Grade Level 11 Region NCR

Semester FIRST Teaching Dates February 12, 2024

Quarter THIRD Grade & Section Grade 11-HUMSS B, C, D, E, F
Learning Area ENGLISH Modality Face to Face

I. OBJECTIVES
The learner demonstrates understanding of: the characteristics, strengths, weaknesses, and
kinds of quantitative research; the importance of quantitative research across fields; the nature
A. Content Standards of variable.

The learners should be able to decide on suitable quantitative research in different areas of
interest.
B. Performance Standards

Describes characteristics, strengths, weaknesses, and kinds of quantitative research. CS_RS12-

Ia-c-1
C. Most Essential Learning
At the end of the teaching-learning activities, the learners should be able to:
Competencies/ Objectives
1. describe the kinds of quantitative research;
Write the LC code for each
2. classify quantitative research topics according to its kinds; and,
3. examine sample of quantitative research of different kinds.
II. CONTENT Kinds of Quantitative Research
III. LEARNING RESOURCES
Practical Research 2 Quarter 3 Self-Learning Module 3
A. References

B. Other Learning Resources

IV. PROCEDURES
Review: Determine the characteristics of quantitative research. Complete the graphic organizer
below.

A. Reviewing previous lesson

or presenting the new
lesson

After completing the graphic organizer above, ask the learners to explain each characteristics of
the Quantitative Research.
You have learned from Practical Research 1 that research method is classified into two main
types: quantitative and qualitative. While both methods utilize a specific data gathering
B. Establishing a purpose for
procedure, the former is generally concerned with understanding phenomenon relating to or
the lesson
involving quality or kind. The latter, on the other hand, is based on the measurement or quantity.
In this lesson, we will focus on quantitative methods of research and its different kinds.
C. Presenting Directions: Below are the different Kinds of Quantitative Research. Find a partner and look for
examples/instances of the the definition and samples of the Kinds of Quantitative Research.
  Descriptive design
 Correlational Research.
 Ex post facto design/Causal Comparative
 Quasi-experimental design
new lesson
 Experimental design
 Survey Researach
 Evaluation Research
After the given time, let the learners share what they found about these Kinds of Research
Kinds of Quantitative Research
D. Discussing new concepts Quantitative research is a broad spectrum that it can be classified into smaller and more specific
and practicing new skills kinds: descriptive, correlational, ex post facto, quasi-experimental, and experimental.
#1 1. Descriptive design is used to describe a particular phenomenon by observing it as it occurs
in nature. There is no experimental manipulation, and the researcher does not start with
a hypothesis. The goal of descriptive research is only to describe the person or object of
the study. An example of descriptive research design is “the determination of the different
kinds of physical activities and how often high school students do it during the quarantine
period.”
2. The correlational design identifies the relationship between variables. Data is collected by
observation since it does not consider the cause and effect, for example, the relationship
between the amount of physical activity done and student academic achievement.
3. Ex post facto design is used to investigate a possible relationship between previous events
and present conditions. The term “Ex post facto” which means after the fact, looks at the
possible causes of an already occurring phenomenon. Just like the first two, there is no
experimental manipulation in this design. An example of this is “How does the parent’s
academic achievement affect the children obesity?”
4. A quasi-experimental design is used to establish the cause-and-effect relationship of
variables. Although it resembles the experimental design, the quasi-experimental has
lesser validity due to the absence of random selection and assignment of subjects. Here,
the independent variable is identified but not manipulated. The researcher does not
modify pre-existing groups of subjects. The group exposed to treatment (experimental)
is compared to the group unexposed to treatment (control): example, the effects of
unemployment on attitude towards following safety protocol in ECQ declared areas.
5. Experimental design like quasi- experimental is used to establish the cause-and-effect
relationship of two or more variables. This design provides a more conclusive result
because it uses random assignment of subjects and experimental manipulations. For
example, a comparison of the effects of various blended learning to the reading
comprehension of elementary pupils.
6. Evaluation Research. It aims to assess the effects and impacts or outcomes of practices,
policies and programs. Assessing of leadership ability in a community and determining the
impact of new teaching procedure for students are examples of evaluation research.
7. Survey Research. It is used to gather information from groups of people by selecting and
studying samples chosen from population.it may be done in various ways like face-to-face,
phone, mail, and online.

A. Match the description of the kinds of quantitative research on its respective term on column B.
Write the letter of your answer on your notebook.
 Let’s Practice: Classify the kind of quantitative research being described in each of the following
scenario. Use the items inside the box for your refence in answering it.

1. The researcher aims to determine the degree of the relationship of height to the job
applicants’ self-esteem.
2. The researcher aims to determine the impact of K-12 curriculum to the employment readiness
of senior high school graduates.
3. The researcher aims to know how frequent do teenagers smoke in a week.
4. The researcher wants to determine how gender affects leadership performances of SK
E. Continuation of the chairmen of Pasig City. He/She selects groups of participants of different gender and compares
discussion of new its leadership performance.
concepts and practicing 5. The researcher wants to determine the academic achievement of the children in rural areas of
new skills #2 Pasig City.
6. The researcher wants to determine the effect of ICT if implemented in he students’
participation in the classroom. He compares the students’ participation of two groups (one group
with ICT, one group without ICT).
7. The researcher wants to determine the interpersonal skills of theemployees in SM Megamall.
8. The researcher wants to investigate how time schedule affects the academic achievement of
students in Mathematics. He selects three groups of students taking the Mathematics in different
time.
9. The researcher wants to investigate the relationship of socio economic status and academic
performance of the STEM students.
10. The researcher aims to enhance students’ class participation by employing positive
discipline
Summarize the kinds of quantitative research by accomplishing the flower diagram below.

F. Developing mastery (leads

to Formative Assessment
3)

Directions: Read and identify ten (10) different quantitative research titles and classify them as
G. Finding practical to which quantitative design they belong.
applications of concepts
 and skills in daily living

Summarize your learning today by completing the sentences below. Write your answer on your
notebook.

The most important thing I have learned today is _________________________

___________________________________________________________________________
An example of it is _______________________________________________________
H. Making generalizations
___________________________________________________________________________.
and abstractions about the
lesson
Directions: Match the following quantitative research title under column A to its classification
(research design) in column B. Write the letter of the correct answer on the space provided.

I. Evaluating learning

J. Additional activities for

application or remediation

V. REMARKS

VI. 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 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:

VANESSA DC. BALITAO RICHELLE M. ASAYTONO

Subject Teacher SGH, English SHS Dept.

Reviewed by:

MA. CYNTHIA P. BADANA

Assistant School Principal II

Approved by:

CECILIA G. REGALA
Principal III