Lesson Plan in Research

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Topic: THE NATURE OF INQUIRY AND RESEARCH

Time Frame: 60 minutes (1 session)

Objectives:
After the lesson, the students will be able to;
a. Describe the nature of research; its importance to man’s daily life.
b. Identify the different research design including their respective subtypes.
c. Construct a research title with a rationale and research problems.

A. CLASSROOM MANAGEMENT
-Prayer
-Checking of Attendance
-Review of the Previous Lesson
 The teacher will have the review of the lesson.

FACTS and OPINIONS

FACTS--- these are statements that imply validity because of the given evidences.
Example: Philippines is located in the Southeast Asian Region.
OPINIONS---these are statements that are determined to be true.
Example: Ferdinand Marcos is a better president than Ninoy Aquino III.

--After discussing the previous lesson, the teacher will have a short evaluation.

Activity #1
Direction: Identify whether the following statement is a fact or opinion.
_______________________1. Manila is the capital of the Philippines.
_______________________2. Our school is the best school among other schools in the country.
_______________________3. The Chinese people are better citizens of the world than the
Americans.
_______________________4. The Philippines respect the rights of its citizens to choose their
own religion of choice.
_______________________5. Every Filipinos has the right to life.

----After the short evaluation the teacher will now proceed on the lesson proper.

B. MOTIVATION
-The teacher will be asking a question to the students with regards to the introduction about
research.
• If there is one question that you would like to ask about the world, yourself, or
maybe about God or anything around you, what is it and why?
-After collecting varied answers from the students, the teacher will deepen the idea.
• Man is essentially curious.
• Man asks questions about himself, about everything around him; and sometimes
he asks questions about his creator because he has a reason that generates to the
things that he/she observes.
• In his aim to seek solutions, he searches for the meaning of everything.
• He learns the value of research.

C. DEVELOPMENT OF THE LESSON

1. Introduction
-The teacher will discuss and dwell more on the word, RESEARCH.
• Suggest an action that denotes “to look for something again”

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WHAT IS TO LOOK FOR IN THE RESEARCH PROCESS?
New Ideas
LOOK At something in a different perspective using a
new investigative lens
IMPROVE Certain Processes
CREATE Something useful out of something old
EXPLAIN A series of observation

-After defining and thoroughly explaining the concept of research, the teacher will then
present and discuss the “nature and importance of research”.

2. Discussions

Nature & Importance of Research

Research is a systematic process of solving a problem or finding answers to an inquiry. It is
an organized method of finding or relatively new ideas from the existing body of knowledge
with the help of useful tool for the purpose of improving the quality of life.
“Most of the society’s major problems are resolved, needs are satisfied,
and demands are met.”

Aims of Research
1. Verification of Existing Knowledge
--Proving/verifying the veracity of existing theories or knowledge
2. Acquisition of New Knowledge
--Brings forth new ideas regarding a theory or even create a totally new theory
3. Application of New Knowledge
--Utilizes and translates to something useful to humankind.
4. Advancement of the Research Expertise
--Gain relevant experiences that enhance and deepen their
knowledge and skills in the area of their investigations

---After the discussion about the nature & importance of research and the aims of research,
the teacher will initiate an activity to identify the importance of research to man’s daily life.

Activity #2;
Direction: Each page of paper contains man’s relation to research in every aspect. Based on
given aspect, write the importance of research in relation to man’s daily existence.

Man Government

Sample Answer:
Research helps man to identify his rights and freedom as citizen of the government.
Research will also help him to know his duties and obligations to his country.

---After the activity, the class will deepen more on the students’ answers.

---The teacher will continue to discuss the lesson. He will start discussing the major research
designs.

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Qualitative Research
Definition
This research refers to the meanings, concepts, definitions, characteristics, metaphors,
symbols and description of things
(Berg, 2007)

The research questions often stress how social experience is created and given meaning.

Qualitative Research is all about…

• Words not numbers
• Focus on the interpretation of the researcher
• Systematically arranging and presenting information to search for meaning in data
collected
• Makes less use of mathematical techniques.
Strengths of a Qualitative Research
• Research done in natural settings
• Emphasis on informant interpretations and meanings
• Seek deep understanding of informant’s world
• Humanizing research process by raising the role of the researched
• High levels of flexibility in research process

Weakness of a Qualitative Research

• Problems of reliability
• “Subjectivity” of nature of data collection and analysis
• Observations may be selectively reported making it impossible to gauge the extent to
which they are typical
• Risk of collecting meaningless and useless information from participants.
• Problems of objectivity vs detachment (particularly in participant
• observation but also applies to other methods)
• Problems of ethics: Entering the personal world of the participant
• Very time consuming

Five Common Designs of a Qualitative Research

Narrative Research
• Narrative research begins with the experiences as expressed in lived and told stories of
individuals
• Can take the form of biographical studies, life histories or oral histories.
• Collecting stories and “re-storying” them

Phenomenological Research
• This research describes the meaning for several individuals of their lived experience of a
certain phenomena.
• “to determine what an experience means for the persons who have had the experience
and are able to provide a comprehensive description of it. From the individual
descriptions, general or universal meanings are derived, in other words, the essences of
structures of the experience.”

Grounded Theory
• This research is employed in situations where it is perceived as necessary to go beyond
description and generate theory.
• The intent of grounded theory is to generate or discover a theory that relates to a
particular situation. If little is known about a topic, grounded theories especially useful.
• Don’t do a literature review in the beginning

Ethnographic Research
• This kind of research focuses on an entire cultural group: describes their shared patterns
of values, behavior, language and culture.

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 Case Study
• This kind of research involves the study of an issue explored through one or two cases
within a setting or context.
• A case study is an exploration of a “bounded system” or a case (or multiple cases) over
time through detailed, in-depth data collection involving multiple sources of information
rich in context.

Data Collection Types per Designs

Grounded
Ethnography Phenomenology Narrative Case Study
Theory
--Observations and --interview --in-depth individual --interview --in-depth individual
interviews --open-ended interviews --open-ended interviews
questions questions
-20 or more people in 20 or more people 5-10 participants 5-10 participants 5 participants
the group in the group

--after discussing the ideas and things about qualitative research, the teacher will provide an
activity that will deepen the students’ knowledge about qualitative research.

Activity #3
Identify the types of qualitative design that must be used in the following descriptions.
___________________1. The researchers wanted to know the lives of Mangyans in Bongabon,
Nueva Ecija, particularly their culture, traditions and beliefs.
___________________2. The study focuses on the lives of OFW’s in Saudi Arabia; their
individual stories of cries and laughters and; pains and success, struggles and challenges.
___________________3. The research will later on be defining a theory out from the given facts
and ideas of the research subjects.
___________________4. The study aims to identify the experiences of students whose parents
serve as their teachers in school.
___________________5. The researchers wanted to study the cases of absenteeism among the
Grade 11 students of San Lorenzo Ruiz Catholic School.

--After the activity, the teacher will discuss things about quantitative research.

Quantitative Research
• This research uses quantities and numbers (scores, ratings, frequencies, percentages,
prices) to denote particular thing.
• Numerical – pertaining to or denoting a number or symbol to express characteristics of
the thing being studied
• Emphasizes objective measurements and statistical, mathematical, or numerical analysis
of data collected through polls, questionnaires, and survey, or by manipulating pre-
existing statistical data using computational techniques.

Characteristics of Quantitative Research

• Objective research, only the real or factual, not the emotional or cognitive existence of
the object matters greatly to the artist
• analogous to scientific or experimental thinking

Strengths of Quantitative Research

• Precision of numbers
• Level of significance (statistical) can be determines – that results are not due to chance
alone
• Sample is less prone to sampling bias
• Error can be computed, e.g., sampling error

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 Weaknesses of Quantitative Research
• Inadequacy of numbers for total picture and depth of analysis
• Less than 100% accuracy in sampling, instrument construction and administration
• Assumptions in statistical methods

TYPES OF QUANTITATIVE APPROACH

1. SURVEY RESEARCH
• It is often designed to describe current conditions.
• One common type of survey research
involves assessing the preferences, attitudes, practices, concerns, or interests of a group
of people.
• It is mainly carried out through questionnaires, interviews & observations.
2. CORRELATIONAL RESEARCH
• It studies that investigate the relations between two or more variables.
• The purpose of correlational study may be to establish relations or use existing relations
to make predictions.
3. EXPERIMENTAL RESEARCH
• It provides information about cause-effect outcomes.
• True experimental research provides the strongest results of any of the quantitative
research approaches because it provides clear evidence for linking variables.
4. CAUSALCOMPARATIVE RESEARCH
• It provides information about cause-effect outcomes.
• The researcher lacks control over the independent variable.
• It is chosen precisely because the grouping variable either cannot be manipulated or
should not be manipulated.
• It does not produce true experimental research outcomes.
5. DESCRIPTIVE RESEARCH
• This design is concerned with describing the nature, characteristics and components of
the population or a phenomenon. There is no manipulation of variables or search for
cause and effect related to the phenomenon. This design attempts to find general
attributes of the presently existing situation and determine the frequency with which it
occurs.

--after discussing matters about quantitative research, the teacher will ask the students to have an
activity about the comparison and contrast of qualitative and quantitative research.

Activity #4
Direction: Write the comparison and contrast of qualitative and quantitative research on
the given Venn diagram. .

--after working on the activity, the teacher will continue discussing the lesson particularly on the
Parts of a Research

Parts of a Research
Chapter 1--- The Problem and its Settings
a. Introduction
b. Statement of the Problem
c. Significance of the Study

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 d. Scope and Delimitation
e. Definition of Terms
Chapter 2: Review of Related Literature
a. Local Studies
b. Foreign Studies
c. Paradigm of the Study
Chapter 3: Methodology
a. Research Methodology
b. Research Designs
c. Population and Locale of the Study
d. Research Instrument
e. Data Gathering Procedure
Chapter 4: Presentation, Analysis of Data and Interpretation of Findings
Chapter 5: Summary, Conclusion and Recommendation
a. Summary of Findings
b. Conclusion
c. Recommendation

Preliminaries
Title Page
Approval Sheet
Acknowledgement
Dedication
Table of Contents
List of Appendices
a. Letter
b. Questionnaire
c. Profile
d. Abstract
e. Bibliography
f. Curriculum Vitae

Oral Defenses
1. Title Defense
--- an activity in which research titles will be proposed to the Board of Panels for scrutiny and
approval.

Parts:
a. Title
b. Rationale
c. Research Problems

2. Proposal Defense
an activity in which the topic will be reiterated and be approved for the continuous
writing of the other parts.
Parts:
a. Title
b. Rationale
c. Statement of the Problem
d. Research Designs
e. Data Gathering Procedure
f. Locale of the Study
g. Instrument/Questionnairres
h. Chapters 1-3

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 3. Final Defense--- the whole research output will be presented to the Board of Panels for
scrutiny, edition and final queries.
Parts:
1. Chapters 1-5

Research Topic/Problem--- is an intellectual stimulus calling for an answer in the form of

scientific inquiry.
Sources of topics
1. Observations
2. Different subjects taken and from them identify a problem.
3. Existing problems/needs in the classroom/school/community

Selecting the Research Topic

1. It should be something new or different.
2. It must be original
3. It should be significant
4. It must necessarily arouse intellectual curiosity.
5. It should be clear and specific
6. It should consider the availability of data, financial capacity and time of the researcher.

Guidelines in the Formulation of Research Title

1. The title must contain the following elements:
a. The subject matter or research problem
b. The setting or locale of the study
c. The respondents or participants involved in the study

D. CLOSURE
-After discussing the parts of a research, the teacher will ask questions with regards to the
topic discussed.
-The teacher will collect varied answers.

EVALUATION
-The teacher will ask the grouped students to formulate their own topic and abstract with
their own choice of research design either qualitative or quantitative.
-After the evaluation, the teacher will cite values integration.

Values Integration
-We must be responsible citizens of the world who care not only for ourselves but most
especially for others. research helps us to be critical thinkers on the things that are
happening around us. (Stewardship)
-We must be able to put ourselves into the shoes of others. Research helps us to
understand others; their situations and life experiences. (Empathy)

Life Learning Contextualization

-The teacher will also moralize on the topic by citing life learning lessons.

•We must learn to take a closer look and to be concern not only with our interest but most
especially with the interest of our fellowmen who are less fortunate.

---THE END---

Prepared and presented by;

Danilo C. Siquig, Jr.

Teacher Applicant

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