DETAILED LESSON PLAN

School Grade Level 11

Teacher Learning Area Practical
Research 1
Teaching Dates and Time 2nd Semester Final Term
1. OBJECTIVES
A. Content Standards: The description of sample
B. Performance Standards: Describe qualitative research designs, sample, and
data collection and analysis procedures
C. Learning Competencies: Describes sampling procedure and sample
CS_RS11-IVa-c-2
2. CONTENT: Understanding Data and Ways To Systematically Collect Data
3. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages:
2. Learner’s Materials pages:
Textbook pages: None
Cristobal, A.P.J.,Ed.D. and Cristobal, M.C.DLC.,Ed.D.(2017) Practical
research 1 for senior high school. 839 EDSA, South Triangle, Quezon City. C
& E Publishing, Inc.
Melegrito, M.L.F. et.al., (2016) Applied research: an introduction to qualitative
research methods and report writing. 927 Quezon Avenue, Quezon City.
Phoenix Publishing House, Inc.
3. Additional Materials from Learning Resource (LR) portal:
B. Other Learning Resources:
 Powerpoint presentation
 Handout
4. PROCEDURES
Teacher’s Activity Students’ Activity
A. Reviewing The teacher will ask the Activity A
previous lesson or students’ and facilitate
presenting the new the class to analyze the
lesson two pictures in Activity A.

Pretend that you are

cooking a meal for your
family. You are preparing
your specialty dishes –
sinigang na bangus and
chicken adobo—and, of
course, steamed white rice
to complete the meal. You
are almost finished, but you
want to check if everything
tastes good and has been
cooked just the way your
family likes it. What will you
do? (Students’ answers may
vary. Provide theme
 adequate time to answer the
questions. Have them share
their answers to the class.)
B. Establishing a After Activity A, the Activity B
purpose for the teacher will give the Students’ are encouraged to
lesson follow up guide questions participate in the activity.
to the class for the Their answers may vary.
Activity B. Provide theme adequate
1. Of course, you do time to answer the
not need to eat questions. Have them share
everything to find their answers to the class.
out how the (See attached answer key)
dishes taste. But
how much do you
need to eat to find
out whether or
not the dishes are
as desired?
2. The rice and even
the adobo are
more or less
homogenous.
What about the
sinigang and its
multiple
ingredients?
3. How do you
check if it is well
done and tasty?
4. How do you think
this activity is
related to
research?
(See attached answer
key)
C. Presenting The teacher will discuss The students will listen to
examples/instance Sampling, Population, the discussion and watch
of the new lesson Subjects, the powerpoint presentation
Respondents, and the in the class; at the same
Types and Sub-types of time they are encouraged to
Sampling (Probability share their ideas and
Sampling and Non- opinion about the topic in
probability Sampling); the class.
Subtypes of Sampling
(For Probability
Sampling :Sample
random, Stratified
random sampling,
Cluster sampling,
Systematic sampling;
and For Non-probability
Sampling: Convenience
sampling, Quota
sampling, Purposive
sampling)
 (Please see attached
powerpoint.)
D. Discussing new The teacher will facilitate Activity C
concepts and the activity in the class. Instructions: Based from the
practicing new discussion, analyze and
skills #1 identify which type of
sampling used in the given
selection. Write the correct
answer in the space
provided before the number.
_____1. A researcher will
conduct a case study on the
select HIV victims.
_____2. In a study about the
Perceptions of Buying the
Ukay-ukay, to determine the
desired sample in the area,
but given a limited time
allotted for 2 hours during
the gathering of the data,
the researchers opted to
have gathered the
respondents during the time.
_____3. The researcher
randomly picks the working
students as part of the
research study on The
Financial Struggles of
Senior High School Working
Students in their Studies.
(See attached answer key)
A. Discussing new The teacher will facilitate Activity D
concepts and the activity in the class. Understanding the Venn
practicing new Diagram
skills #2 Instructions: Write the
similarities and differences
of the following terms.

(See attached answer key)

B. Developing The teacher will facilitate Activity E
mastery (Leads to the activity in the class. Instructions: Choose the l
Formative correct answer from the
Assessment 2) given choices below:
Cluster Sampling
Convenience Sampling
Stratified Sampling
Purposive Sampling
Quota Sampling

_____1. In a study about

honor students, the
researcher uses a list of
honor students and chooses
the necessary number of
respondents, to the
exclusion of all other
students.
_____2. A researcher wants
to interview 100 teachers
across the country. It will be
difficult and expensive on
their part to have
respondents in 100 different
cities or provinces. Cluster
sampling is helpful for the
researcher who randomly
selects the regions (first
cluster), then selects the
schools (second cluster),
and then the number of
teachers.
_____3. A researcher who
intends to study the
elementary students to a
particular school, and has
determined the desired
sample size. Due to the
study’s constraints, the
elementary pupils who are
present at the time of the
researcher’s visit to the
school will be chosen as
respondents.
_____4. A researcher will
study the common effects of
smoking on high school
students. The researcher
decides to select equal
numbers of students from
the freshman, sophomore,
junior, and senior levels.
_____5. A researcher wants
to survey the employees of
a company regarding their
thoughts on the company’s
new policies. The
researcher intends to have
representatives from all
departments in his sample,
but one department is so
 small that doing random
sampling might result in that
department not being
represented. The researcher
then sets a quota of
respondents from that
department to ensure their
inclusion on the sample.
(Please see the attached
powerpoint presentation and
answer key.)
C. Finding practical The teacher will present Activity F
applications of the activity and the rubric 1 whole sheet of paper.
concepts and skills in the class. Answer the following
in daily living questions based on the
discussions. Use of
additional references is
encouraged.
1. What sampling
method will you use?
Explain why you
chose this method.
2. How will you draw
your sample? State
your steps in doing
this.
3. What are the
qualifying criteria for
the selection of your
sample?
(Students’ answers may
vary. Provide them
adequate time to answer the
questions. See attached
rubric for the scoring.)
D. Making The teacher will Students’ answers may
generalizations ask guide vary. Provide them
and abstractions questions in the adequate time to answer the
about the lesson class: questions. Encourage them
 As a researcher, share their answers in the
what particular class.
type of sampling
you will use in
your research
study, and why
did you chose it?
 How important is
sampling in a
research study?

The teacher will

give the
abstractions of
the topic in the
 class.
1. The individual
participants in a
study are referred
to as subjects,
respondents or
elements.
2. A population is
the complete set
of persons,
entities, or
objects that
possess some
common
characteristics
that are of
interest to the
researcher and
are the focus of
the study.
3. A sample is a
subset of the
entire population
and serves as
respondents of
the study.
4. The types and
subtypes of
sampling include
probability
sampling where
all the elements
of the population
are given equal
chances to be
included in the
sampling, and
non-probability
sampling, where
not all elements
of the population
are given with
equal chances to
be part of the
sampling.
E. Evaluating learning Check the output of the Activity G
students’ using the Students’ will start writing
attached rubric. the Sampling of the Study.
(See attached rubric)
F. Additional activities
for application or
remediation
5. REMARKS
6. 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 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 or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Include attachments:

Answer Key
Activity A and F
(Students’ answers may vary)

Activity B
1. A single serving of the dish is sufficient to find out if the dish passes your
personal criteria.
2. One has to taste a sample or piece of the different ingredients in the dish to
check if they are well done.
3. The single serving of the dish represents the sample group to be used in the
study that is chosen as an applicable representative of the entire population.
On the other hand, having to check the individual ingredients of the dish
represent the selection of suitable individual subjects to ensure the quality of
the sample group.

Activity C
1. Purposive sampling
2. Convenience sampling
3. Simple random sampling

Activity D
 Differences
Probability - is a type of sampling in which all the members of the entire population
have a chance of being selected. This is also called scientific sampling.
Non-probability- is a process of selecting respondents in which not all members of
the entire population are given a chance of being selected as samples. There are
cases that certain segments of a population are given priority over others, such as
when a researcher does not intend to generalize to a larger population. This is also
called non-scientific sampling and is commonly used in qualitative research.
 Similarities
Both are types of sampling which the researcher selects a portion from the
population.

Activity E
1. Purposive sampling
2. Cluster sampling
3. Convenience sampling
4. Stratified random sampling
5. Quota sampling

Name: ______________________________________________________________
Section: ____________________________ Score: __________________

Activity F. Essay Writing Rubric

Excellent Good Poor Score
5 points 3-4 points 1-2 points
Essay Sentence structure, One element is Two elements are
Writing word choice, missing missing
grammar, writing,
spelling and
mechanics

Name:______________________________________________________________
Section: ____________________________ Score: __________________

Activity G. Performance Task Assessment Rubric

Excellent Good Poor Score
15-20 points 8-14 points 1-7 points
Sampling Samples, sampling One element is Two elements are
method, rationale missing missing
and profile are
discussed

Name: _____________________________Section:_____________Score:________
Activity C

Instructions: Based from the discussion, analyze and identify which type of sampling
used in the given selection. Write the correct answer in the space provided before the
number.

_____1. A researcher will conduct a case study on the select HIV victims.

_____2. In a study about the Perceptions of Buying the Ukay-ukay, to determine the
desired sample in the area, but given a limited time allotted for 2 hours during the
gathering of the data, the researchers opted to have gathered the respondents during
the time.

_____3. The researcher randomly picks the working students as part of the research
study on The Financial Struggles of Senior High School Working Students in their
Studies.

Name: _____________________________Section:_____________Score:________

Activity D

Understanding the Venn Diagram

Instructions: Write the similarities and differences of the following terms.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Name: _____________________________Section:_____________Score:________
Activity E

Instructions: Choose the correct answer from the given choices below:

Cluster Sampling
Convenience Sampling
Stratified Sampling
Purposive Sampling
Quota Sampling

_____1. In a study about honor students, the researcher uses a list of honor students
and chooses the necessary number of respondents, to the exclusion of all other
students.

_____2. A researcher wants to interview 100 teachers across the country. It will be
difficult and expensive on their part to have respondents in 100 different cities or
provinces. Cluster sampling is helpful for the researcher who randomly selects the
regions (first cluster), then selects the schools (second cluster), and then the number
of teachers.

_____3. A researcher who intends to study the elementary students to a particular

school, and has determined the desired sample size. Due to the study’s constraints,
the elementary pupils who are present at the time of the researcher’s visit to the
school will be chosen as respondents.

_____4. A researcher will study the common effects of smoking on high school
students. The researcher decides to select equal numbers of students from the
freshman, sophomore, junior, and senior levels.

_____5. A researcher wants to survey the employees of a company regarding their

thoughts on the company’s new policies. The researcher intends to have
representatives from all departments in his sample, but one department is so small
that doing random sampling might result in that department not being represented.
The researcher then sets a quota of respondents from that department to ensure
their inclusion on the sample.

Name: _____________________________Section:_____________Score:________
Activity F

Answer the following questions based on the discussions. Use of additional

references is encouraged. (1 whole sheet of paper)

1. What sampling method will you use? Explain why you chose this method.
2. How will you draw your sample? State your steps in doing this.
3. What are the qualifying criteria for the selection of your sample?