Republic of the Philippines

Department of Education
Region X
Schools Division of Bukidnon
District of Maramag
Bukidnon National School of Home Industries

DETAILED LESSON PLAN

PRACTICAL RESEARCH 2

I. Objectives INDICATOR
The learner demonstrates understanding of:
1. quantitative research designs
2. description of sample
3. instrument development
A. Content Standards
4. description of intervention (if applicable)
5. data collection and analysis procedures such as
survey, interview, and observation
6. guidelines in writing research methodology
The learner is able to:
describe adequately quantitative research designs,
B. Performance Standards sample, instrument used, intervention (if applicable),
data collection, and analysis procedures

The learner:
1. chooses appropriate quantitative research design
(CS_RS12-IIa-c-1)
2. describes sampling procedure and the sample
(CS_RS12-IIa-c-2)
3. constructs an instrument and establishes its
validity and reliability. (CS_RS12-IIa-c-3)
4. describes intervention (if applicable). (CS_RS12-IIa-
C. Learning Competencies
c-4)
5. plans data collection procedure. (CS_RS12-IIa-c-5)
6. plans data analysis using statistics and hypothesis
testing (if appropriate). (CS_RS12-IIa-c-6)
7. presents written research methodology. (CS_RS12-
IIa-c-7)
8. implements design principles to produce creative
artwork. (CS_RS12-IIa-c-8)
At the end of the lesson, at least 85% of the students
must have:
D. Objectives of the Lesson:
 Acquired a deep understanding of the
fundamental principles of quantitative
 Knowledge
research.
 Skills  Demonstrated the ability to plan and execute
 Attitude a comprehensive quantitative research study.
 Exhibited a thoughtful, ethical, and creative
approach to research and artistic expression.
II. Content INDICATOR
Understanding Data and Ways to Systematically
A. Topic
Collect Data
1. Types of Quantitative Research Design.
2. Sampling Procedureand the Sample
3. Research Instrument, Validity and Reliability
4. Research Intervention
B. Lesson
5. Planning Data Collection Procedure
6. Planning Data Analysis
7. Presenting Research Methodology

Critical Thinking, Analysis, Collaboration, and

C. Values Responsibility.
English for Academic and Professional Purposes,
General Mathematics, Business Mathematics,
D. Integration
Empowerment Technologies, and Organization
and Management
Collaborative Work, Inquiry-based, project-
E. Teaching Strategies
based, and Scaffolded Learning.
III. LEARNING RESOURCES INDICATOR
A. References
N/A
1. Teacher's Guide Pages
CO_Q2_SHS Practical Research 2_Module 1
2. Code
PracResearch2 Grade 12 Q2 Mod1 Understanding
3. Textbook Pages Data and Ways to Systematically Collect CO Version 2.
pp 1-52
4. Additional Materials None
from LR Portal
 https://www.youtube.com/watch?
v=ZsEooFmc82c
 https://www.youtube.com/watch?
B. Other Learning
v=Zs42IN4kk4E
Resources  https://www.youtube.com/watch?
v=nDwWTAjK5FY

IV. Procedures INDICATOR

A. Reviewing previous Activity 1: Brain Exercise! Multiple Choice (10 mins) Students answer the quiz
lesson or presenting the questions with at least 85%
new lesson Directions: Read and understand each questions or accuracy.
statement carefully. Choose your answer on the given  Students recall key points
choices. about the importance and
types of data.
1. Which of the following is an example of
quantitative data?
a) The color of a car.
b) The number of books in a library.
c) The brand of a smartphone.
d) The type of music a person likes.

Answer: b) The number of books in a library

2. Why is it important to collect data?

a) To make random guesses.
b) To improve decision-making and identify trends.
c) To avoid asking questions.
d) To change opinions.

Answer: b) To improve decision-making and identify

trends

3. Which of the following describes qualitative data?

a) Data that can be measured and counted.
b) Data that provides descriptions and characteristics.
c) Data that is always represented in numbers.
d) Data that is only collected through surveys.

Answer: b) Data that provides descriptions and

characteristics

4. What is one disadvantage of collecting data

through observation?
a) It is always accurate.
b) It may be time-consuming and biased.
c) It allows you to ask questions directly.
d) It is the only method to collect data.

Answer: b) It may be time-consuming and biased

5. Which method is best for collecting data on

students' opinions about a new school rule?
a) Counting students during break time.
b) Observing how many students use the library.
c) Conducting a survey with multiple questions.
d) Measuring students' heights.

Answer: c) Conducting a survey with multiple

questions

6. What type of data would you collect if you wanted

to know the average height of students in your class?
a) Quantitative data
b) Qualitative data
c) Descriptive data
d) Categorical data

Answer: a) Quantitative data

7. Which of the following is NOT a method of

systematic data collection?
a) Guessing based on intuition
b) Conducting interviews
c) Using a survey
d) Making observations

Answer: a) Guessing based on intuition

8. In systematic data collection, why is it important to

avoid bias?
 a) It helps improve accuracy and reliability of the
data.
b) It allows you to ask only specific people you know.
c) It makes the data collection process faster.
d) It ensures data is always qualitative.

Answer: a) It helps improve accuracy and reliability of

the data

9. What is the primary goal of systematic data

collection?
a) To collect data randomly from any available
source.
b) To ensure data is organized, reliable, and accurate
for analysis.
c) To gather as much data as possible, regardless of
its relevance.
d) To avoid using any tools or methods during data
collection.

Answer: b) To ensure data is organized, reliable, and

accurate for analysis

10. Which of the following best describes bias in data

collection?
a) Collecting data from a large group of people.
b) Favoring certain outcomes or groups when
gathering data.
c) Using a systematic approach to ensure
accuracy.
d) Gathering data from random sources.

Answer: b) Favoring certain outcomes or groups

when gathering data

Activity 2: Come to think of it! (5 mins)  Students can identify why

systematic data collection
Directions: Read and analyze the given situation. is important.
 Students propose logical
The school canteen wants to improve its menu, but ways to collect data
they need data on what food items students prefer. (surveys, observation,
They’ve asked you to help collect this data in a way etc.).
that ensures all student preferences are heard.
B. Establishing a purpose
for the lesson
Guide Questions:

1. How would you collect data to help

the canteen make an informed
decision?
2. Why is it important to collect data
systematically in this scenario?

C. Presenting Activity 3: Data Collection Methods in Action (20  Each group successfully
examples/instances of the mins) applies their assigned data
new lesson collection method.
  Data collected is relevant,
Directions: accurate, and systematic.
 Students can explain the
 Divide the class into small groups and assign strengths and limitations
each group one data collection method: of their method.
1. Survey: Collecting information
through a questionnaire.
2. Observation: Watching and recording
behaviors or events.
3. Interview: Asking people questions
face-to-face or virtually.
4. Tallying: Counting and recording
occurrences of specific events or
characteristics.
 Give each group a task where they have to
use their assigned method:

o Survey Group: Create 3 questions to

ask classmates about their preferred
study habits.
o Observation Group: Observe how
many students prefer sitting in
groups or alone during breaks.
o Interview Group: Conduct a short
interview with 3 classmates about
their daily routines.
o Tallying Group: Count the number of
students using mobile phones during
a specific period.
 After collecting their data, each group will
present:
o The data they gathered.
o How they used their assigned
method to systematically collect it.
o Why they think their method was
effective or challenging.

D. Discussing new The teacher will discuss the following topics (60  Students correctly identify
concepts and practicing mins) the appropriate
new skills # 1 1. Types of Quantitative Research Design. quantitative research
2. Sampling Procedureand the Sample design (descriptive,
3. Research Instrument, Validity and Reliability correlational, ex post facto,
4. Research Intervention. quasi-experimental,
experimental) and provide
Activity 4: Part 1! a clear, logical explanation
of why the design suits the
4.1: Choosing the Quantitative Research Design
research problem.
 Students define the
Task:
population and select an
Each group will choose a research problem and select
appropriate sampling
the appropriate quantitative research design from
method that ensures a
the five general classifications (descriptive,
representative sample,
correlational, ex post facto, quasi-experimental,
providing justification for
experimental). Provide each group with a unique
the sampling procedure
problem scenario or allow them to create their own.
and demonstrating an
understanding of how to
minimize bias.
  Studentsdevelop a
Guiding Questions: research instrument
aligned with the study's
 What is the objective of your research? objectives and demonstrate
 Which research design best fits your how they will ensure the
problem? instrument's validity (it
 Why did you choose this design? measures what it’s
supposed to) and reliability
4.2: Sampling Procedure and Describing the Sample (it yields consistent results).
 Students effectively present
Task: their research proposal,
Groups will describe the population and how they including the research
will select a sample using appropriate sampling design, sampling
procedures (random sampling, stratified sampling, procedure, instrument, and
convenience sampling, etc.). intervention (if applicable),
showing integration of all
Guiding Questions: elements and responding
to feedback with critical
 What is the population for your study? thinking and reflection.
 What sampling procedure will you use?
 How will you ensure that your sample is
representative of the population?

4.3: Constructing a Research Instrument and

Ensuring Validity and Reliability

Task:
Groups will create a research instrument (e.g., a
survey, questionnaire, or test) based on their
research problem. They will then discuss how they
plan to ensure the validity (measuring what is
intended) and reliability (consistency over time) of
the instrument.

Ensuring Validity and Reliability:

1. Face Validity: The group will ask classmates

or teachers to review the survey to check if it
covers all aspects of the topic.
2. Content Validity: Ensure that all relevant
factors related to the research question are
included.
3. Test-Retest Reliability: Have a small group of
students take the survey twice within a set
time period to check for consistent results.

Guiding Questions:

 How will you ensure that your instrument

accurately measures what it’s supposed to?
 How will you test the reliability of your
instrument?

4.4: Describing the Research Intervention (if

applicable)
 Task:
If the research design is experimental or quasi-
experimental, groups will describe the intervention (a
program, treatment, or activity) they will apply. They
will also explain how they will measure its effect.

Guiding Questions:

 What is the intervention in your study?

 How will you implement the intervention
(what will participants do)?
 How will you measure the effect of the
intervention?

E. Discussing new The teacher will discuss the following topics (60  Students develop a clear
concepts and practicing mins) and systematic plan for
new skills # 2 1. Planning Data Collection Procedure collecting data, detailing
2. Planning Data Analysis methods, tools,
3. Presenting Research Methodology procedures, and ethical
considerations.
Activity 4: Part 2!  Students create a
comprehensive plan for
4.5: Planning Data Collection Procedure analyzing data, including
analysis methods, tools,
Task: and interpretation
Groups will develop a detailed plan for collecting data strategies, aligned with
related to their chosen research problem. They the research objectives.
should outline:  Students deliver a
coherent and integrated
 Data Collection Methods: (surveys, presentation of their
interviews, observations, etc.) research design, data
 Data Collection Tools: (questionnaires, collection, and analysis
software, recording devices, etc.) plans, demonstrating a
 Timeline and Procedure: Steps for collecting thorough understanding
data and the timeline for each step. of the research process
 Ethical Considerations: Ensuring participants' and its components.
consent and data privacy.

Guiding Questions:

 What methods and tools will you use to

collect data?
 How will you ensure that your data collection
is systematic and unbiased?
 What ethical considerations must be
addressed?

4.6: Planning Data Analysis

Task:
Groups will create a plan for analyzing the data they
will collect. They should include:

 Data Analysis Methods: (statistical tests,

thematic analysis, etc.)
 Tools and Software: (Excel, SPSS, NVivo, etc.)
  Data Interpretation: How they will interpret
the results in relation to their research
questions.
 Expected Outcomes: What they anticipate
finding and how it will address their research
problem.

Guiding Questions:

 What methods will you use to analyze your

data?
 What tools and software will you use for data
analysis?
 How will you ensure that your analysis is
accurate and meaningful?

4.7: Presenting Research Methodology

Task:
Each group will present their complete research plan,
including:

 Research Design: Brief overview of the

research design they are using.
 Data Collection Procedure: Detailed plan for
collecting data.
 Data Analysis Plan: How they will analyze the
collected data.
 Overall Methodology: How the data
collection and analysis fit into the overall
research objectives.

Presentation Guidelines:

 Introduction: Briefly introduce the research

problem and objectives.
 Data Collection: Explain the methods, tools,
and procedures for collecting data.
 Data Analysis: Describe the analysis methods,
tools, and how results will be interpreted.
 Conclusion: Summarize how the
methodology will help answer the research
questions and the expected impact of the
research.

Activity 5: My Research Paper! (40 mins)  Students' understanding of

concepts, the relevance of
Directions: In this activity, the group will use the ideas the research problem to
and skills from the recent lessons to create a project the lessons, their ability to
that solves a research problem they choose. This will apply ideas in a practical
F. Developing Mastery
help them connect what they've learned to real-life way, effective group
situations and better understand how to apply it in collaboration, clarity in
research. presenting their output,
and their problem-solving
skills.
 Activity 6: Connect it! (10 mins)  Relevance of the concept or
Directions: Identify and demonstrate how concepts skill to real life, the
or skills learned in class can be applied to solve real- effectiveness of its practical
life problems or improve daily living. application, the students'
problem-solving ability,
 Have each student (or group of students) creativity in their approach,
select one concept or skill learned in class clarity in demonstrating the
that could be applied in everyday life. solution, and thoughtful
G. Finding practical  Students will then think of a real-life scenario reflection on the
application of concepts and where this concept or skill can be applied. experience and future use
skills in daily living  Students will reflect on the experience by of the skill.
answering the following questions:
1. What challenges did you face when
applying the concept/skill in real life?
2. How did it help improve or solve the
situation?
3. How can this skill be used again in the
future?

Activity 7: Ask Individual! (5 mins)  Learners' understanding of

the lesson, the accuracy
Directions: The teacher will randomly select learners and relevance of their
H. Making generalizations to share their understanding of the lesson. Each generalizations, the clarity
and abstractions about the learner will provide a generalization of the topic. of their expression, their
lessons level of engagement, and
how well their
generalizations relate to
the topic.
I. Evaluating Learning SUMMATIVE ASSESSMENT (20 mins)  Students’ accuracy of
understanding research
Answer the following questions based on your designs, sampling
knowledge of quantitative research design, sampling procedures, and
procedures, research instruments, and related instruments; the ability to
concepts. This assessment will test your apply validity, reliability,
understanding of how to plan, execute, and present and methodology concepts;
research. and the effectiveness in
interpreting and
Test I. Multiple Choice generalizing research
Directions: Read and analyze each questions or findings.
statements. Choose the correct answer for each
question. Write only the lette of your choice.

1. Which type of quantitative research design focuses

on examining relationships between variables
without manipulating them?
A. Experimental Research
B. Descriptive Research
C. Correlational Research
D. Case Study

2. What is the term for a group selected from the

population to represent the entire group in a study?
A. Sample
B. Population
C. Variable
D. Control Group
3. Which aspect of a research instrument ensures
that it accurately measures what it is intended to
measure?
A. Reliability
B. Validity
C. Usability
D. Sensitivity

4. The consistency of a research instrument over

repeated applications is referred to as:
A. Reliability
B. Validity
C. Credibility
D. Dependability

5. What is the planned approach for collecting data

from participants in a research study?
A. Data Analysis Procedure
B. Data Collection Procedure
C. Data Interpretation Method
D. Sampling Method

6. Which process involves examining data to draw

conclusions and make decisions?
A. Data Collection
B. Data Analysis
C. Data Compilation
D. Data Presentation

7. A detailed plan describing the research process and

methods used is called:
A. Research Instrument
B. Research Methodology
C. Research Question
D. Research Hypothesis

8. An action or strategy implemented to address a

specific problem in research is known as:
A. Research Design
B. Research Instrument
C. Research Intervention
D. Research Procedure

9. The group from which a sample is drawn for

research is referred to as:
A. Sample
B. Population
C. Control Group
D. Cohort

10. Which term describes a broad statement that

summarizes patterns observed from specific
examples in research?
A. Hypothesis
B. Conclusion
C. Generalization
D. Theory
 Test II. Modified True or False.

Directions: Indicate whether the statement is True or

False. If False, provide the correct answer.

1. Quantitative research designs often involve

manipulating variables to determine their
effects. True
2. Sampling procedures are only concerned with
choosing participants who are easy to access.
False (Correct Answer: Sampling procedures
should ensure that the sample is
representative of the population to make
valid inferences.)
3. Validity of a research instrument means it
consistently produces the same results under
the same conditions. False (Correct Answer:
Validity refers to whether the instrument
measures what it is intended to measure, not
consistency.)
4. Reliability ensures that a research instrument
measures what it claims to measure. False
(Correct Answer: Reliability refers to the
consistency of the measurement, not its
accuracy.)
5. Research interventions are implemented to
test the effects of specific variables or
strategies. True
6. Planning data collection involves determining
the methods and tools for gathering
information. True
7. Data analysis involves summarizing and
interpreting the collected data to draw
conclusions. True
8. The research methodology section should
detail the steps and procedures used in the
study. True
9. The sample is the entire population from
which data is collected. False (Correct
Answer: The sample is a subset of the
population.)
10. The research instrument's reliability is not
important if the research design is robust.
False (Correct Answer: Reliability is crucial for
ensuring that the research instrument
provides consistent measurements.)

Students will need to review their work in  Thoroughness and

J. Additional Activities for preparation for the upcoming research proposal. (10 accuracy of the students'
application of remediation mins) review, reflected in their
readiness and the quality
of their research proposal
preparation.
REMARKS
Reflections
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal and supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

VON MIGUEL P. ASENORIO MARY GRACE M. ARNAIZ

SHS T-I (PR 2 SUBJECT TEACHER) SHS T-I (PR 2 SUBJECT TEACHER)

JANICE APURA
SHS T-I (PR 2 SUBJECT TEACHER)

Checked by:

JEAN P. GAGARANI
MT-I (SHS)

Approved by:

HAMMY S. PASCO
SCHOOL PRINCIPAL -III