Republic of the Philippines

Department of Education
Region II – Cagayan Valley
Schools Division Office of Cagayan
Baybayog National High School
Baybayog, Alcala, Cagayan

DAILY LESSON LOG IN PRACTICAL RESEARCH 1

Second Semester Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES
A. Content The learners The learners The learners The learners The learners
Standards demonstrate an demonstrate an demonstrate an demonstrate an demonstrate an
understanding of: understanding of: understanding of: understanding of: understanding of:

1. the value of 1. the value of 1. the value of 1. the value of 1. the value of
qualitative research; qualitative research; qualitative research; qualitative research; qualitative research;
its kinds, its kinds, its kinds, its kinds, its kinds,
characteristics, uses, characteristics, uses, characteristics, uses, characteristics, uses, characteristics,
strengths, and strengths, and strengths, and strengths, and uses, strengths, and
weaknesses weaknesses weaknesses weaknesses weaknesses
2. the importance of 2. the importance of 2. the importance of 2. the importance of 2. the importance of
qualitative research qualitative research qualitative research qualitative research qualitative research
across fields of across fields of across fields of across fields of inquiry across fields of
inquiry inquiry inquiry inquiry

B. Performance The learner should be The learner should be The learner should be The learner should be The learner should
Standards able to decide on able to decide on able to decide on able to decide on be able to decide on
suitable qualitative suitable qualitative suitable qualitative suitable qualitative suitable qualitative
research in different research in different research in different research in different research in different
areas of interest. areas of interest. areas of interest. areas of interest. areas of interest.
C. Learning Describes Describes Describes Describes Describes
Competencies/ characteristics, characteristics, characteristics, characteristics, characteristics,
Objectives strengths, strengths, strengths, strengths, strengths,
weaknesses, and weaknesses, and weaknesses, and weaknesses, and weaknesses, and
kinds of qualitative kinds of qualitative kinds of qualitative kinds of qualitative kinds of qualitative
research research research research research
 Illustrates the Illustrates the Illustrates the Illustrates the Illustrates the
importance of importance of importance of importance of importance of
qualitative research qualitative research qualitative research qualitative research qualitative research
across fields across fields across fields across fields across fields
II. CONTENT Qualitative Research Types of Qualitative Types of Qualitative Importance of Importance of
Research Research Qualitative Research Qualitative Research
across fields across fields
III. LEARNING Powerpoint Powerpoint Powerpoint Powerpoint Powerpoint
RESOURCES presentation presentation presentation presentation presentation
and and and and and
learning module; learning module; learning module; learning module; learning module;
video video video video video
clip presentation clip presentation clip presentation clip presentation clip presentation

A. References Biglete, Amelia. Biglete, Amelia. Biglete, Amelia. Biglete, Amelia. Biglete, Amelia.
“Ethical “Ethical “Ethical “Ethical “Ethical
Considerations in Considerations in Considerations in Considerations in Considerations in
Conducting Conducting Conducting Conducting Conducting
Research.” Lecture, Research.” Lecture, Research.” Lecture, Research.” Lecture, Research.” Lecture,
May 2014 May 2014 May 2014 May 2014 May 2014
Calmorin, Laurentina Calmorin, Laurentina Calmorin, Laurentina Calmorin, Laurentina Calmorin, Laurentina
P., and Melchor A. P., and Melchor A. P., and Melchor A. P., and Melchor A. P., and Melchor A.
Calmorin. Research Calmorin. Research Calmorin. Research Calmorin. Research Calmorin. Research
Methods and Thesis Methods and Thesis Methods and Thesis Methods and Thesis Methods and Thesis
Writing. 2nd edition. Writing. 2nd edition. Writing. 2nd edition. Writing. 2nd edition. Writing. 2nd edition.
Manila: Rex Manila: Rex Manila: Rex Manila: Rex Manila: Rex
Bookstore, 2007. Bookstore, 2007. Bookstore, 2007. Bookstore, 2007. Bookstore, 2007.
1. Techer’s Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
Guide (Page/s
No.)
2. Learner’s
Material
(Page/s No.)
B. Other Learning
Resources
IV. PROCEDURES
A. Activity Prayer, Classroom Prayer, Classroom Prayer, Classroom Prayer, Classroom Prayer, Classroom
Management, Management, Management, Management, Management,
Checking of Checking of Checking of Checking of Checking of
Attendance Attendance Attendance Attendance Attendance
 Start with a class Group work: Conduct a class Role-playing Provide a sample
discussion about what brainstorming activity: Divide research question
Divide students into
students know or session. Ask students students into pairs. (e.g., “How do
groups and assign
think about research. to name various fields One student plays the teachers perceive
each group one type
Ask them to define (e.g., healthcare, researcher, and the student well-being
of qualitative
what they believe education, business, other is a participant in remote
research (e.g.,
"qualitative" means. social sciences) and in a qualitative study. learning?”) and ask
phenomenology,
discuss how The researcher must students to work in
Show a short video or ethnography,
qualitative research ask ethical questions pairs to design a
presentation grounded theory,
might contribute to related to consent, qualitative research
introducing case study, narrative
each. confidentiality, and study around it.
Qualitative research, and action
participant rights. They must choose a
Research with research).
qualitative research
examples in different After the role-play,
Each group should type, decide on data
fields (e.g., education, discuss ethical
prepare a short collection methods
healthcare, sociology, dilemmas researchers
presentation about (e.g., interviews,
etc.). face in qualitative
their assigned type, focus groups), and
research.
including an example outline ethical
of its application. considerations.

B. Analysis Discuss the key After presentations, Present case studies Discuss ethical issuesAsk each pair to
characteristics of engage the class in a from various fields, in qualitative
present their
qualitative research discussion comparing illustrating the impact research, such as
research design,
(e.g., focus on the different types of of qualitative informed consent,
and provide
understanding human qualitative research. research (e.g., a case participant feedback. Discuss
behavior, uses non- What makes each one study on patient care confidentiality, data
the feasibility of
numerical data, unique? What are in healthcare, or integrity, and the
their methods, the
explores perceptions their strengths and community-based researcher’s role and clarity of their
and experiences). weaknesses? research in bias. research question,
sociology). and the ethical
Ask students to Analyze a real-life
considerations.
compare qualitative Discuss how example where
research with qualitative methods ethical issues were
quantitative research, uncover deeper raised in qualitative
discussing their insights than research and the
 differences in data quantitative methods consequences that
collection and in these fields. followed.
outcomes.

C. Abstraction Summarize the core Provide a summary of Summarize the key Create a list of ethical Provide a clear
concepts of each type of reasons qualitative guidelines for framework for
qualitative research: qualitative research, research is important: conducting qualitative designing a
data collection explaining the it provides rich, research, focusing on qualitative research
(interviews, focus methods used and contextual respecting study: defining a
groups, observations), their most common understanding, participants, being research question,
data types (text, fields of application. emphasizes transparent in selecting
audio, visual), and participant methods, and appropriate
analysis techniques perspectives, and is ensuring accurate methods,
(thematic, narrative flexible and adaptive reporting of findings. considering ethical
analysis). to complex situations. issues, and planning
for data analysis.

D. Application Have students apply Ask students to apply Have students apply Ask students to Have students
their understanding each type of research their understanding design a brief individually apply
by identifying real-life to a hypothetical by selecting one field research proposal the framework to
research question
situations where (e.g., education) and (either individually or design a mini-
(e.g., “What are the
qualitative research experiences of first- discussing how in small groups) that research study
could be applied (e.g., generation college qualitative research incorporates ethical based on a topic
exploring patient students?”). They could improve a real- considerations for a they are passionate
experiences, should decide which world problem (e.g., qualitative study they about (e.g.,
understanding type of research understanding are interested in. exploring attitudes
classroom dynamics, would best suit their student engagement toward
question and explain
etc.). or teaching sustainability,
why.
strategies). understanding
cultural practices in
a local community)..

E. Assessment Give a short quiz to Have students Ask students to write Ask students to Evaluate students’
check if students complete a worksheet a paragraph identify potential research designs
understand the basic or quiz where they explaining the ethical issues in a based on clarity,
concepts of match a research importance of sample research feasibility, and
qualitative research. type to a real-world qualitative research in scenario and suggest ethical
 scenario or case one specific field, how to resolve them. considerations.
study. using examples from
the case studies
discussed.

F. Assignment Assign a short reading Ask students to select Assign students to Have students write a Ask students to
on the history of a research topic (from choose a field of 1-2 page reflection on submit a complete
qualitative research their field of interest) study (e.g., business, the importance of research design
and ask students to and identify which health, psychology, ethics in qualitative proposal for a
summarize key points type of qualitative etc.) and find a research, citing qualitative research
in a 1-2 page research would best research paper or specific ethical project, including
reflection. suit it, justifying their case study that dilemmas and how to the research
choice utilizes qualitative address them question,
research. They should methodology,
summarize how ethical
qualitative methods considerations, and
were applied and the data collection plan
insights gained.
V. REMARKS
VI. REFLECTION

Prepared by: Checked by: Approved:

JUDIMARCE C. CAUILAN DANILO S. DUQUE ABELARDO M. VERZON, JR

Teacher III Master Teacher II Principal I
.