DEPARTMENT OF EDUCATION REGIONAL MASS TRAINING OF TEACHERS FOR GRADE 11 SENIOR HIGH SCHOOL DEMONSTRATION LESSON PLAN
I. LEARNING OBJECTIVES: At the end of the lesson, the learners will be able to do the following: • • •
Identify Qualitative and Quantitative research. Understand the difference between Qualitative and Quantitative research. Appreciate the importance Qualitative and Quantitative in a research.
II. LEAARNING CONTENT / SUBJECT MATTER: Topic
: Quantitative and Qualitative Research
Mat!ia"#
: Laptop, L! "ro#ector, $anila paper and mar%er
R$!%c#
: •
&!': CS&RS11'IIIa'(
•
Learning ompetency: Di$$!%tiat# )*a%titati+ $!o, )*a"itati+ R#a!c-
urriculum (uide on ) *o+ *o+ -asic 'ducation urriculum enior /igh
•
chool Applied Research + St!at
: onte0tuali1ed teaching and learning, using +st century s%ills in delivering instructions and onstructivism approach using collaboration.
III. PROCEDURE: A. P!"i P!"i,i% ,i%a! a! Acti+ Acti+it it 1. &pening "rayer 0. hec%ing of Attendance B. R+i As% the class about the previous lesson • C. L## L##o% o% P!o P!op! p! 1. Moti+atio tio% Analysis • "icture Analysis 'ntice the students in their learning. •
Do: *eacher will show a picture and
•
from the Do: As% •
will call a volunteer
class. the following 2uestions: 3hat can you say about the picture4 (ive some descriptions
•
Do:
tate the ob#ectives and the lesson of the da y 0. P!# P!#% %ta tati tio% o% 2Ac 2Acti ti+i +it t33 •
•
• •
•
'0plain to students the difference between 2ualitative and 2uantitative information. Use e0ample ob#ects from around the classroom to clarify the difference between the two. Activity + based on + st century s%ills : (roup ollaboration *he teacher will apply 5ygots%y6s 1one of pro0imal learning. I%#t!*ctio%#: Do: !ivide the class into 7 groups based on student6s prior %nowledge about the topic. *he members will analy1e the picture and give two e0amples of • 2ualitative and 2uantitative data that could be obtained from the • •
photograph of the carabao. *he group will write their output in the $anila paper. 'ach group will choose a representative and share their insights or output.
4. Di#c*##io% 2A%a"#i#3 • Do: As% /&* 8/igher order thin%ing9 2uestions to the class. • Do: As% the following 2uestions: 3hat type of educational research in which the researcher decides •
•
what to study4 In your own understanding, what is Qualitative and Quantitative
Research4 3hat are the characteristics of Qualitative and Quantitative4 • 3hat are the differences between the two in each step4 • In terms of: a. Identifying a research problem4 b. Reviewing the literature4 c. pecifying a purpose for the research4 d. ollecting data4 e. Analy1ing and Interpreting data4 f. Reporting and 'valuating research4 (. D+"op,%t Acti+iti# 2A5#t!actio%3 st • Activity based on + century s%ills 8same group9
•
•
In this activity, the students will be able to generate and improve or deepen their ideas about Qualitative and Quantitative. I%#t!*ctio%#: Do: -ase on the sentence below, decide whether the data is 2ualitative or • • •
2uantitative 3rite it on a $anila paper 'ach group will choose a representative and share their insights or output. T- *,, o!, i%c!a#6 5 0 i%c-#. T-! ! $o*! 6o# i% t- !o*p. T- 6o# ! #,a"". T- #a,p" co%tai%6 4 6i$$!%t tp# o$ 5act!ia. T- pati%t co,p"ai%6 o$ ac-# a%6 pai%#. T- pati%t -a6 a t,p!at*! 170 6!#. T- c-i,p i6%ti$i6 10 pict*!# co!!ct". T- pa!!ot# !a% $!o, 5!i-t !% to 6a!8 !6. T- 5a""oo% i%c!a#6 i% #i9 $!o, i%c-# to ; i%c-# a!o*%6. T- 5i!6# ! o*%. T- !oc8 #a,p" co%#i#t6 o$ 0 !a,# o$ <*a!t9 T- !oc8 #a,p" a# !66i#- 5!o%i#-. T- #a,p" it- t- 5a8i% #o6a appa!6 5*55" T- "a+# o% t- $i!#t p"a%t #pci,% appa!6 -a"t-i!. T- $i!#t p"a%t #pci,% -a6 4 ,o! "a+# t-a% t- #co%6
#pci,%. T- "a+# o% t- #co%6 p"a%t #pci,% ! !%= -i" t- "a+# o% t- $i!#t p"a%t #pci,% ! t*!%i% 5!o%. . S%t-#i# 2App"icatio%3 Use "roblem -ased Learning to develop critical thin%ing of the student • In this activity the student will be able to analy1e, evaluate, and apply
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strategies to solve the given problem. I%#t!*ctio%#: Do: "roblem cenario how "roblem cenarios to the class and call somebody to answer. • *he student will e0plain his or her answer to the class. • ;or each scenario listed below, identify whether it would be best to • gather 2ualitative data, 2uantitative data, or a combination of both to answer the 2uestions being as%ed.
Sc%a!io 1:
to do the budget.
3hat type of data collecting method you would use4 82ualitative and=or 2uantitative9 3hy4
-riefly describe how you would collect the data 8what tools would you used, e.g., a ruler, a 2uestionnaire9.
Sc%a!io 0:
loo%s li%e your customers en#oy your restaurant. -ut you want more information.
service, and ambiance.
3hat type of data collecting method you would use4 82ualitative and=or 2uantitative9 3hy4
-riefly describe how you would collect the data. IV. EVALUATION:
*he student will prepare a piece of paper and will answer the following 2uestion. 3rite the statement in column A if it is 2uantitative and column - if it is 2ualitative.
IV. REMEDIAL / ENRICHMENT •
(ive addition information of the topic if needed.
IV. ASSIGNMENT • •
'0plain when to use Qualitative Research4 "ut it on a short bond paper
coring Rubrics: ' E>c""%t
4 ' Goo6
1 ' Poo!
Answer is comprehensive, accurate and
Answer is not comprehensive or
Answer is partial or incomplete.
complete. )ey ideas are clearly stated
completely stated. )ey points are
)ey points are not clear. Question
and e0plained
address but not well supported.
not ade2uately answered.
Poi%t# Ea!%6
N*,!ica"
D#c!ipti+
+ > +?
@+ +
'0cellent
B ++
BC > @
(ood
7D
B+ > B?
;air
+>E
D? > B
Feeds Improvement
"repared -y: MARTINE?= ALAN R. *eacher !emonstrator
Reviewed by: EDMAR E. RAAGAS *rainer
GENEVIVE H. SUMUNDONG *rainer
