVATION
XVII. INSTRUCTION  Recall the methods of data collection.
 Discuss the guidelines in gathering data.
 The learners will do data gathering.
 Ask update on their data gathering.
 Have group consultation. Guide the learners in solving their problems in data gathering.
 The learners will continue their data gathering.
 The learners will start analyzing the data. They will start the profiling of their participants.
XVIII. PRACTICE The learners can now do coding.
XIX. ENRICHMENT Ask:
How the data gathering can help you socialize with other people?
XX. EVALUATION Summative Test: Identification, Essay, Matching Type, Multiple Choice, Enumeration
RESOURCES Practical Research 1 by Esther Baraceros, pp. pp. 104- 112

Practical Research 1 by Esther Baraceros, pp. pp. 113- 129

TOPIC/ LESSON NAME Reporting and Sharing the Findings

1. guidelines in making conclusions and recommendations
2. techniques in listing references
3. the process of report writing
1. form logical conclusions
2. make recommendations based on conclusions
3. write and present a clear report
1. draws conclusions from patterns and themes. (CS_RS11-IVg-j-1)
2. formulates recommendations based on conclusions. (CS_RS11-IVg-j-2)
SPECIFIC LEARNING OUTCOME Learners will understand that research findings are generated based on generally accepted guidelines and format and are reported and
shared in order to satisfy one research function which is the creation of new knowledge.
LESSON OUTLINE Tell Me What You Watched Activity
XXI. INTRODUCTION/ Directions: Present a video clip about Yolanda. Then, the learners will give what they have watched. Then, let them tell why the event
MOTIVATION happened.
XXII. INSTRUCTION  Discuss the Parts of the Last Chapter of Your Study: What to Write
A. Purpose of the Chapter
B. Introduction to the Chapter
C. Purpose of the Study
D. Research Design
E. Limitations
F. Research Question/s Addressed
G. Conclusion
 Discuss the Parts of the Last Chapter of Your Study: What to Write
H. Summary
I. Recommendation
XXIII. PRACTICE Pieces of Advice Activity
Directions: The learners will be asked to give their pieces of advice in acting during typhoon. They may base their responses from the
video they watched yesterday.
XXIV. ENRICHMENT The learners will do research writing.
XXV. EVALUATION Summative Test: Identification, Essay, Matching Type, Multiple Choice, Enumeration


TOPIC/ LESSON NAME Reporting and Sharing the Findings
1. guidelines in making conclusions and recommendations
2. techniques in listing references
3. the process of report writing
1. form logical conclusions
2. make recommendations based on conclusions
3. write and present a clear report
1. lists references (CS_RS11-IVg-j-3)
SPECIFIC LEARNING OUTCOME Learners will understand that research findings are generated based on generally accepted guidelines and format and are reported and
shared in order to satisfy one research function which is the creation of new knowledge.
LESSON OUTLINE The Source Activity
XXVI. INTRODUCTION/ Directions: The learners will identify the resources of the information that will be flashed on the projector. They need to join their group
MOTIVATION mates for this activity.
XXVII. INSTRUCTION Elicit bibliography.
Discuss the basic rules in doing APA and MLA bibliography.
Continue the discussion on bibliography.
The learners need to proceed to their groups and do their research writing and bibliography.
The learners will generalize what they have learned.
XXVIII. PRACTICE Allot bibliography activity.
XXIX. ENRICHMENT Ask:
How listing references can help you to be accurate
XXX. EVALUATION RESEARCH OUTPUT, RUBRICS FOR RESEARCH

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G.K Bunyi St., Dolores, Taytay, Rizal

SUBJECT TITLE : PRACTICAL RESEARCH 1 SUBJECT TEACHER: MARIA CECILIA V. LORISTO

TOPIC/ LESSON NAME Nature and Inquiry and Research;

SUBJECT TITLE : PRACTICAL RESEARCH 1 SUBJECT TEACHER: MARIA CECILIA V. LORISTO

RESOURCES Practical Research 1 Teacher’s Guide, pp. 33-35

SUBJECT TITLE : PRACTICAL RESEARCH 1 SUBJECT TEACHER: MARIA CECILIA V. LORISTO

XII. INSTRUCTION  Review the previous lessons.

RESOURCES Practical Research 1 by Esther Baraceros, pp. 35- 42

SUBJECT TITLE : PRACTICAL RESEARCH 1 SUBJECT TEACHER: MARIA CECILIA V. LORISTO

XVIII. PRACTICE Little by Little Activity

RESOURCES Practical Research 1 Slide Presentation of Dr. Eduard Albay

SUBJECT TITLE : PRACTICAL RESEARCH 1 SUBJECT TEACHER: MARIA CECILIA V. LORISTO