Republic of the Philippines

Department of Education
Region-X Northern Mindanao
Division of Lanao del Norte
MAIGO NATIONAL HIGH SCHOOL
Labuay, Maigo, Lanao del Norte

SCHOOL NAME Maigo National High GRADE LEVEL 11

School
TEACHER Mary Angelyn C. Agustin LEARNING AREA Earth Science
TEACHING DATES QUARTER 1st

OBJECTIVES
A. CONTENT The learners demonstrate an understanding the formation of the universe and the
STANDARD solar system
B. PERFORMANCE make a concept map and use it to explain how the geosphere, hydrosphere,
STANDARD atmosphere, and biosphere are interconnected
C. LEARNING The learner will be able to:
COMPETENCIES 1. compare the different hypotheses explaining the origin of the Solar System
S11/12ES-Ia-2
CONTENT/SUBJECT MATTER
CONTENT THE FOUR INNER PLANETS
TOPIC/S
 The Different
LEARNING RESOURCES
A. REFERENCE
1. Teacher’s Guide Pages Earth Science TG: pages: 26-29
2. Learner’s Materials
Pages
1. NASA Official: Dave Williams, [email protected]
Last Updated: 27 December 2021, DRW.
https://nssdc.gsfc.nasa.gov/planetary/factsheet
2. I Hope. 2019. " Quantitative Research: It’s Characteristics and Strenghts."
YouTube. Accessed June 3, 2020. https://bit.ly/2LWH6bR
3. Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City,
Philippines: C & E Publishing, Inc., 2017.
4. Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E
Publishing, 2018.
5. CIRT: Center for Innovation in Research and Teaching. no date. " An
Overview of Quantitative Research." Grand Canyon University. Accessed
June 1, 2020. https://bit.ly/2LUP3ye

3. Curriculum Guide
4. Additional resources
from the LR
B. OTHER Power point presentation, meta cards, paper
LEARNING
MATERIALS
PROCEDURES
A. ROUTINE
1. Prayer
2. Checking of Attendance
3. Classroom Management
4. Review of previous discussion

B. ACTIVITY
“FINDING CLUES”
Directions: Group the following word clues if they are characteristics of
Quantitative Research (Box A) or Qualitative Research (Box B).

Measurable Narrative Objective Text-based Intervention

 Behavior Experimental Group Unstructured Observation Inductive

Statistical Deductive Subjective Small Sample

Tables & Charts Generalizable Deductive

QUALITATIVE RESEARCH QUANTITATIVE RESEARCH

C. ANALYSIS Guide Questions:

1.Describe qualitative research based on the activity
2. Describe quantitative research based on the activity

D. ABSTRACTION QUANTITATIVE RESEARCH

- Uses scientifically collected and statistically analyzed data to investigate observable
phenomena
CHARATERISTICS OF QUANTITIATIVE RESEARCH
1. Large sample size
2. Objective
3. Visual Result Presentation
4. Faster data analysis
5. Generalized data
6. Fast data collection
7. Reliable data
8. Replication
STRENGTHS OF QUANTITATIVE RESEARCH
1. Quantitative research can be replicated or repeated
2. Findings are generalizable to the population
3. Conclusive establishment of cause and effect
4. Numerical and quantifiable data can be used to predict outcomes
5. Fast and easy data analysis using statistical software
6. Fast and easy data gathering
7. Very objective
8. Validity and reliability can be established
WEAKNESSES OF QUANTITATIVE RESEARCH
1. It lacks the necessary data to explore a problem or concept in depth.
2. It does not provide comprehensive explanation of human experiences.
3. Some information cannot be described by numerical data such as
feelings, and beliefs.
4. The research design is rigid and not very flexible.
5. The participants are limited to choose only from the given responses.
6. The respondents may tend to provide inaccurate responses.
7. A Large sample size makes data collection more costly
KINDS OF QUANTITATIVE RESEARCH
1. Descriptive Quantitative Research
2. Ex-post Facto Quantitative Research
3. Correlational Quantitative Research
4. Quasi-Experimental Quantitative Research
5. Experimental Quantitative Research
E. GENERALIZATIO 1. What is quantitative research?
N 2. What are the characteristics of quantitative research?
3. What are the strengths of quantitative research?
4. What are the weaknesses of quantitative research?
5. What are the five types of quantitative research?

F. APPLICATION Students are group into two (2) and ask to write their answer on the board. The first
group to answer will get the score.

Direction: Write YES on the blank if the question requires for quantitative approach
and NO if it does not.
1. Are high grades in Mathematics a good indicator for employment after graduation?
 2. Will taking brain enhancers increase examination scores?
3. Are there changes in consumer behavior before and after online selling was
popularized?
4. Do online learning materials enhance the computer skills of students?
5. Are there changes in the study habits of public school students before and after the
Covid-19 pandemic?
6. What kind of pick-up lines are most appealing to both genders at the early adult
stage?
7. Is there a difference in the academic performance of students using online,
blended and modular learning modalities?
8. Will student’s and parent’s attitudes towards distance learning change over time?
9. Which of the four SHS tracks (Academic, Tech-Voc, Sports, Arts & Design) is
greatly affected by the Covid-19 pandemic?
10. What are the factors affecting the delayed completion and submission of
assignments/tasks given to students using modular learning modality?
G. ASSESSMENT Activity: True or False
Directions: On the space provided, write TRUE if the statement describes
quantitative research and FALSE if it is incorrect.
1. Quantitative data can be presented using tables and graphs.
2. The results of quantitative research can be used to generalize and predict.
3. Quantitative research is flexible so at any stage, the study may change.
4. Quantitative data are more credible, reliable, and useful than qualitative data.
5. The research study cannot be replicated or repeated because it is unique in every
case.
6. Data are in the form of numbers and analyzed statistically.
7. Data analysis is an on-going process. It can be done at any stage of the process.
8. The behavior of the participants is observed and is critical to the analysis of results.
9. Analysis of data is less time-consuming.
10. In quantitative research, the researcher participates and engages the participants in
the study

H. FOLLOW-UP Read on the importance of research across fields.

ACTIVITY
REMARKS
REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
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 difficulties did I
encounter which my
principal or
supervisor can help
me solve?

Prepared By:

MARY ANGELYN C. AGUSTIN

SHS Teacher-II

Approved By:

FRANCISCA S. LARIN
Secondary School Principal-I

Republic of the Philippines

 Department of Education
Region-X Northern Mindanao
Division of Lanao del Norte
MAIGO NATIONAL HIGH SCHOOL
Labuay, Maigo, Lanao del Norte

SCHOOL NAME Maigo National High GRADE LEVEL 12

School
TEACHER Mary Angelyn C. Agustin LEARNING AREA Practical Research 2
TEACHING DATES QUARTER 1st

OBJECTIVES
A. CONTENT The learner will be able to demonstrate understanding on the characteristics, strengths,
STANDARD weaknesses, and kinds of quantitative research, the importance of quantitative research
across fields and the nature of variables

B. PERFORMANCE The learner will be able to decide on suitable quantitative research in different areas of
STANDARD interest
C. LEARNING The learner will be able to:
COMPETENCIES 1. illustrates the importance of quantitative research across fields (CS_RS12-Ia-
c-2)
CONTENT/SUBJECT MATTER
CONTENT NATURE OF INQUIRY AND RESEARCH
TOPIC/S
 IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS

LEARNING RESOURCES
A. REFERENCE
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
 Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City,
Philippines: C & E Publishing, Inc., 2017.
 Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E
Publishing, 2018.
 CIRT: Center for Innovation in Research and Teaching. no date. " An
Overview of Quantitative Research." Grand Canyon University. Accessed
June 1, 2020. https://bit.ly/2LUP3ye

3. Curriculum Guide
4. Additional resources
from the LR
B. OTHER Power point presentation
LEARNING
MATERIALS
PROCEDURES
A. ROUTINE  Prayer
 Checking of Attendance
 Classroom Management
 Review of previous discussion
B. ACTIVITY Activity 1: Where do I belong?

Direction. Listed in Column A are the important inventions, innovations or

discoveries in history. Identify which field in Column B do these discoveries have
great importance.
Column A Column B
1. Vaccine A. Agriculture and Fisheries
2. Refrigeration B. Natural and Physical Science
3. Printing press C. Business and Accounting
4. Computer D. Information and Communications Technol
5. Airplane E. Arts
6. Photo finishes F. Education
7. Social media G. Sports
8. Paint H. Humanities and Social Science
 I. Mathematics

C. ANALYSIS The students will be group into five (5) and are given copy of the lesson.

Directions: Read through the text of this lesson and look for an underlined word that
has the same meaning as the word in the list below. Write the word on the space
provided.
1. Intercession -
2. To find out –
3. Salable -
4. Quicken, expedite -
5. Relationship -
6. Create, produce -
7. Compatibility -
8. Toughest -
9. Changeable -
10. Global, widespread - ________________

LESSON

Importance of Quantitative Research Across Fields

The value of quantitative research to man’s quest to discover the unknown and
improve underlying conditions is undeniable. Throughout history, quantitative
research has paved the way to finding meaningful solutions to difficulties. For
instance, the development of vaccines to strengthen our immunity against viruses
causing highly communicable diseases like polio, influenza, chickenpox, and measles
to name a few, underwent thorough experimental trials. You bet, scientists and
medical experts all over the world today are working their best to fast track the
development, testing and release of the vaccine for the Corona Virus Disease of 2019
(Covid-19) as the pandemic has critically affected the world economy, education, as
well as physical and emotional well-being of people.
The findings of the quantitative study can influence leaders and law-makers’
decisions for crafting and implementing laws for the safety and welfare of the more
significant majority. For example, a community with high cases of Covid-19 positive
patients is mandated by law to be under Enhanced Community Quarantine where only
the most essential businesses can operate. On the other hand, cities with less or zero
case will be under General Community Quarantine where some businesses, public and
private offices are already allowed to operate.
Using quantitative design helps us determine and better understand relationships
between variables or phenomenon crucial to reducing the range of uncertainty because
the mathematics (more of this in the last module) behind quantitative studies helps us
make close estimates of the outcome (dependent variable) from a given condition/s
(independent variable). Relationship between demand and supply, age and health,
discipline and academic achievement, practice and winning at sports, depression and
suicidal rates, algae population and Oxygen demand are just a few examples of real-
life applications of correlation studies in the past that we still apply today.
Most inventions and innovations are products of quantitative studies. Before you
can enjoy the uses and features of a smart phone, it took years of research to establish
compliance to standards for interoperability, to find the most cost-effective raw
materials, identify the sleekest and sturdiest design, the fastest data saving and
processing power, and most marketable add-ons according to consumer needs.
Indeed, mankind will dwell in the darkness of ignorance if not for the people who
conducted their research before reading about it from books or manuals

D. ABSTRACTION Field Contribution/Application Example

Social Science  Effects of intervention to group The effects of pandemic
behavior. on social behavior and
 Understanding cultural or racial economic stability.
conflicts.
 Human satisfaction and
stressors
 Natural and  Investigate the effectiveness of a Antidiabetic properties
Physical product or treatment to illnesses. of common Philippine
Sciences  Finding or enhancing alternative herbs.
energy sources.
 Advancement in material science.

Agriculture  Increase the yield of crops The effectiveness of

and Fisheries  Prevention and cure for crops and organic and inorganic
livestock diseases fertilizer to vegetable
production.
Sports  Enhance athletic performance Diet and
exercise
techniques for
different
kinds of sports.
Business  Device marketing strategies Effectiveness of
 Improve marketability Facebook ads on sales.
Arts and Design  Relationship between color and The effects of music on
architectural space learning and behavior.
 Multimedia use and adaptation for
recreation, business
marketing and lifestyle changes.
Environmental  Causes and effects of climate The environmental
Science change factors affecting natural
calamities

E. GENERALIZATIO a. How is quantitative research relevant to different discipline?

N b. Explain briefly, the importance or contribution of quantitative research to
each of the following fields of study.
 Natural and Physical Science
 Education
 Sports
 Arts and Designs
 Agriculture and Fisheries
 Information and Communication Technology
 Social Science
 Environmental Science
 ICT
 Energy
F. APPLICATION GROUP ACTIVITY
Directions: In a separate sheet (cartolina / manila paper which will be provided by the
teacher), make a concept map (example below) of all other fields/disciplines where you
think quantitative research can be applied. One representative per group will explain
their work in front.

JOURNALISM

QUANTITATIVE
ANTHROPOLOGY HISTORY
RESEARCH

ENGINEERING
 G. ASSESSMENT RUBRICS FOR GROUP ACTIVITY
CRITERIA BEGINNER ACCEPTABLE PROFICIENT
PROCESS SKILLS Members do not Members occasionally Members always
demonstrate targeted demonstrate targeted demonstrate targeted
process skills process skills process skills
TIME Members do not finish Members finish on Members finish ahead
MANAGEMENT on time with time with incomplete of time with complete
incomplete data data data
COOPERATION & Members do not Members have Members are on task
TEAMWORK know their tasks and defined responsibilities and have defined
have no defined most of the time. responsibilities at all
responsibilities. Group Group conflicts are times. Group conflicts
conflicts have to be cooperatively are cooperatively
settled by their teacher managed most of the managed at all times.
time
NEATNESS & Messy work place Clean and orderly Clean and orderly
ORDERLINESS during and after the work place and work place at all times
activity occasional mess during and after the
during and after the activity.
activity
H. FOLLOW-UP ASSIGNMENT:
ACTIVITY Read in advance the different types of variables.
REMARKS
REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
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 difficulties did I
encounter which my
principal or
supervisor can help
me solve?

Prepared By:

MARY ANGELYN C. AGUSTIN

SHS Teacher-II

Approved By:
 FRANCISCA S. LARIN
Secondary School Principal-I

Republic of the Philippines

Department of Education
Region-X Northern Mindanao
Division of Lanao del Norte
MAIGO NATIONAL HIGH SCHOOL
Labuay, Maigo, Lanao del Norte

SCHOOL NAME Maigo National High GRADE LEVEL 12

School
TEACHER Mary Angelyn C. Agustin LEARNING AREA Practical Research 2
TEACHING DATES QUARTER 1st

OBJECTIVES
A. CONTENT The learner will be able to demonstrate understanding on the characteristics, strengths,
STANDARD weaknesses, and kinds of quantitative research, the importance of quantitative research
across fields and the nature of variables

B. PERFORMANCE The learner will be able to decide on suitable quantitative research in different areas of
STANDARD interest
C. LEARNING The learner will be able to:
COMPETENCIES  Differentiates kinds of variables and their uses (CS_RS12-Ia-c-3)
CONTENT/SUBJECT MATTER
CONTENT NATURE OF INQUIRY AND RESEARCH
TOPIC/S
 KINDS OF VARIABLES AND THEIR USES

LEARNING RESOURCES
A. REFERENCE
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
 Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City,
Philippines: C & E Publishing, Inc., 2017.
 Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E
Publishing, 2018.
 CIRT: Center for Innovation in Research and Teaching. no date. " An
Overview of Quantitative Research." Grand Canyon University. Accessed
June 1, 2020. https://bit.ly/2LUP3ye

3. Curriculum Guide
4. Additional resources
from the LR
B. OTHER Power point presentation
LEARNING
MATERIALS
PROCEDURES
A. ROUTINE  Prayer
 Checking of Attendance
 Classroom Management
 Review of previous discussion
B. ACTIVITY
C. ANALYSIS
D. ABSTRACTION LESSON
Variable is anything that has a quantity or quality that varies

TYPES OF VARIABLES
A. DEPENDENT VARIABLES
B. presumed effect
C. observed and measured (experimental)
 D. INDEPENDENT VARIABLES
E. presumed cause
F. pre-defined and manipulated by the researcher (experimental)
G. EXTRANEOUS VARIABLES
H. factors that may influence the outcome (dependent variable) which are not
manipulated or pre-defined by the researcher
I. CONFOUNDING VARIABLES
J. factors that influence the outcome (dependent variable) which are not
manipulated or pre-defined by the researcher

TYPES OF VARIABLES ACCORDING TO ITS NATURE

VARIABLE

QUALITATIVE
QUANTITATIVE (CATEGORICAL)
(NUMERICAL)

NOMINAL ORDINAL DICHOTOMOUS

DISCREET CONTINUOUS

1. QUANTITATIVE VARIABLES
A. DISCRETE
- are countable whole numbers. It does not take negative values or values
between fixed points. For example: number of students in a class, group
size and frequency.
B. CONTINUOUS
- take fractional (non-whole number) values that can either be a positive or a
negative. Example: height, temperature

2. QUALITATIVE VARIABLES
A. NOMINAL
- simply defines groups of subjects. Here you may have more than 2 categories
of equivalent magnitude. For example, a basketball player’s number is used to
distinguish him from other players. It certainly does not follow that player 10
is better than player 8. Other examples are blood type, hair color and mode of
transportation.
B. ORDINAL
- from the name itself denotes that a variable is ranked in a certain order. This
variable can have a qualitative or quantitative attribute. For example, a survey
questionnaire may have a numerical rating as choices like 1, 2, 3, 4, 5ranked
accordingly (5=highest, 1=lowest) or categorical rating like strongly agree,
agree, neutral, disagree and strongly disagree. Other examples or ordinal
variable: cancer stage (Stage I, Stage II, Stage III), Spotify Top 20 hits,
academic honors (with highest, with high, with honors).
C. DICHOTOMOUS
- are consisting of only two distinct categories or values. For example, a
response to a question either be a yes or no

E. GENERALIZATIO 1. What are the 4 types of variables?

N 2. Compare quantitative and qualitative variables?
3. Differentiate the two types of quantitative variables.
4. Differentiate the three types of qualitative variables.
F. APPLICATION
G. ASSESSMENT
H. FOLLOW-UP ASSIGNMENT:
ACTIVITY
REMARKS
REFLECTION
A. No. of learners who
 earned 80% on the
formative assessment
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. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
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 difficulties did I
encounter which my
principal or
supervisor can help
me solve?

Prepared By:

MARY ANGELYN C. AGUSTIN

SHS Teacher-II

Approved By:

FRANCISCA S. LARIN
Secondary School Principal-I
 Republic of the Philippines
Department of Education
Region-X Northern Mindanao
Division of Lanao del Norte
MAIGO NATIONAL HIGH SCHOOL
Labuay, Maigo, Lanao del Norte

SCHOOL NAME Maigo National High GRADE LEVEL 12

School
TEACHER Mary Angelyn C. Agustin LEARNING AREA Practical Research 2
TEACHING DATES QUARTER 1st

OBJECTIVES
A. CONTENT The learner will be able to demonstrate understanding of the range of research topics in
STANDARD the area of inquiry, the value of research in the area of interest and specificity and
feasibility of the problem posed.
B. PERFORMANCE The learner will be able to formulate clearly the statement of research problem.
STANDARD
C. LEARNING The learner will be able to:
COMPETENCIES  Designs a research useful in daily life (CS_RS12-Id-e-1)
 Writes a research title (CS_RS12-Id-e-2)
CONTENT/SUBJECT MATTER
CONTENT IDENTIFYING THE INQUIRY AND STATING THE PROBLEM
TOPIC/S  CHOOSING AND WRITING RESEARCH TOPIC AND TITLES
USEFUL IN DAILY LIFE
LEARNING RESOURCES
A. REFERENCE
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
 Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City,
Philippines: C & E Publishing, Inc., 2017.
 Caintic, Helen, E. and Cruz, Juanita, M. Scientific Research Manual. C&E
Publishing, 2018.
3. Curriculum Guide
4. Additional resources
from the LR
B. OTHER https://www.youtube.com/watch?v=nXNztCLYgxc&t=14s
LEARNING http://library.uncfsu.edu/reference/intro-to-library-research/develop-a-research-topic
MATERIALS
PROCEDURES
A. ROUTINE  Prayer
 Checking of Attendance
 Classroom Management
 Review of previous discussion
B. ACTIVITY The teacher presents the video:
https://www.youtube.com/watch?v=nXNztCLYgxc&t=14s
C. ANALYSIS 1. How to develop a good research topic?
2. Why is it important to develop a good research topic?
3. What makes the topic good?
4. How to narrow a topic?
D. ABSTRACTION SELECTING THE RESEARCH TOPIC
Research Topic- is a general area of interest that the researcher would like to pursue
in the research.

Factors to Consider when Selecting a Research Topic:

1. Relevance- it relates to the needs of the target audience or why it is
important in daily lives.
2. Interest- should appeal to the readers of the study and encourage you in
pursuing it.
3. Manageability- topic can be studied within the researcher’s abilities and
 must be doable within a specific time limit.
4. Availability of Resources- must have a sufficient number of references
about the topic which the researcher can consult throughout the course of
the study.
5. Avoid topics which are very recent or highly technical. There may be
limited number of resources for such topics or the researcher may lack the
technical knowledge needed to understand the subject matter.

E. GENERALIZATIO Activity 1.
N Among the listed titles, choose those that are appropriate for quantitative research by
putting a check mark on the space before the number. If you think the title in
inappropriately written, revise it to make it acceptable. Write your revision on the
space below the title (2 pts. Each)
__ 1. Anxiety Level of Teenagers
__ 2. Relationship between Exposure to Sunlight and Skin Pigmentation
__ 3. The Power of Physical Activity
__ 4. Stress Level Among STEM Students
__ 5. Effects of Online Communication on the Writing Skills of Filipino Students

Activity 2.
Write a research title appropriate for each kind of quantitative study. Write your
answer on the blank space provided.
1. Descriptive Research - ___________________________________
2. Correlational Research - ___________________________________
3. Ex post Facto Research -___________________________________
4. Quasi-Experimental Research - ___________________________________
5. Experimental Research - ___________________________________

F. APPLICATION The students will be group into 5/6, and they will be ask to formulate 3 titles out of the topic they’ve
chosen. They will then be mock into title defense.
G. ASSESSMENT
RUBRICS FOR TITLE DEFENSE:
(NOTE: there will be an individual and group score)
ASPECT EXEMPLARY ACCOMPLIS POOR (3) 1 2 3 G
(5) HED (4)
CON- The content is The content The content is
TENT clear and concise provides vague in
and deals with persuasive conveying the
important issue in information and point of view
the field of study. is accurate and does create
Information is a strong sense of
accurate purpose
ORGANI Presents Presents Audience has
ZATION information in information in difficulty
logical, sequence which following the
interesting audience can presentation
sequence which follow because students
audience can jump around
follow
SUB- Demonstrate full Answers all Students are
JECT knowledge by questions but uncomfortable
KNOW- answering all the fails to elaborate with
LEDGE questions with information and
explanation and are able to
elaboration answer only
rudimentary
questions
EYE Maintains eye Occasionally Reads all report
CON- contact with the uses eye contact with no eye
TACT audience and but still reads contact
seldom returning most of the
notes. report
ELOCU- Uses clear voice Voice is clear. Mumbles.
TION and correct Pronounces Incorrectly
precise most word pronounces
pronunciation of correctly. Most terms and
 terms so that all audience can speaks too
audience hear the quietly for
members can hear presentation audience in the
presentation back class to
hear.
VISUAL Graphics explain Graphics relate Use graphics
and reinforce to text and are that rarely
screen text. readable with support text and
Graphics are clear minor presentation.
and easy to misspellings and Texts are
follow. No grammar errors. difficult to read
misspellings or Text are and understand.
grammatical readable.
errors. Texts are
readable
H. FOLLOW-UP ASSIGNMENT:
ACTIVITY Students are task to bring materials (magazines, printed notes from reliable source like google scholar,
etc.) which discuss something about their chosen topics. They will be using these materials for the next
discussion (background of the study).

REMARKS
REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
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 difficulties did I
encounter which my
principal or
supervisor can help
me solve?

Prepared By:

MARY ANGELYN C. AGUSTIN

SHS Teacher-II

Approved By:

FRANCISCA S. LARIN
Secondary School Principal-I
 Republic of the Philippines
Department of Education
Region-X Northern Mindanao
Division of Lanao del Norte
MAIGO NATIONAL HIGH SCHOOL
Labuay, Maigo, Lanao del Norte

SCHOOL NAME Maigo National High GRADE LEVEL 12

School
TEACHER Mary Angelyn C. Agustin LEARNING AREA Practical Research 2
TEACHING DATES QUARTER 1st

OBJECTIVES
A. CONTENT The learner will be able to demonstrate understanding of the range of research topics in
STANDARD the area of inquiry, the value of research in the area of interest and specificity and
feasibility of the problem posed.
B. PERFORMANCE The learner will be able to formulate clearly the statement of research problem.
STANDARD
C. LEARNING The learner will be able to:
COMPETENCIES 1. Describes background of the study (CS_RS12-Id-e-4)

SPECIFIC OBJECTIVES;
 At the end the session, the students are able to:
1.Write a part of a research introduction (background of the study) from the formulated
outline of topics
2.Collate written part of the research introduction with group mates
3.Appreciate the importance of writing a good introduction of a research study

CONTENT/SUBJECT MATTER
CONTENT IDENTIFYIGN THE INQUIRY AND STATING THE PROBLEM
TOPIC/S BACKGROUND OF THE STUDY (INTRODUCTION)
LEARNING RESOURCES
A. REFERENCE
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Curriculum Guide
4. Additional resources
from the LR
B. OTHER https://www.youtube.com/watch?v=YwYg6RVzlGg
LEARNING
MATERIALS https://www.youtube.com/watch?v=FTC-5P1VFFU&t=286s

PROCEDURES
A. ROUTINE 1. Prayer
(2 MINUTES) 2. Checking of Attendance
3. Classroom Management
4. Review of previous discussion
B. ACTIVITY  
(8 MINUTES) A video will be presented to students. The video is all about the tourism spots in the
Philippines and how those tourism spots are being introduced. The teacher will ask the students how are
the tourism spots are being introduced in the videoclip. Then the teacher will emphasize the topic for
today’s session is all about the research introduction (background of the study)
https://www.youtube.com/watch?v=YwYg6RVzlGg

C. ANALYSIS Guide Questions:

(5 MUNUTES) 1. How does the author promote the Philippines?
2. What makes the introduction of the video different from the usual videos you’ve
seen before?
D. ABSTRACTION
(15 MINUTES) What is a NARRATIVE HOOK in writing a research introduction?
The narrative hook should be the first sentence of the study.

FUNCTIONS OF NARRATIVE HOOK

1. Causes the reader to pay attention
2. Elicits an emotional or attitudinal response from the reader
3. Causes the reader to continue reading
INFORMATIONS THAT CAN BE INCLUDED IN THE NARRATIVE HOOK
1. Statistics
2. A provocative question
3. Need for research
4. Intent of the Study
5. Gap
E. GENERALIZATIO TRUE OR FALSE
N 1. Gaps should not be included in the narrative hook.
(5 MINUTES) 2. The introduction content contains brief background information about the
research topic.
3. It is important to give a strong statement that reflects your research subject
area.
4. Narrative hook elicits an emotional or attitudinal response from the reader.
5. The narrative hook should be the first sentence of the study.
6. Write the introduction in an active voice.
7. First-persons pronouns should always be use in writing an introduction.
8. Narrative hook causes the reader to pay attention.
9. Introduction is the foundation of your research paper.
10. The gap is the known in the study.
F. APPLICATION
(2O MINUTES) Performance Task # 4: (20 points)
Students will go to their respective group assignment and they will be task to do either broadcasting,
commercial, newscasting, etc. or anything they’re comfortable to do in order to present their respective
topic in a creative way using “narrative hook”.

G. ASSESSMENT The performance task that will served as a n assessment

RUBRICS
CRITERIA BEGINNER (3) ACCEPTABLE (4) PROFICIENT (5)
PROCESS SKILLS Members do not Members occasionally Members always
demonstrate targeted demonstrate targeted demonstrate targeted
process skills process skills process skills
FOCUS ON TASK Consistently stays Focuses on tasks and Focuses on tasks and
focused on task and what needs to be done what needs to be done
what needs to be done. most of the time. some of the time.
TIME Members do not finish Members finish on Members finish ahead
MANAGEMENT on time with time with incomplete of time with complete
incomplete data data data
COOPERATION & Members do not Members have Members are on task
TEAMWORK know their tasks and defined responsibilities and have defined
have no defined most of the time. responsibilities at all
responsibilities. Group Group conflicts are times. Group conflicts
conflicts have to be cooperatively are cooperatively
settled by their teacher managed most of the managed at all times.
time

H. FOLLOW-UP ASSIGNMENT: (TO BE PASS NEXT MEETING – NOVEMBER 2, 2022)

ACTIVITY (5 BY GROUP:
MINUTES) Formulate a 3-5 pages introduction. Write it in a bond paper. See rubrics below.

CRITERIA BEGINNER (3) ACCEPTABLE (4) PROFICIENT (5)

CONTENT Exceptionally clear, Clear, maintains a Inconsistent focus and
focused and interesting consistent focus from generalized supporting
with strong, rich the beginning to end. details that prove the
supporting details and Specific supporting topic
 examples details are present
ORGANIZATION Strong introduction. Clear introduction.
Consistent and Illustrate some
coherent logical consistency
progression. Uses
clear and skillful
transition.
TIME Members do not finish Members finish on Members finish ahead
MANAGEMENT on time with time with incomplete of time with complete
incomplete data data data
COOPERATION & Members do not Members have Members are on task
TEAMWORK know their tasks and defined responsibilities and have defined
have no defined most of the time. responsibilities at all
responsibilities. Group Group conflicts are times. Group conflicts
conflicts have to be cooperatively are cooperatively
settled by their teacher managed most of the managed at all times.
time

REMARKS
REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
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 difficulties did I
encounter which my
principal or
supervisor can help
me solve?

Prepared By:

MARY ANGELYN C. AGUSTIN

SHS Teacher-II

Approved By:

FRANCISCA S. LARIN
Secondary School Principal-I