School Dueñas General Comprehensive H.

S Grade Level 12
GRADE
D 12 Teacher Mercy Laguardia-Arcenal Learning Area Inquiries Investigations and Immersions
DAILY
Teaching Dates and Time February 19-23,2018 Quarter 3rd
Ds
LESSON
Monday Tuesday Wednesday Thursday Friday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, a d d i t i o n a l lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance a n d j o y
inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.

The teacher… The teacher… The teacher… The teacher…

A. Teacher’s Activity
B. L e a r n e r ’s Activity
1. gives feedback or comments on progress 1. gives feedback or comments on progress 1. gives feedback or comments on progress 1. gives feedback or comments on progress
achieved by the learner achieved by the learner achieved by the learner achieved by the learner
2. checks learner’s work 2. checks learner’s work 2. checks learner’s work 2. checks learner’s work
3. conducts oral defense of learner’s work 3. conducts oral defense of learner’s work 3. conducts oral defense of learner’s work 3. conducts oral defense of learner’s work
The learner… The learner… The learner… The learner…
1. formulates clearly the statement of 1. formulates clearly the statement of 1. formulates clearly the statement of 1. formulates clearly the statement of
research problem research problem research problem research problem
2. presents written statement of the 2. presents written statement of the 2. presents written statement of the 2. presents written statement of the
problem problem problem problem

C. L e a r n e r ’s Output
1. Background of the problem
2. Conceptual Framework
3. Research Hypothesis (for quantitative research)
4. Statement of the problem
5. Definition of terms
6. Importance of the study
7. Scope and limitations of the study
1. Background of the problem 1. Background of the problem
2. Conceptual Framework 2. Conceptual Framework
3. Research Hypothesis (for quantitative research) 3. Research Hypothesis (for quantitative
4. Statement of the problem research)
5. Definition of terms 4. Statement of the problem
6. Importance of the study 5. Definition of terms
7. Scope and limitations of the study 6. Importance of the study
7. Scope and limitations of the study
1. Background of the problem
2. Conceptual Framework
3. Research Hypothesis (for quantitative
research)
4. Statement of the problem
5. Definition of terms
6. Importance of the study
7. Scope and limitations of the study

II. CONTENT
Identifying the Problem and Asking the Question Identifying the Problem and Asking the Question Identifying the Problem and Asking the Question Identifying the Problem and Asking the Question
III. LEARNING
RESOURCES
A. References
1. Teacher’sGuide pages
2. Learner’s Materials pages
3. Textbook pages Practical Research 2 by Esther L. Baraceros Practical Research 2 by Esther L. Baraceros Practical Research 2 by Esther L. Baraceros Practical Research 2 by Esther L. Baraceros
Research Methids and Thesis Writing by Calmorin Research Methids and Thesis Writing by Calmorin Research Methids and Thesis Writing by Research Methids and Thesis Writing by Calmorin
Research Guide by Dr. Biton Research Guide by Dr. Biton Calmorin Research Guide by Dr. Biton
Research Guide by Dr. Biton

4. Additional Materials from

Learning Resource (LR)
portal
 Creswell, J. 1994. Research design: Qualitative and Creswell, J. 1994. Research design: Qualitative and Creswell, J. 1994. Research design: Qualitative Creswell, J. 1994. Research design: Qualitative and
quantitative approaches. London: Sage quantitative approaches. London: Sage and quantitative approaches. London: Sage quantitative approaches. London: Sage
B. Other Learning Resources
Fraenkel, J. R., & Wallen, N. E. (2006). How to Fraenkel, J. R., & Wallen, N. E. (2006). How to Fraenkel, J. R., & Wallen, N. E. (2006). How to Fraenkel, J. R., & Wallen, N. E. (2006). How to
design and evaluate research in education. Boston: design and evaluate research in education. Boston: design and evaluate research in education. design and evaluate research in education.
McGraw- McGraw- Boston: McGraw- Boston: McGraw-

Monday Tuesday Wednesday Thursday Friday

IV. PROCEDURES

Family of Variables Research Problem

A. Reviewing previous
lesson or presenting the
new lesson
A quantitative purpose statement identifies
the variables, their relationship, and the
B. Establishing a purpose participants and site for research. Several
for the lesson guidelines can help you prepare good
purpose statements:

Several guidelines can help you prepare

good purpose statements:

• Does client-centered therapy produce more Sample Scripts

C. Presenting
satisfaction in clients than traditional
examples/ instances
therapy? (experimental research; To apply these guidelines, consider completing
of the new lesson
quantitative) the following script by filling in the blanks:
• What goes on in after-school programs during
an average week? (ethnographic research; The purpose of this study is to test ( the
qualitative) theory ) by relating ( the independent
• Does behavior modifi cation reduce variable) to ( the dependent variable )
aggression in autistic children? (single- for ( participants) at ( the research site )
subject experimental research; quantitative) or by comparing ( independent variable )
• Do teachers behave differently toward with ( group 1 ) and ( group 2 ) in terms
students of different genders? (causal- of (dependent variable ) for
comparative research; quantitative or mixed ( participants) at ( the research site ).
method)
• How can we predict which students might
have trouble learning certain kinds of subject
matter? (correlational research; quantitative)
• How do parents feel about the school
counseling program? (survey research;
quantitative)

D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
R obert Adams, a high school teacher in Omaha,
Nebraska, wants to investigate whether the
inquiry method will increase the interest of his
eleventh-grade students in history. Phyllis
Gomez, a physical education teacher in an
elementary school in Phoenix, Arizona, wants to
fi nd out how her sixth-grade students feel about
the new exercise program recently mandated
by the school district. Tami Mendoza, a counselor
in a large inner-city high school in San Francisco,
wonders whether a client centered
approach might help ease the hostility that many
of her students display during counseling
sessions. Each of these examples presents a
problem that could serve as a basis for research.
Research problems—the focus of a research
investigation— are what this chapter is about.
To repeat, then, what makes these questions
researchable is that some sort of information can
be collected to answer them. There are other kinds
of questions, however, that
cannot be answered by collecting and analyzing
data. Here are two examples:
 Should philosophy be included in the high
school curriculum?
 What is the meaning of life?
Here are more ideas for research questions.
Which ones (if any) do you think are
researchable?
1. Is God good?
2. Are children more engaged when taught by a
teacher of the same gender?
3. Does high school achievement influence the
academic achievement of university students?
4. What is the best way to teach grammar?
5. What would schools be like today if World War
II had not occurred?
Maria, the high school teacher interested in
studying weapon possession among high
school students, might write the purpose
statement with control variables in the third
position:
The purpose of this study is to relate
student misbehavior factors (i.e., fighting)
(independent variable— position 1) to
attitudes toward weapon possession
(dependent variable— position 2) for
students in the district’s high schools
(participants—site), controlling for gender,
grade level, and race ( position 3).
In this example, the variables gender, grade
level, and race will be eliminated as factors
influencing weapon possession using
statistical procedures
Guidelines
The basic steps in forming a research
question are:
◆ Pose a question
◆ Begin with “how,” “what,” or “why”
◆ Specify the independent, dependent, and
mediating or control variables
◆ Use the words describe, compare, or
relate to indicate the action or connection
among the variables
◆ Indicate the participants and the research
site for the study
Descriptive Questions
Researchers use a descriptive question to
identify participants’ responses to a single
variable or question. This single variable
may be an independent, a dependent, or
an intervening variable. The following is a
script for writing a descriptive question:
How frequently do ( participants )
( variable) at ( research site )?
An application of this script might be:
How frequently do African Americans feel
isolated on college campuses?
G. Finding practical Relationship Questions
applications of concepts and
skills in daily living In most research studies, investigators seek
to learn more than responses to single
variables. They may examine the relationship
between two or more variables.
Relationship questions seek to answer the
degree and magnitude of the relationship
between two or more variables.

How does ( independent

variable ) relate to ( dependent variable )
for ( participants) at ( research site )?

As applied to the relationship between

isolation and ethnic identity, the script
suggests:

How do feelings of isolation relate

to (or influence) the ethnic identity of African
Americans in the United States?

Comparison Questions

Researchers might ask a comparison

question to fi nd out how two or more
groups on an independent variable differ in
terms of one or more outcome variables.
Experiments employ comparison questions,
and, in these studies, the researcher
provides some intervention to one group and
withholds it from the second group. A script
for writing a
comparison question would be:

How does ( group 1 ) differ from

( group 2 ) in terms of ( dependent
variable ) for (participants) at
( research site )?

When this script is applied in a comparison of

African Americans and Euro Americans,
we get:

How do African Americans and Euro

Americans compare in their perceptions
of ethnic identity?
H. Making generalizations and Good research questions possess four essential
abstractions about the characteristics.
lesson 1. The question is feasible (i.e., it can be
investigated without expending an undue
amount of time, energy, or money).
2. The question is clear (i.e., most people would
agree as to what the key words in the
question mean).
3. The question is significant (i.e., it is worth
investigating because it will contribute
important knowledge about the human
condition).
4. The question is ethical (i.e., it will not involve
physical or psychological harm or damage to
human beings or to the natural or social
environment of which they are a part).
I. Evaluating learning Here are three examples of research questions.
How would you rank them on a scale of 1 to 5
(5= highest, 1=lowest) for clarity? for significance?
Why?
a. How many students in the sophomore class
signed up for a course in driver training this
semester?
b. Why do so many students in the district say they
dislike English?
c. Is inquiry or lecture more effective in teaching
social studies?

J. Additional activities for

application or
remediation

V. REMARKS Critical reading will be discussed for two days.

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
D. No.of lesson.who continue to
learners
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
G. What me solve?
innovation or localized
materials did I use/discover which I
wish to share with other teachers?