Republic of the Philippines

Department of Education
MIMAROPA Region
Schools Division of Oriental Mindoro
Domingo Yu Chu National High School
Maluanluan, Pola, Oriental Mindoro

DOMINGO YU CHU NATIONAL HIGH Grade

School SCHOOL Level/Section 12-HUMSS Beethoven
Teacher CHERRYL G. MARIGOCIO Learning Area PRACTICAL RESEARCH 2
Teaching Dates and Week 2: September 07-08, 2023 / Semester/Quarter First Semester /Quarter 1
GRADE 12 Time 7:30 -9:00 & 1:00 – 3:00
DAILY LESSON LOG

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable us to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standard The learners demonstrate understanding of the quantitative research across fields and the nature of variables
B. Performance The learners should be able to decide on suitable quantitative research in different areas of interest.
Standard
C. Learning At the end of the lesson, the students must be able to:
Competency/ 1. Illustrates the importance of quantitative research across fields.
Objectives 2. Share some thoughts and insights in a situation that shows quantitative research played a crucial role.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two
A. Topic IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS
B. Subtopics
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development
A. Reference Practical Research 2 for Grade 12 Practical Research 2 for Grade 12
Alternative Delivery Mode Alternative Delivery Mode
Second Edition, 2021 Second Edition, 2021
B. Materials Laptop, Television, Power Point Presentation, Tape, Ballpen,
Answer Sheets
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment
for each step.
1. Health Protocols
2. Prayer
Daily Routine 3. Class Mantra
4. Putting the Class in Order
5. Checking of Attendance
A. Presenting the new “Elicit” “Elicit”
lesson
The teacher will ask the students if they are familiar with quantitative The teacher will ask students to define the term "variable" and provide
research and its importance. examples.

Discuss any previous experiences or knowledge they have about Discuss any previous knowledge or experience they have with variables.
quantitative research.
Share real-life examples where variables are used.
Brainstorm examples of fields or industries where quantitative research is
commonly used.
B. Establishing purpose
for the lesson At the end of the lesson, the students are expected to: At the end of the lesson, the students are expected to:
1. Illustrates the importance of quantitative research across fields. 1. Differentiates the kinds of variables and their uses.
2. Share some thoughts and insights in a situation that shows 2. Identify the variables involved in a presented real-life scenario.
quantitative research played a crucial role. 3. Sort the variables into the appropriate categories.

A. Presenting “Engage” “Engage”

examples/instances of
the new lesson 1. The teacher will show a short video clip that highlights the significance 1. Show a short video clip that highlights the importance of variables in
of quantitative research in various fields, such as medicine, economics, research.
and education.
2. Conduct a quick brainstorming activity where students list as many
2. Conduct a class discussion using thought-provoking questions, such as variables as they can think of within a given time limit.
"Why do you think quantitative research is important in making informed
3. Present a real-life scenario and ask students to identify the variables
decisions?" or "How does quantitative research contribute to
involved.
advancements in different fields?"

3. Present real-life scenarios where quantitative research played a crucial

role and ask the students to share their thoughts and insights.
B. Discussing new “Class Discussion” “Class Discussion”
concepts and
practicing new skills The teacher will conduct a class discussion about the importance of The teacher will conduct a class discussion about the kinds of variables in
quantitative research across fields. research and their uses.

Quantitative research plays a crucial role across a wide range of fields, In quantitative research, variables are key components that researchers
from the natural and social sciences to business, healthcare, and used to measure, describe, and analyze various aspects of a phenomenon.
education. Its importance lies in its ability to provide objective, empirical There are different types of variables, each serving distinct purposes in the
data that can be systematically analyzed to draw meaningful conclusions. research process. Let's discuss the kinds of variables commonly used in
In this discussion, we will explore why quantitative research is vital across quantitative research and their respective uses:
fields and how it contributes to advancements in knowledge, policy
development, and decision-making. Independent Variables (IV):

1. Advancing Knowledge: Definition: Independent variables are variables that researchers manipulate
or control to observe their effects on other variables.
Quantitative research is a cornerstone of the scientific method. It allows Use: Independent variables are used to test hypotheses and determine
researchers to systematically investigate phenomena, test hypotheses, whether changes in them have a causal impact on dependent variables.
and generate evidence-based knowledge. In fields such as physics, They are often considered the "cause" in cause-and-effect relationships.
chemistry, and biology, quantitative research provides the foundation for Example: In a study on the effect of a new drug on blood pressure, the
understanding the laws and principles that govern the natural world. In dosage of the drug is the independent variable.
social sciences like psychology, sociology, and economics, it helps uncover
patterns and relationships in human behavior and society. Dependent Variables (DV):

2. Informed Decision-Making: Definition: Dependent variables are the outcomes or variables that
researchers measure or observe to assess the effects of independent
Quantitative research is essential for informed decision-making across variables.
various sectors. In healthcare, clinical trials and epidemiological studies Use: Dependent variables help researchers understand the impact of
use quantitative methods to assess the effectiveness of treatments, track changes in independent variables. They are considered the "effect" in cause-
the spread of diseases, and inform public health policies. In business and and-effect relationships.
economics, quantitative research informs market strategies, investment Example: In the drug study, the blood pressure readings are dependent
decisions, and economic forecasts. It empowers policymakers to make variables as they are measured to assess the drug's impact.
evidence-based choices that can have far-reaching societal impacts.
Control Variables:
3. Problem Solving and Innovation:
Definition: Control variables are variables that researchers hold constant or
Many technological and engineering breakthroughs are the result of control for in a study to minimize their potential influence on the relationship
quantitative research. From designing energy-efficient buildings to between independent and dependent variables.
developing cutting-edge technology, quantitative methods are used to Use: Control variables help isolate the effects of the independent variable
solve complex problems and drive innovation. For example, in the field of and increase the internal validity of a study by reducing confounding factors.
computer science, quantitative research underpins algorithms, data
analysis, and artificial intelligence, revolutionizing industries worldwide.
 Example: In a study on the impact of exercise on weight loss, the researcher
4. Quality Improvement: might control for factors like diet to ensure that exercise is the primary factor
being tested.
Quantitative research is a driving force behind quality improvement efforts
in fields such as education and healthcare. It allows for the assessment of Moderator Variables:
educational interventions, patient outcomes, and the effectiveness of
teaching methods. Schools and healthcare providers use quantitative data Definition: Moderator variables are variables that influence the strength or
to identify areas for improvement and implement evidence-based changes direction of the relationship between independent and dependent variables.
to enhance services and outcomes. Use: They help researchers understand under what conditions or for whom
the relationship between the independent and dependent variables may be
5. Policy Development: stronger or weaker.
Example: In a study on the relationship between teaching methods and
Quantitative research informs public policy by providing empirical evidence student performance, the moderator variable could be prior knowledge,
on which policies are based. It helps policymakers understand the impact which might influence how effective a teaching method is for different groups
of proposed regulations, economic policies, and social programs. For of students.
example, in environmental science, quantitative research informs policies
aimed at mitigating climate change and preserving ecosystems. Mediator Variables:

6. Cross-Disciplinary Insights: Definition: Mediator variables help explain the process or mechanism
through which an independent variable affects a dependent variable.
Quantitative research often transcends disciplinary boundaries, fostering Use: Researchers use mediator variables to gain insight into the underlying
collaboration and the exchange of ideas. Researchers from different fields processes that link the independent and dependent variables.
can use quantitative methods to address complex, multidimensional Example: In a study on the impact of employee training on job satisfaction,
problems. For instance, in environmental studies, scientists, economists, job engagement could be a mediator variable that explains how training
and social scientists collaborate to assess the environmental and societal affects job satisfaction.
impacts of policy decisions.
Nominal Variables:
7. Accountability and Transparency:
Definition: Nominal variables represent categories or distinct groups with no
Quantitative research promotes accountability and transparency. It allows inherent order.
for the replication of studies, ensuring the reliability of findings. Use: They are used for classification and grouping purposes. Commonly
Researchers are expected to adhere to rigorous methodologies and ethical used in surveys and demographic data.
standards, which helps maintain the integrity of research across fields. Example: Gender (categories: male, female, non-binary).

Quantitative research is a powerful tool that transcends individual Ordinal Variables:

disciplines. Its importance lies in its ability to generate reliable, objective
data, inform decision-making, and drive progress across various fields. Definition: Ordinal variables have categories with a meaningful order, but the
Whether it's advancing scientific knowledge, improving public policies, intervals between them are not consistent.
solving complex problems, or fostering interdisciplinary collaboration, Use: They are used when researchers want to rank or order responses
quantitative research plays a central role in shaping our understanding of without assuming equal intervals.
the world and driving positive change. As such, it remains an indispensable
 methodology in the pursuit of knowledge and innovation across a multitude Example: Educational attainment (categories: high school, bachelor's,
of domains. master's, Ph.D.).

Interval Variables:

Definition: Interval variables have categories with a meaningful order and

consistent intervals between them, but they lack a true zero point.
Use: They are used for measurements where the absence of a zero point
does not imply the absence of the characteristic being measured.
Example: Temperature in degrees Celsius.

Ratio Variables:

Definition: Ratio variables have all the properties of interval variables but also
have a true zero point, meaning that zero indicates the absence of the
characteristic being measured.
Use: They are used for measurements where zero has significance and
represents the absence of the variable.
Example: Height in centimeters, income in dollars.

In quantitative research, the careful selection and categorization of

variables are essential for designing studies, conducting statistical analyses,
and drawing meaningful conclusions. Researchers must consider the nature
of their research questions and the characteristics of the variables they
intend to use to ensure the validity and reliability of their findings.

C. Developing Mastery “Explore” “Explore”

The teacher will group the students into three (3) groups. Each group will The teacher will group the students into three (3) groups. Each group will
do the assigned activity, answer the assessment questions, and present it do the assigned activity, answer the assessment questions, and present it
in class. They will be graded according to the rubrics posted by the in class. They will be graded according to the rubrics posted by the teacher.
teacher.
Activity 1: Sort the Variables
Activity 1: Statistical Analysis in Research Materials: Index cards, markers
Materials: Data sets, graphing tools, calculators Instructions:
Instructions: 1. Divide the class into small groups.
1. Divide the students into small groups. 2. Distribute index cards and markers to each group.
2. Provide each group with a data set related to a specific field (e.g., 3. Instruct each group to write different variables on the index cards,
healthcare, business, social sciences). ensuring a mix of independent, dependent, and controlled variables.
3. Instruct the groups to analyze the data using appropriate statistical 4. Ask the groups to sort the variables into the appropriate categories.
tools and create visual representations (graphs, charts, etc.). 5. Collect the index cards and discuss the correct categorization as a class.
4. Each group presents their findings and explains how quantitative
research helped them understand the data. Assessment Questions:
Rubric: 1. What is the difference between an independent variable and a
- Accuracy of statistical analysis (10 points) dependent variable?
- Clarity of visual representations (10 points) 2. Can a variable be both independent and dependent in different contexts?
Explain.
Assessment Questions:
1. What statistical tool did you use to analyze the data? Explain its Activity 2: Case Study Analysis
significance in your research. Materials: Case study scenarios, worksheet, pens/pencils
2. How did the visual representations help in understanding the data? Instructions:
1. Provide each student with a case study scenario.
Activity 2: Scientific Experiment and Data Analysis 2. Instruct them to identify the different variables present in the scenario.
Materials: Lab equipment, data sheets, scientific journals 3. Ask students to complete a worksheet that categorizes the variables and
Instructions: explains their uses.
1. Introduce a simple scientific experiment to the class (e.g., testing the 4. Review the worksheet answers as a class.
effect of different fertilizers on plant growth).
2. Guide the students in conducting the experiment and collecting data. Assessment Questions:
3. Instruct the students to analyze the collected data using quantitative 1. Why is it important to identify and categorize variables in a research
research methods. study?
4. Discuss the results as a class and highlight the importance of 2. How can the identification of variables contribute to the accuracy and
quantitative research in drawing conclusions. reliability of research findings?
Rubric:
- Experimental design and execution (15 points) Activity 3: Variable Treasure Hunt
- Accuracy of data analysis (10 points) Materials: Treasure hunt clues, prizes
Instructions:
Assessment Questions: 1. Prepare a series of clues that lead students to different locations within
1. How did quantitative research help you interpret the results of the the school.
experiment? 2. Each location should have a hidden clue related to a specific variable.
2. What conclusions can you draw from the data analysis? 3. Divide the class into teams and provide them with the first clue.
4. Teams must solve each clue to find the next location and the
Activity 3: Conducting Surveys and Analyzing Social Data corresponding variable.
Materials: Survey templates, data collection tools, laptops or computers 5. The team that successfully identifies and explains the most variables
Instructions: wins a prize.
1. Provide the students with a sample survey template related to a social
issue or topic. Assessment Questions:
2. Instruct the students to conduct the survey and collect data from a 1. Describe one variable you discovered during the treasure hunt and
target population. explain its significance in research.
3. Guide the students in analyzing the collected data using quantitative 2. How did the variable treasure hunt activity enhance your understanding
research methods. of different types of variables?
4. Ask the students to present their findings and discuss the implications
of the research.
 Rubric:
- Survey design and implementation (10 points)
- Accuracy of data analysis (10 points)

Assessment Questions:
1. How did quantitative research help in understanding the perspectives of
the target population?
2. What are the potential limitations or biases in conducting surveys and
analyzing social data?

D. Formative “Explain” “Explain”

Assessment
Lecture: Provide a comprehensive explanation of quantitative research, its Lecture: The teacher explains the different types of variables (independent,
characteristics, and its significance across various fields. dependent, and controlled) using examples and visuals. Students are
encouraged to ask questions and provide their own examples.
Interactive Discussion: Engage the students in a dialogue about the
strengths and limitations of quantitative research. Encourage them to Group Discussion: Students are divided into small groups and given a
share their thoughts and experiences related to the topic. research scenario. They discuss and identify the variables involved, sharing
their reasoning and justifications with the class.

E. Finding practical “Elaborate” “Elaborate”

application of
concepts and skills in Case Study Analysis: Provide the students with real-life case studies that Research Proposal: Students are tasked with creating their own research
daily living involve quantitative research. In small groups, they analyze the case proposal that includes identifying and categorizing variables. They must
studies and present their findings, highlighting the importance of explain the purpose and significance of each variable in their proposed
quantitative research in solving complex problems. study.

Data Analysis: Students are provided with a set of data and asked to
analyze it, identifying the variables present and explaining their
relationships.

F. Generalizing about
the lesson “Sum It Up” “Sum It Up”

To sum students understanding of the lesson, the student will complete To sum students understanding of the lesson, the student will share a short
the sentence: reflection about the topic being discussed.

I learned that ____________________________________________ I thought _______________________________________________

It is important to know that __________________________________ I learned that ____________________________________________
I wish to know more about __________________________________
G. Evaluating learning “Evaluate” “Evaluate”

Individual Research Proposal: Ask the students to develop a research Written test: Students answer multiple-choice and short answer questions
proposal that demonstrates the application of quantitative research in a related to the different types and uses of variables.
field of their choice. Assess their understanding of the importance of 1. What is the dependent variable in a research study?
quantitative research and their ability to design a research study. a) The variable that is manipulated by the researcher.
b) The variable that is measured or observed to assess the impact of the
Group Presentation: Assign groups to present their research proposals to independent variable.
the class. Evaluate their ability to articulate the significance of quantitative c) The variable that remains constant throughout the study.
d) The variable used for descriptive statistics.
research and the feasibility of their proposed study.
2. Which of the following is an example of a nominal variable?
a) Age
b) Temperature in degrees Celsius
c) Gender
d) Weight in kilograms

3. In a study examining the relationship between study time and exam scores, what
type of variable is "exam scores" likely to be?
a) Independent variable
b) Dependent variable
c) Control variable
d) Extraneous variable

4. What is a discrete variable?

a) A variable that can take on any value within a given range.
b) A variable that can only take on whole number values or distinct categories.
c) A variable that is measured on a continuous scale.
d) A variable that is not relevant in quantitative research.

5. In a research study investigating the impact of a new drug on blood pressure,

what would be an appropriate independent variable?
a) Blood pressure
b) Age of the participants
c) Dosage of the drug
d) Gender of the participants

6. What is the purpose of a control variable in an experiment?

a) To measure the dependent variable.
b) To manipulate the independent variable.
c) To keep other variables constant and isolate the effects of the independent
variable.
d) To summarize the data.
7. Which level of measurement allows for the calculation of mean, median, and
mode?
a) Nominal
b) Ordinal
c) Interval
d) Ratio

8. Which of the following is an example of a continuous variable?

a) Number of siblings a person has
b) Type of car a person drives
c) Number of days in a week
d) Height of individuals in centimeters

9. In a survey asking participants to rate their level of agreement on a scale from 1

to 5, what type of variable is the response?
a) Nominal
b) Ordinal
c) Interval
d) Ratio

10. What is the purpose of randomization in research studies?

a) To ensure that the dependent variable is measured accurately.
b) To eliminate the need for control variables.
c) To minimize bias and increase the likelihood that the groups being compared are
similar.
d) To determine the research question.

Answers:
b) The variable that is measured or observed to assess the impact of the
independent variable.
c) Gender
b) Dependent variable
b) A variable that can only take on whole number values or distinct categories.
c) Dosage of the drug
c) To keep other variables constant and isolate the effects of the independent
variable.
c) Interval
d) Height of individuals in centimeters
b) Ordinal
c) To minimize bias and increase the likelihood that the groups being compared are
similar.
Research Presentation: Students present their research proposals, highlighting the
variables and their significance.
 H. Additional activities “Assignment” “Assignment”
for application or
remediation Design a questionnaire to gather quantitative data on a current social issue. Students are assigned to conduct a mini-research project where they identify
Explain the steps you would take to conduct the survey and analyze the and categorize variables in a real-life scenario of their choice. They must
collected data. Include the research objectives and the potential present their findings and discuss the significance of the variables they
implications of the study. identified.

V. REMARKS Practical Research 2 is taken two times a week by the learners with two (2) hour per meeting
VI. REFLECTIONS Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions
A. No. of learners who earned 80% in the evaluation
Annotations
B. No. of learners who require additional activities for
remediation who scored below 80% _______________________________________________________________________
C. Did the remedial lessons work? No. of learners who _______________________________________________________________________
have caught up with the lesson _______________________________________________________________________
D. No. of learners who continue to require remediation
_______________________________________________________________________
E. Which of my teaching strategies worked well? Why
did this work? _______________________________________________________________________
F. What difficulties did I encounter which my principal or _______________________________________________________________________
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: Checked by: Noted by:
___________________________________________________________.
CHERRYL G. MARIGOCIO CYNTHIA ILAO-LONTOC LORETO S. LABRADOR
SHS Teacher II Master Teacher II Secondary Principal IV