PRACTICAL RESEARCH 2/QUARTER 1/GRADE 12

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learner demonstrates an understanding of all curriculum contents during Quarter 1.
B. Performance The learner should be able to accomplish all performance tasks during Quarter 1.
Standards
C. Learning Learning Competency
Competencies and Day 1-3
Objectives 1. States research questions
2. Presents written statement of the problem
3. Indicates scope and delimitation of study
4. Defines terms used in the study
Day 4-5
The learners accomplish the quarterly assessment for the first quarter.

Learning Objectives
At the end of the lesson, the learners are expected to:
1. identify the key components of well-structured research questions in a given study;
2. formulate relevant research questions based on a chosen topic;
3. define the scope and delimitation of their study;
4. analyze the scope and delimitation sections of existing research papers;
5. define conceptual framework and theoretical framework;
6. differentiate conceptual framework from theoretical framework;
7. identify the guidelines and strategies in choosing and developing a research framework; and
8. examine the examples of research frameworks;

Day 4-5
At the end of the session, the learners are expected to answer correctly the items provided in the first quarterly assessment with at least
60% rate of criterion-based performance.
D. Content Day 1-3
1. Research Questions and Scope and Delimitations of Study
2. Research Frameworks
3. Definition of Terms
Day 4-5
First Quarterly Assessment
E. Integration SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

II. LEARNING RESOURCES

Day 1-3
Department of Education. (2020). Quarter 1-Module 5: Research Questions and Scope and Delimitations of Study. National Capital Region.
Department of Education. (2020). Quarter 1-Module 3: Research Frameworks. National Capital Region.
Department of Education. (2020). Quarter 1-Module 3: Definition of Terms. Region 10.
Day 4-5
1. Examination Papers
2. Table of Specification
 3. Item Analysis Template

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Developing and DAY 1 (REVIEW) The teacher will inform the students
Deepening SUB-TOPIC: Poetry: Research Problem regarding the purpose of today’s lesson.
Understanding  Research Problem. This is an area of conflict, concern, or controversy (a gap Students will be informed that they will
between what is wanted and what is observed). Include the most relevant reference undergo review of those learning
that supports the claim. competencies covered in Quarter 1.
 Research Question. According to Black (2008), this is the foundation of your study.
They are the key to your research because they point to of where you are going, and All activities provided across all days from
they also signify what you want to intend to do. Day 1 to Day 3 shall be discussed.
 According to Alvesson and Sanberg (2013), “A research problem is the main organizing
principle guiding the analysis of your paper”. It provides you a venue for expressing
what you want to convey, and it signifies three things:
a. The core subject matter of scholarly communication
b. The means by which you arrive at the other topics of conversation.
c. The discovery of new knowledge and understanding.
 Stating the Research Problem. State the problem in the opening paragraph (i.e.,
something that needs a solution)
 Identify an issue
– Research-based research problems
– Practical problems
 Reference the problem using the literature
 Common pitfall: defining the problem based on the solution
Types of Quantitative Research Questions
 Descriptive. Aim to quantify the variables you are interested in.
Question: What are the most important factors that influence the career of SHS
students?
Variable: Factors influencing career choices
Group: Senior High School Students
 Comparative. Aim to examine the differences between two or more groups on one or
more dependent variables.
Question: What is the difference in usage behavior on Facebook between
male and female SHS students?
Dependent Variable: Usage behavior on Facebook (e.g. photo uploads,
commenting, status changes application usage, etc.
Group: 1. Male Senior High School Student
2. Female Senior High School Student
 Relationship-based. It refers to a research design, namely experimental research
designs where it is possible to measure the cause and effect between two or more
variables.
 Question: What is the relationship between study time and exam scores amongst
Senior High School Students?
Dependent Variable: Exam scores
Independent Variable: Study time
Group: Senior High School students
2. Activity
 Instruction: Read each item carefully. Encircle the letter of the correct answer.
1. It refers to a research design, namely experimental research designs where it is
possible to measure the cause and effect between two or more variables.
A. Descriptive B. Survey C. Comparative D. Relationship-Based
2. A study by geographic location, age, sex, population traits, population size, or other
similar considerations.
A. Scope B. Delimitation C. Hypothesis D. Survey
3. This is an area of conflict, concern, or controversy. A gap between what is wanted
and what is observed.
A. Research Question
B. Research Problem
C. Research Statement
D. Research Background
4. Identifies the boundaries of the study in term of subject, objectives, facilities, area,
time frame, and the issues to which the research is focused.
A. Delimitation
B. Scope
C. Background of the Study
D. Research Question
5. Aim to examine the differences between two or more groups on one or more
dependent variables.
A. Relationship-Based B. Descriptive C. Comparative D. Experimental
DAY 2 (REMEDIATION) The teacher will inform the students
regarding the purpose of today’s lesson.
SUB-TOPIC: Theoretical and Conceptual Framework Students will be informed that they will
1. Explicitation undergo remediation/intervention of those
The class will have an interactive discussion of the following concepts: learning competencies covered in Quarter 1.
 The framework consists of the key concepts and assumes relationships of the
research project. It is normally used as a guide for researchers so that they are All activities provided across all days from
more focused on the scope of their studies. It can be presented using visual Day 1 to Day 3 shall be discussed.
(diagrams, chart, etc.) and narrative (paragraph stating the concepts and
relationships of the study) forms.
Theoretical and Conceptual Framework
The types of research frameworks are classified as the theoretical and conceptual
frameworks.
 A theoretical framework is commonly used for studies that anchor on time
tested theories that relate the findings of the investigation to the underpinning
relevant theory of knowledge.
 At the same time, a conceptual framework refers to the actual ideas, beliefs,
and tentative theories that specifically support the study. It is primarily a
conception or model of what is out there that the researcher plans to study.
Similarities of the Theoretical and Conceptual Framework
The following are the similar characteristics of Theoretical and Conceptual Framework:
 Provide an overall view of the research study;
  Anchor a theory that supports the study;
 Guide in developing relevant research questions/objectives;
 Help justify assumptions/hypothesis;
 Aid in choosing appropriate methodology;
 Help in gathering and interpreting data and
 Guide in identifying possible threats to validity.

2. Activity
Direction: Base on the knowledge and understanding that you have gained
from the previous examples and activities, you have now captured the idea
on how to make a conceptual framework from the research title. With this,
you are now given the framework, and you need to formulate the research
title according to the elements and factors that are present in the variables.
Give three (3) possible research titles that would reflect on the given
variables.

DAY 3 (REVIEW)
SUB-TOPIC: DEFINITION OF TERMS
1. Explicitation
The class will have an interactive discussion of the following concepts:
Guidelines on How to Write the Definition of Terms
 Write a brief introductory statement. It must shortly describe the
content of the definition of terms.
 List/write the words/terms (which are technical) that would be included
(make sure that the variables and key terms found in the title are
 included).
 The terms should be arranged alphabetically.
 Indention should be applied to each term.
 The term should be followed with a period.
 It can be underlined or not.
 It can be bold and italic or not.
 It does not have to be lengthy (direct to the point).13
 Acronym/initials should be defined clearly. Complete name should be
written first, followed by the acronym/initials in open-close parenthesis,
then the definition/meaning.
 Do not overflow with technical terms (only those relevant and
significant to the study).
 Keep the definition brief and basic. You will elaborate on it more in the
body of your paper. The teacher will inform the students
2. Activity regarding the purpose of today’s lesson.
Define Me Operationally Students will be informed that they will
Based on your research title and research framework, organize your definition of terms. Write undergo review of those learning
the complete definition of terms of your research study operationally as directed by the competencies covered in Quarter 1.
guidelines given to you in this module. Note that there are other ways or formats of writing
your definition of terms depending on the guidelines of your institution. All activities provided across all days from
Day 1 to Day 3 shall be discussed.
IV. EVALUATING LEARNING: SUMMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating 1. SUMMATIVE ASSESSMENT Discussion of the answers of the
Learning -The teacher will briefly discuss the instructions in the accomplishment of the quarterly assessment. formative assessment should be
-Students will be asked to answer all items included in the assessment. Refer to the examination paper for done. Students need to have
the first quarterly assessment. involvement in the discussion.
-In a separate schedule, students will be informed of the answers of the examination. They will be also
asked to participate in the data-gathering for item analysis.
B. Teacher’s Points of Observation Effective Practices Problems Encountered The teacher may take note of
Remarks Strategies explored some observations related to the
effective practices and problems
encountered after utilizing the
different strategies, materials
Materials Used used, learner engagement and
other related stuff.

Teachers may also suggest ways

Learner engagement/interaction to improve the different activities
explored/lesson exemplar.

Others
C. Teacher’s C. 1. On principles of teaching Teacher’s reflection in every
Reflection 1. What strategy did I use in the delivery of the lesson? Was it effective? lesson conducted/ facilitated is
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C.2. On learners
1. How many of my learners were able to attain at least 60% rate of performance in the
administered learning tasks?
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2. What activity for remediation did I use to help those learners who have note attained a
satisfactory performance in the administered learning task? After the remediation, how many of
 them are still needing extended learning support?
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C.3. Ways forward

1. What plans for teaching-learning enhancement should I implement when delivering the
learning competencies or those parallel standards of learning?
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Prepared by: Checked: Noted:

HAZEL ANNE P. VINUYA KEVIN S. MARQUEZ FRANCISCO B. TORRES, JR.

Teacher I Head Teacher III Principal III