DEMONSTRATION TEACHING

LEARNING PLAN

School Barahan NHS Grade Level 12

Teacher Gerson T. Acosta Sr. Learning Area Practical Research 2

February 4, 2019
Teaching Dates and Time Quarter THIRD (SECOND SEMESTER)
3:00 – 4:00 and 4:00 – 5:00

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of:

1. the characteristics, strengths, weaknesses, and kinds of quantitative research;

2. the importance of quantitative research across fields;
3. the nature of variables.
B. Performance Standards The learner is able to decide on suitable quantitative research in different areas of
interest.
C. Learning Competencies/ After the lesson, learners should be able to:
Objectives 1. differentiate kinds of variables and their uses

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 23 – 27
2. Learner’s Materials Not yet available
3. Textbook

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Pretest:
or presenting the new
lesson I. IDENTIFICATION. Identify what is being asked in each
number. Write your answer after the statement. Choose your
answer from the box below.
 VARIABLE  DEPENDENT  INDEPENDENT
1. It refers to the
 CONTROL  CONTINUOUS  INTERVENING characteristics that have
 CONFOUNDING  INTERVAL  NOMINAL two or more mutually
exclusive values or
 ORDINAL  RATIO  ABSTRACT properties.
________________________
2. Variables that represent categories that cannot be ordered in any
particular way. ________________________
3. Special kind of independent variables that are measured in a study
because they potentially influence the dependent variable.
__________________________
4. Variables that have values that lie along an evenly dispersed range of
numbers when there is an absolute zero, as opposed to net worth,
 which can have a negative debt-to-income ratio-level variable.
____________________________
5. Kind of variable that are not actually measured or observed in a study.
They exist but their influence cannot be directly detected in a study.
__________________________
6. It “stands between” the independent and dependent variables, and they
show the effects of the independent variable on the dependent variable.
__________________________
7. Variables that represent categories that can be ordered from greatest to
smallest. _____________________
8. Kind of variable that probably cause, influence, or effect outcomes.
They are variably called treatment, manipulated, antecedent or
predictor variables. ________________________
9. Variables that depend on independent variables; they are the outcomes
or results of the influence of the independent variable.
_______________________
10. Variables that have values that lie along an evenly dispersed range of
numbers. ______________

II. DETERMINATION. Determine if what type of variable are the

following. Write I if the variable is Interval, N if Nominal, R if
Ratio and O if Ordinal.

1. Military Title ___________

2. Temperature in degree Celsius ___________
3. Birthplace ___________
4. Year Level ___________
5. Favorite Type of Music ___________
6. Clothing such as hat, shirt, shoes ___________
7. A score in 5- item quiz in Math ___________
8. Feeling for today ___________
9. Means of Transportation ___________
10. How internet is used at home ___________
11. Freshman, Sophomore ___________
12. Person’s net worth ___________
13. Male or female ___________
14. 1, 2, 3, 4, 5 ___________
15. 15. Political Affiliation ___________
B. Establishing a purpose for WORD GAME
the lesson
Post the word VARIABLE on the board then ask the learners to think other
words that can be formed out of it.

Possible Answers:ab, able, bile, are, bar, lie, bare, vial

Ask the learners what comes first in their mind when they hear the word
”variable”.
C. Presenting Present the lesson by introducing the origin and definition of variable.
examples/instances of the
new lesson The term ‘variable’ has been mentioned several times so that it is necessary to
define it here. In research, a variable refers to a “characteristics that has two or
more mutually exclusive values or properties” (Sevilla and Other, 1988). Sex,
for instance, has two properties which are maleness and femaleness. The ages
 of different persons have different values; so with their size, height, weight and
income. The phenomenon of variety is what makes life interesting; it is one of
the motivating factors of the research undertaking.
The root word of the word variable is “vary” or simply “can change”.
These variables are among the fundamental concepts of research, alongside
with measurement, validity, reliability, cause and effect; and theory. Bernard
(1994) defines a variable as something that can take more than one value, and
values can be words or numbers.
A variable specifically refers to characteristics, or attribute of an
individual or an organization that can be measured or observed and that varies
among the people or organization being studied (Creswell, 2002).

D. Discussing new concepts and Discuss the different types of variables.

practicing new skills #1
TYPES OF VARIABLES (ALLEN, TITSWORTH, HUNT, 2009)
1. CONTINUOUS VARIABLES – A variable that can take infinite
number on the value that can occur within the population. Its values
can be divided into fractions. Examples of this type of variable include
age, height, and temperature. Continuous variables can be further
categorized as:
a. INTERVAL VARIABLES – It have values that lie along an
evenly dispersed range of numbers. It is a measurement where the
difference between two values does have meaning. Examples of
interval data include temperature, a person’s net worth (how much
money you have when you subtract your debt from your assets),
etc. In temperature, this may illustrate as the difference between a
temperature of 60 degrees and 50 degrees is the same as difference
between 30 degrees and 20 degrees. The interval between values
makes sense and can be interpreted.
b. RATIO VARIABLES – It have values that lie along an evenly
dispersed range of numbers when there is absolute zero. It
possesses the properties of interval variable and has a clear
definition of zero, indication that there is none of that variable.
Examples of which are height, weight, and distance. Most scores
stemming from response to survey items are ratio-level values
because they typically cannot go below zero. Temperature
measured in degrees Celsius and degrees Fahrenheit is not a ratio
variable because 0 under these temperatures scales does not mean
no temperature at all.
2. DISCRETE VARIABLES – This is also known as categorical or
classificatory variable. This is any variable that has limited number of
distinct values and which cannot be divided into fractions like sex,
blood group, and number of children in family. Discrete variable may
also categorized into:
a. NOMINAL VARIABLE – It represent categories that cannot be
ordered in any particular way. It is a variable with no quantitative
value. It has two or more categories but does not imply ordering of
cases. Common examples of this variable include eye color,
business type, religion, biological sex, political affiliation,
basketball fan affiliation, etc. A sub-type of nominal scale with
only two categories just like sex is known as dichotomous.
 b. ORDINAL VARIABLE – It represent categories that can be
ordered from greatest to smallest. This variable has two or more
categories which can be ranked. Examples of ordinal variable
include education level, income brackets, etc. An illustration of
this is, if you asked people if they liked listening to music while
studying and they could answer either “NOT VERY MUCH”,
“MUCH”, “VERY MUCH” then you have an ordinal variable.
While you can rank them, we cannot place a value to them. In this
type, distances between attributes do not have any meaning. For
example, you used educational attainment as a variable on survey,
you might code elementary school graduates = 1, high graduates =
2, college undergraduate = 3, and college graduate = 4. In this
measure, higher number means greater education. Even though we
can rank these from lowest to highest, the spacing between the
values may not be the same across the levels of the variables. The
distance between 3 and 4 is not the same with the distance between
1 and 2.

E. Discussing new concepts and Discuss the different kinds of variables.

practicing new skills #2
KINDS OF VARIABLES

Several experts have lumped together the following as the major kinds
of variables:

1. INDEPENDENT VARIABLES – Those that probably cause,

influence, or affect outcomes. They are invariably called treatment,
manipulated, antecedent or predictor variables. This is the cause
variable or the one responsible for the conditions that act on something
else to bring about changes.
EXAMPLE: A study is on the relationship of study habits and
academic performance of UTNHS senior high school students.
STUDY HABITS is the independent variable because it influenced the
outcome or the performance of the students.

2. DEPENDENT VARIABLES – those that depend on the independent

variables; they are the outcomes or results of the influence of the
independent variable. That is why it is also called outcome variable.
EXAMPLE: A study is on the relationship of study habits and
academic performance of UTNHS senior high school students.
ACADEMIC PERFORMANCE is the dependent variable because it is
depending on the study habits of the students; if the students change
their study habit the academic performance also change.

3. INTERVENING OR MEDLING VARIABLES – Variables that

“stand between” the independent and dependent variables, and they
show the effects of the independent variable on the dependent variable.
EXAMPLE: Consider the given below. Even if farm production is
good, if the attitude towards payment is negative, loan repayment
would be low, whereas, if the attitude towards repayment is positive or
favorable, loan repayment would be high.
 4. CONTROL VARIABLES – A special types of independent variables
that are measured in the study because they potentially influence the
dependent variable. Researchers use statistical procedures (e.g.
analysis of covariance) to control these variables. They may be
demographic or personal variables that need to be “controlled” so that
the true influence of the independent variable on the dependent
variable can be determined.

5. CONFOUNDING VARIABLES – Variables that are not actually

measured or observed in a study. They exist but their influence cannot
be directly detected in a study. Researchers comment on the influence
of confounding variables after the study has been completed, because
these variables may have operated to explain the relationship between
the independent variables and dependent variable, but they were not or
could not be easily assessed.
F. Developing mastery Group the learners into four. Ask the learners to discuss the different types and
(Leads to Formative kinds of variables through
Assessment ) Group 1: Song
Group 2: Dance
Group 3: Poem
Group 4: rap
G. Finding practical applications of Show the learners the PSPP software use by statisticians in interpreting data.
concepts and skills in daily living Let the learners try to use the software. This software automatically analyze
data once they select the type or kind of data.
H. Making generalizations and Summarize the lesson through concept map.
abstractions about the lesson
I. Evaluating learning Let the learners do the activity using their 8 research titles they submitted.

Identification. Identify the variables and the constant in each title of study
presented below. Determine the independent and dependent variable; then
determine whether discrete or continuous variable.
FOR EXAMPLE: A study on the relationship of study habits and academic
performance of BSU college students.

CONSTANT VARIABLES
INDEPENDENT DISCRETE/ DEPENDENT DISCRETE/
CONTINOUS CONTINOUS
BSU
ACADEMIC
COLLEGE STUDY HABITS DISCRETE PERFORMANCE
DISCRETE
STUDENTS

J. Additional activities for

application or remediation
I. REMARKS
II. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
 have caught up in 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 or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by: Inspected by:

Gerson T. Acosta Dante D. Dumale

Demo Teacher School Principal