FINAL TEACHING DEMONSTRATION

APPLICANT TEACHER: Carmela Jean P. Peralta

SCHOOL: Canubing National High School
SUBJECT: Practical Research 1
GRADE AND SECTION: Grade 11- GAS
DATE: May 19, 2023
TIME: 08:30-09:30AM

A DETAILED LESSON PLAN IN PRACTICAL RESEARCH 1

S. Y. 2022-2023

I. CONTENT STANDARD

The learner demonstrates understanding of qualitative research designs.

II. PERFORMANCE STANDARD

The learner is able to describe qualitative research designs.

Learning Competency:

 The learner chooses appropriate research design.

III. LEARNING OBJECTIVES

The students should be able to:

 Classify the research topics according to the 5 types of research designs.

 Reflect on the importance of becoming familiar with each research design for their
research goals.
 Create an artistic representation of the lesson through a mind map.

IV. SUBJECT MATTER

a. Topic: Understanding Data and Ways to Systematically Collect Data- Types of
Qualitative Research Designs
b. References: Practical Research 1. Teachers Guide. Deped.2016; Braceros, E.L.
2016. Practical Research 1. Rex Bookstore. Manila, Philippines.
c. Instructional materials: PowerPoint Presentation, Laptop, Phone, Mini Bulletin
Board
d. Subject integration: Reading, Writing, Grammar Checks, Society
e. Values Integration: Life Applications

V. PROCEDURES

Teacher’s Activity Students’ Responses

A. Daily Routine
1. Prayer
Let’s start this day with a soulful The students will pray.
prayer to be led by _______.

2. Greetings
Good morning class! Good morning, Ma’am!

You don’t seem energized and excited Good morning, Ma’am!!!

for today. How’d you survive the
whole day? Again, good morning!

All right! That’s a nice way to start the The students will manage their study area.
day.

3. Classroom Management
 Before we start, look around and pick
up the pieces of paper/trash around
you, remind your seatmates not to
bother you anymore with chit chat so
you can focus on me and the lesson
for today. Next, get your notebook and
pen for jotting down of important
details. Finally, have a comfortable
seat.

Remember, try your best to speak

English throughout the class
discussion.

4. Checking of Attendance

Class representative ____, who’s Class representative will announce the

absent today? absentee of the day.

Kindly tell them when they get back to Yes Ma’am.

approach me regarding their absence.
Just a reminder for everyone that I
don’t tolerate absences in my class. If
you have a valid reason, you can go
ahead and tell me, but if you don’t,
you better not make any absences at
all. Is that clear?

5. Checking of Assignment

Pass your assignment to the front. Students will pass their assignment.

6. Review

In our previous lesson, we studied the Students will give the ethical standards in
ethical standards in writing a related writing a related literature.
literature. Again, what are the points 1. Understand the Intellectual Property
to consider in writing a related Rights (IP Rights)- it is illegal to grab an
literature? image off someone else's web page and
put it on your web page without the
permission of the copyright owner.
Likewise, it is illegal to copy and paste any
articles, studies or research findings and
consider them as yours without citing and
asking permission from the owner.
2. Understand the ethical use of information
Very Good! Now that you understood
that topic, we may now proceed to our
today’s activity.

B. Activity 1 – (Motivation)

For today’s first activity, I’d want you to The whole class will group themselves into 5.
group yourselves into five. You can
choose whoever you want to be with. Just
make sure that we have 5 groups. Go!

All right! Now that we already have five

groups, I will announce the game of the
day. We’ll be playing the very famous
game Hephep Hooray but with a twist and
a challenge. First of all, your groupmates
will be your competitors not your
 members.

We’ll be playing the words “Research”

and “Designs” instead of the words
“Hephep” and “Hooray.” Of course, you
have to clap below your waist when you
shout the word “Research” and you have
to raise both your arms in the air when
you shout the word “design.” Whoever
fails to give the right response will have to
give their idea about what they know or
what is their idea about “Research
Design” as a punishment.

Are you all ready? Yes Ma’am.

I know that this is a very popular game so

I’m sure it’s easy to understand the
mechanics but just to make sure, let us
have a practice/demonstration.

The teacher will pick a random group to The students play the game.
demonstrate the activity.

Okay now that you understood it, let the

game begin!

Let’s begin with group 1, 2, 3, 4, and 5… All groups will play the game one after the
other.

The teacher will give the students’

reward.

C. Analysis 1

Through the game played by the class I think it has something to do with Research
and the ideas shared by your classmates, Designs Ma’am.
what do you think is our lesson for today?

Exactly! Our lesson for today is “The

Different Types of Research Designs in
Qualitative Research”

D. Presentation of the Lesson Objectives

After this lesson, you are expected to

achieve the following. Read it _______. Objectives:

 Classify the research topics according

to the 5 different types of research
designs.
 Reflect on the importance of
becoming familiar with each research
design for their research goals.
 Create an artistic representation of
the lesson through a mind map.

E. Abstraction

We will begin this lesson by defining what Someone from the class will define the
qualitative research is. Who will briefly define qualitative research based from their previous
what it is? lessons.

Thank you for sharing that. Qualitative

Research is a type of research that focuses
on explaining the reality of the world through
the perspectives of the participants. It is
characterized by the researcher’s active
involvement when interacting with the
participants when gathering data in the
natural setting. Results of the research study
tend to be subjective as it is affected by the
perceptions and opinions of the respondents
based on their experiences.

The following are types of Qualitative

Research Design which could be used as
technique in collecting and analyzing data:

1. Case Study
The student will read the definition on the
slide provided and will explain it to the class.

2. Ethnography
The student will read the definition on the
slide provided and will explain it to the class.

3. Ground Theory
The student will read the definition on the
slide provided and will explain it to the class.

4. Narrative Inquiry
The student will read the definition on the
slide provided and will explain it to the class.

5. Phenomenology
The student will read the definition on the
slide provided and will explain it to the class.
Let’s all know their differences by
understanding them one by one. Read the
definition of case study …

Read the next one, ethnography, ….

Ground Theory…

Narrative Inquiry…

Phenomenology…

Subject Integration
Values Integration

In conclusion, when deciding to pursue

qualitative research, it is important to become
familiar with how each qualitative research
design is different in order to determine which
is suitable for their research goals.

F. Application

Directions: Create an artistic representation

of your mind map summarizing key ideas and
concepts learned from the lesson.
 Here are some ideas for you:

For this activity, you have to allow your

imagination to take over and let you create
unique piece. The samples are just provided
for you to have an idea but it doesn’t limit you
to be creative. Good luck!

You may check your activity’s score as well

as other activity’s scores and assignments by
opening our site [email protected] at
08:00AM. Through that, you may monitor
your class performance any time. I will also
post it tomorrow on our PR1 Bulletin Board
for those who cannot access it through online
at the same time it was posted online.

G. Generalization

Let’s now wrap it all up.

 What is qualitative research?

 What are the 5 different types of

research and their strengths and
weaknesses?

H. Valuing

 Why do we have to know these

research designs?

 Now that you understood it all, we

will hear your thoughts about it but
we’ll do it with a challenge.

Rubrics for Grading Performance Task

Creativity/Originality Effort/Perseverance Craftsmanship/Skill Cooperation/Attitude

(x 8 pts.) (x 7 pts.) (x 5 pts.) (x 5 pts.)

4 The student explored The project was The artwork was The student willingly
several choices before continued until it was beautiful and participated in
Selecting one, complete as the patiently done; it was necessary preparation
generated many student could make as good as hard work or work for classroom,
ideas, tried unusual it; gave it effort far could make it. was sensitive to the
combinations or beyond that required. feelings and
changes, used knowledge of others,
problem-solving skills. exhibited a positive
attitude toward
assignment.
3 The student tried a The student worked With a little more The student
 few ideas before hard and completed effort, the work could participated
selecting one or the project, but with a have been enthusiastically,
based his/her work on bit more effort it might outstanding; lacks performed more than
someone else’s idea, have been the finishing touches. adequately, assisted in
made decision after outstanding. preparation
referring to one
source.
2 The student tried an The student finished The student showed The student was
idea but it lacked the project, but it average apathetic toward the
originality, might have could have been craftsmanship; assignment,
copied work, improved with more adequate, but not as complained, assisted
substituted “symbols” effort, chose an easy good as it could have in preparation and
for personal project and did it been, a bit careless. cleanup when asked.
expression. indifferently.
1 The student fulfilled The project was The student showed The student allowed
the requirements of completed with average others to do most of
the assignment, but minimum effort craftsmanship, lack his/her work,
gave no evidence of of pride in finished participated minimally,
trying anything work exhibited no interest in
unusual the project
0 The student showed The student did not The student showed The student did almost
no evidence of original finish the work poor craftsmanship; nothing toward
thought adequately evidence of laziness completing the
or lack of assignment, did
understanding minimum or no
amount of preparation
or cleanup, distracted
others.

VI. ASSESSMENT

Directions: Classify the following list of research topics according to the 5 types of
qualitative research designs.

1. Perception of Filipino Women and Men on Intimate Partner Violence

2. Social Responsibility: Perceived Successful Student Leadership Experience

3. Study of Experiences of Helping Professionals with Learning Disabilities

4. Research among Drinking Youth Cultures: Reflections from Observing Participants

5. Gender and Climate Change Finance

6. Being There: Study of Student Perceptions of Instructor Presence in Online Classes

7. Leadership Journeys: Research Study exploring women school superintendent’s

meaning-making of Leadership

8. Child Protection and Maltreatment in the Philippines: A Systematic Review of the

Literature

9. The Kinship of Everyday Need: Relatedness and Survival in a Philippine Fishing

Community

10.Biographical Research of Teacher’s Experiences of Supportive Relationships with

Colleagues

Total no. of students who passed

INDEX OF MASTERY: x100
Total no. of students who take
VII. ASSIGNMENT

 Give an example of research title for each type of research design. You may
browse on the internet. Ex…
 Conduct an advance study of the different types of sampling and analyze it by
creating a mind map. Ex…

Prepared by:

CARMELA JEAN P. PERALTA

Applicant Teacher
Date: 05/19/2023