Learning Area

3Is Inquiries, Investigations, and Immersion

Learning Delivery Modality

TRECE MARTIRES CITY

School Grade Level 112
SENIOR HIGH SCHOOL

LESSON Teacher SHAIRA G. QUIBOT Learning Area 3IS

EXEMPLAR
Teaching Date MARCH 5, 2023 Semester/Quarter 4TH Quarter

Time 7:00-9:00 Number of Days 1

I. OBJECTIVES
At the end of the lesson, the students are able to:

a. Identify different types of research instruments used in qualitative and quantitative

research.
b. Demonstrate the proper way of conducting an interview using an interview
protocol while ensuring ethical considerations.
c. Appreciate the significance of research instruments in gathering accurate and
meaningful data for research studies.

The learner clearly describes the research instruments used in qualitative and quantitative
A. Content Standards
research.

The learner will be able to demonstrate understand and appreciate

B. Performance Standards
1. Describes adequately research design (either quantitative or qualitative)

2. Sample instrument used in quantitative research, data

C. Most Essential Learning

Develop and utilize appropriate research instruments for data collection in qualitative
Competencies
and quantitative studies.
II. CONTENT Writing the Research Methodology

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Applied_Inquiries-Investigations-and-

Learning Resource (LR) portal Immersions-CG.pdf

B. List of Learning Resources for

Developmental and Engagement
Activities

[OTHER MATERIALS/TEACHING

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IV. PROCEDURES

I. Preliminary Routine
1. Greetings
2. Prayer/ Verse Reading
3. Checking of Attendance

II. Review of the Previous Lesson

III. Motivation: What’s on your Mind?

""Snack Stats: Be the Data Detective!"
“Imagine you are a store owner, and you want to know which snacks are the most popular among
students in your school. You have a list of snacks and the number of times each was bought in a week."
Show this simple dataset on the board:
Snack Number of Sales (Week)
A. Introduction (10
Chips 40
minutes)
Cookies 30
Juice 25
Candy 50
"Which snack is the best-seller?"
"Which snack is the least popular?"
"If you were the store owner, what decisions would you make based on this data?"

IV. Presentation of the lesson

B. Development (15 minutes) V. Lesson Proper

Data analysis is inspecting, cleaning, transforming, and interpreting data to extract
meaningful insights, identify patterns, make informed decisions, and draw conclusions. It involves
applying various statistical, mathematical, computational, and qualitative techniques to uncover hidden
patterns, trends, correlations, and relationships within datasets. Data analysis is a crucial step in the
research process, helping researchers derive actionable insights from raw data to effectively address
research questions or objectives.

1. Data Analysis in Qualitative Research

Data analysis in qualitative research involves systematically examining, interpreting, and
making sense of qualitative data collected through interviews, focus groups, observations, and textual
documents. Unlike quantitative research, which focuses on numerical data and statistical analysis,
qualitative research deals with non-numeric data, such as text, images, or audio recordings, to explore
complex phenomena, meanings, and experiences from participants'
perspectives.

Step No. Activities Descriptions

1 Data Preparation
a. Transcription. If the data includes audio or video recordings,
transcribe them into text format for analysis.
b. Data Organization. Organize the data files and documents
systematically for easy access and retrieval.

2 Data Familiarization
a. Immersion. Immerse yourself in the data by reading or listening to
the transcripts multiple times to deeply understand the content.

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b. Memoing. Take notes and jot down initial impressions, ideas, or
reflections about the data during the familiarization process.

3 Coding
a. Open Coding. Begin with open coding, where you identify and label concepts, themes, patterns, or
meaningful units in the data without preconceived categories.

b. Axial Coding. Group similar codes and explore their relationships

to develop broader categories or themes.

c. Selective Coding. Focus on the most significant or central themes

and refine the coding structure to capture the essence of the data.

4 Theme Development

a. Theme Identification. Identify recurring patterns, concepts, or

themes from the coded data.
b. Theme Definition. Define and describe each theme or category,
providing examples or quotes from the data to illustrate.

5 Data Interpretation

a. Contextualization. Interpret the themes within the broader

context of the research question, theoretical framework, and
relevant literature.
b. Comparison. Compare and contrast themes across participants,
groups, or settings to identify similarities, differences, or
contradictions.
c. Explanation. Provide explanations or interpretations for the
identified patterns, considering the perspectives and experiences of
the participants.

6 Validation a Trustworthiness

a. Triangulation. Use multiple data sources, methods, or researchers

to corroborate findings and enhance the credibility of the analysis.
b. Member Checking. Share the preliminary findings with
participants to validate interpretations and ensure accuracy.
c. Reflexivity. Reflect on your biases, assumptions, and preconceptions throughout the analysis process
to enhance
transparency and rigor.

7 Reporting a. Write-Up. Document the analysis process clearly and coherently,

including the coding structure, themes, interpretations, and supporting evidence.

b. Quotations. Include relevant quotes or excerpts from the data to

illustrate key themes or findings.

c. Reflexive Account. Provide a reflexive account of the researcher's

role, positionality, and influence on the analysis process.

Data analysis in qualitative research is iterative and involves constant reflection, revision,
and refinement of interpretations to capture the complexity and richness of the data. It requires a
blend of analytical skills, creativity, and sensitivity to the nuances of language and context.

Data Analysis in Quantitative Research Typically, there are two branches of statistics that deal with
quantitative research. They are descriptive and inferential statistics.

a. Descriptive Statistics Descriptive statistics are used in research to summarize and describe the
main features of a dataset. These statistics provide insights into the data's central tendency, dispersion,
and shape, helping researchers understand the characteristics of the variables under study.

Descriptive statistics are essential for exploratory data analysis and for communicating key findings to
others. Here are some common descriptive statistics used in research:

Measures of Central Tendency

1. Mean -The arithmetic average of a set of values is calculated by summing all the values and dividing
by the total number of observations. The mean is sensitive to extreme values (outliers).

2.Median - The middle value of a dataset when it is ordered from smallest to largest. The median is less

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 affected by extreme values and is often used for skewed distributions.

3. Mode.- The most frequently occurring value in a dataset. There can be one mode (unimodal), two
modes (bimodal), or more modes (multimodal) in a dataset.

ii. Measures of Dispersion

1. Range. The difference between the maximum and minimum values in a dataset. It provides a simple
measure of the spread of the data.

2. Variance. The average of the squared differences between each value and the mean of the dataset.
Variance measures the variability of the data points around the mean.

3. Standard Deviation. The square root of the variance. It measures the average distance between each
data point and the mean. A higher standard deviation indicates greater variability.

i. Measures of Shape

1. Skewness - Skewness measures the asymmetry of the distribution of values around the mean. A
positive skew indicates a longer tail on the right side of the distribution, while a negative skew indicates a
longer tail on the left side.

2. Kurtosis. Kurtosis measures the peakedness or flatness of the distribution of values. A high kurtosis
indicates a sharper peak (leptokurtic distribution), while a low kurtosis indicates a flatter distribution
(platykurtic distribution).

iv. Percentiles
Percentiles divide a dataset into 100 equal parts, each representing a specific percentage of the data.
For example, the 25th percentile (the first quartile) represents the value below which 25% of the data
falls. Descriptive statistics are used to summarize and communicate the characteristics of a dataset,
providing researchers with valuable insights into the nature of the data. These statistics are often
presented in tables, charts, or summary reports to facilitate interpretation and decisionmaking.

b. Inferential Statistics- Inferential statistics are used in research to make inferences or generalizations
about a population based on sample data. These statistical techniques allow researchers to draw
conclusions, test hypotheses, and predict relationships or differences between variables. Inferential
statistics help researchers assess the reliability and validity of their findings and determine the
significance of observed effects.

i. Hypothesis Testing
Hypothesis testing involves testing a hypothesis about the relationship between variables or group
differences. The process typically involves comparing sample data to population parameters or
comparing two or more groups to determine if observed differences are statistically significant.
Common hypothesis tests include t-tests (for comparing means between two groups), ANOVA (for
comparing means between multiple groups), chi-square tests (for testing relationships between
categorical variables), and regression analysis (for testing relationships between variables).

ii. Confidence Intervals

Confidence intervals provide a range of values within which the population parameter will likely fall with a
certain confidence level. For example, a 95% confidence interval for the mean indicates a 95% probability
that the actual population mean falls within the interval.

iii. Effect Size Measures

Effect size measures quantify the magnitude of the difference or relationship between variables. Standard
effect size measures include Cohen's d (for comparing means), eta-squared (for variance explained in
ANOVA), and Pearson's r (for correlation coefficients).

C. Engagement (30)

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 Activity 8 – Data Analysis Techniques Directions: Study the research problems below carefully.
Identify the branch of statistics to be used in the studies. Choose either DESCRIPTIVE or
INFERENTIAL statistics.

1. A researcher wants to examine the average income levels of households in Cavite to inform
poverty alleviation programs.

2. To improve educational interventions in Cavite schools, A study aims to determine whether there
is a significant difference in test scores between students who received tutoring and those who did
not..

3. Researchers want to investigate the relationship between hours of sleep and academic
performance among college students in Cavite to promote student well-being and academic
success.

4. A study compares the effectiveness of two different teaching methods on student learning
outcomes in Cavite classrooms to enhance teaching practices.
D. Assimilation (5 minutes)
5. Researchers want to understand the distribution of heights among adults in Cavite for designing
ergonomic furniture and infrastructure.

6. A study aims to predict the sales performance of a new product based on historical sales data to
support business decision-making for companies in Cavite. 21 Department of Education – Schools
Division Office of Cavite Learning Resources Management Section Learning Activity Sheet

7. Researchers want to determine whether there is a correlation between exercise frequency and
stress levels among working professionals in Cavite to inform workplace wellness programs.

8. A study seeks to estimate the proportion of voters who support a particular political candidate in
Cavite to predict election outcomes.

9. Researchers want to compare the average commute times of residents in two different cities in
Cavite to inform urban planning and transportation policies.

10.A study aims to examine the relationship between household income and expenditure patterns
among families in Cavite to inform financial literacy programs.

V. REFLECTION What you have learned ?

Prepared by:

SHAIRA G. QUIBOT
Subject Teacher

Checked by:
CAROLINE M. EUGENIO
OIC, Academics

Noted:

EDWIN H. LUNA
Principal II

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