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School Guisad Valley National High School Grade Level Grade 11

DAILY Teacher NOVER KEITHLEY S. MENTE Learning Area Practical Research I
LESSON LOG Teaching Dates and November 4 - 8, 2019 Third Quarter, 2nd Semester,
Quarter
Time S.Y. 2019 -2020
DAY 1 DAY 2 DAY 3 DAY 4
I. WEEKLY OBJECTIVES
The learners demonstrate understanding of:
A. Content Standards 1. the importance of research in daily life 2. the characteristics, processes, and ethics of research
3. quantitative and qualitative research 4. the kinds of research across fields
B. Performance Standards The learner is able to use appropriate kinds of research in making decisions.
CS_RS11-IIIa-1 CS_RS11-IIIa-4
CS_RS11-IIIa-3
CS_RS11-IIIa-2
The learners share research The learners differentiate
C. Learning Competencies experiences and knowledge. The learners explain the importance of
The learners describe characteristics,
quantitative from qualitative
processes, and ethics of research
research in daily life. research.

List inferences on Inquiry-Based

Learning.
Differentiate complex thinking from
Compare and contrast the guiding Describe the characteristics, Differentiate quantitative from
Specific Objectives principles of foundations of Inquiry-
simple thinking questions.
processes and ethics in research. qualitative research.
Based Learning through a venn
diagram.

II. CONTENT Nature of Inquiry and Research Nature of Inquiry and Research Nature of Inquiry and Research Nature of Inquiry and Research

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Baraceros, E. L. (2016). Practical Baraceros, E. L. (2016). Practical Baraceros, E. L. (2016). Practical Research Baraceros, E. L. (2016). Practical
Research 1. 1st Edition. Sampaloc, Research 1. 1st Edition. Sampaloc, 1. 1st Edition. Sampaloc, Manila: Rex Research 1. 1st Edition. Sampaloc,
Manila: Rex Bookstore, Inc. pp 1-7 Manila: Rex Bookstore, Inc. pp 1-7 Bookstore, Inc. pp 1-7 Manila: Rex Bookstore, Inc. pp 1-7
4. Additional Materials from Learning
Resource (LR) portal

 PowerPoint Presentation
 Activity sheets
https://www.edutopia.org/topic/inqui  Samples of qualitative and
ry-based-learning quantitative research
http://www.facesoflearning.net/comp
B. Other Learning Resources
lex-thinking/  Ball
http://www.teach-  Baraceros, E. 2016,
nology.com/currenttrends/inquiry/ Practical Research 1 , Rex
Book Store, pp. 10 – 13.

IV. PROCEDURES

Page 1 of 6

A. Reviewing yesterday’s lesson or
Presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the
new lesson
Ask:
Instruct the students to complete the
What is Inquiry-Based Learning?
concept map on the board by writing
What are the benefits?
words associated with the words
“research”, “investigate”, “crucial and
Compare and contrast the three
guarantee.”
guiding principles of Inquiry-Based
Learning.
 Ask:
Say:
“What comes to your mind upon
“Today, we will learn more about
hearing the phrase Inquiry-Based
Inquiry-Based Learning by
Learning?”
identifying complex thinking and
simple thinking questions. What do
 Ask the students to make
you think is the difference between
inferences on Inquiry-Based
complex thinking and simple thinking
Learning.
questions?”
Discuss the meaning of Inquiry-Based
Discuss the differences between
Learning and its benefits.
complex thinking and simple thinking
questions.
Compare and contrast the guiding
principles of foundations of Inquiry-
Provide examples of complex thinking
Based Learning through a venn
and simple thinking questions.
diagram.
Page 2 of 6
Ask students to describe the
characteristics, processes and
ethics.
Activity - Deal or No Deal: Knowing
the Nature and Characteristics of
Research
Directions: Say “DEAL” if the given
statement is true and “NO DEAL” if
otherwise.
First, define the following terms as
1. Research must always give
used in research:
correct or accurate data.
2. Research and inquiry and two
- characterisitcs
different entities.
3. Research must be instrumental
- processes in solving problems affecting the
lives of people in a community.
- ethics 4. Good research report uses
complicated language.
5. Research must take place in an
organized or orderly manner.
 Why do we need to
understand the nature and
characteristics of research?
 How important is research
to our life?
Activity – A Picture that Paints a
Thousand Words
Directions: The teacher will flash
set of pictures one at a time. While
the first picture is shown, the
Explain the characteristics, processes teacher will play a music and pass a
and ethics in Research.
ball to the students. As the music
stops, the one holding the ball will
form a question or problem about
the given the picture. The procedure
is repeated until the last picture.

D. Discussing new concepts and practicing
new skills 1
E. Discussing new concepts and practicing
new skills 2
Students will be clustered in to four
groups. The group will assign a leader
and a reporter.
F. Developing mastery The students will explain their
understanding of inquiry by answering
the given questions.
Group reporters share their responses.
Students will be clustered into pairs.
The students will identify whether the
given question is a complex thinking
and simple thinking question.
Let them brainstorm for sometime and
work on their answers.
Have them present their answers after.
Facilitate mastery of this lesson.
Page 3 of 6
Specify details on the characteristics,
processes and ethics in research.
Identify some situations related to
the topic and ask students to identify
whether those apply to research.
Questions for Processing:
1. How will you find the
answers or solutions to the
questions or problems you
have formulated?
2. Is research applicable in
these situations?
3. Do you have any idea about
the methods of research
that we can use in these
situations?
The teacher will present the topic
and the learning objective of the
lesson
Group Activity – Critique Me if You
Can
Directions: Divide the class into
several groups. Give each group two
samples of research report to read
and evaluate. Use the given checklist
to evaluate the two samples.
ANALYSIS
Ask the following questions:
1. What are your important
observations about the two
research samples?
2. Which of the two aims to test
the hypothesis and look for
cause and effect? What about to
explore?
3. Which of the two is subjective?
Is objective? Why?
4. What is the data collection
technique used in sample 1? In
sample 2?

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Close the session by summarizing the
concept on Inquiry-Based Learning.
Emphasize the benefits of Inquiry-
Based Learning to students and
professionals in various fields of
knowledge to be crucial to the success
of anyone in the 21st century.
Study and prepare for the next lesson
next meeting.
Request students recall the hottest
issue in town and prove how inquisitive
they are by raising top-level probing
questions about it.
Close the session by summarizing the
concept on complex thinking and
simple thinking.
Using numbers 1 to 5, students rank
their understanding on the following
topics: elements of inquiry, process of
inquiry, definition of inquiry,
underlying theories of inquiry and
scientific thinking.
Page 4 of 6
Provide scenarios where the topic is
observed in research writing.
Ask students to summarize the
essential learning for the day.
Ask students to explain the
importance of Ethics in Research.
5. Which is analyzed statistically?
Which is not?
6. In terms of outcome, which has
the measurable results?
7. Based on your evaluation, which
do you think is a qualitative
research? Which is a
quantitative research? Why?
Group Activity – Qualitative vs
Quantitative Sorting Activity
Directions: Decide whether the
following topics or research
questions is qualitative or
quantitative. Sort and paste them on
the chart provided.
 How do the fishermen of Brgy.
Dumolog view “trawling” method
of fishing?
 Culinary Arts: Then and Now
 How do the TVL students feel
about their chosen strand?
 What percentage of student-
participants of the study are
taking the TVL strand?
 What is the degree of satisfaction
of students taking the different
SHS tracks?
 The Why and How of ICT Use
Discuss the main points of
quantitative and qualitative
research.
Activity – Chart It On
Directions: Complete the chart with
needed information on the
distinguishable characteristics of
 Have them explain their ranking. quantitative and qualitative
research.

Ask the following questions:

1. What makes quantitative

research different from
qualitative research?
2. Is it possible for these methods
of research to be utilized in one
study alone?
3. Which of the two is important?
Why?
4. In what aspect/situation of your
life can you apply quantitative
research? Qualitative research?

Determine whether the following

statements tell about qualitative
research or quantitative research.

__1. In quantitative research, data

are analyze through descriptive
and/or inferential statistics.

__2. Qualitative research is often

subjective.

__3. Quantitative studies are

conducted in small/limited scope.

__4. Qualitative research is

exploratory in nature.

___5. Qualitative research designs

aim at an in depth understanding of
human behaviour.

Think at least 3 researchable

J. Additional activities for application or
remediation
problems/questions related to your
Homework: specialization and be able to
determine whether it can be solved
Study and prepare for the lesson next
meeting. qualitatively or quantitatively. Write
your answers in your notebook.

Remarks:

Page 5 of 6
IV. REFLECTION

Prepared by: Checked & Noted:

NOVER KEITHLEY S. MENTE LUCIA T. CASIM

Subject Teacher School Principal I

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