MINDANAO MISSION ACADEMY

Manticao, Misamis Oriental

TEACHING GUIDE

Teacher: Emelita P. Elcana Subject: Research in Daily Life Time: 12 hours Date: June 10-27, 2019

Topic/ Lesson Name Nature of Inquiry and Research Qualitative Research and Its Importance in Daily Life
Content Standard The learner demonstrates
understanding of:
1. the importance of research
in daily life
2. the characteristics,
processes, and ethics of
research
3. quantitative and qualitative
research
4. the kinds of research across
fields
Performance Standard The learner is able to:
use appropriate kinds of research in making decisions.
Learning Competency The learner:
1. shares research experiences and knowledge
2. explains the importance of research in daily life
3. describes characteristics, processes, and ethics
of research
4. differentiates quantitative from qualitative
Research
5. Provide examples of research in areas of interest (arts, humanities, sports, science, business, agriculture
and fisheries, information and communication technology, and social inquiry)
Specific Learning Outcomes At the end of the week, the students will be able to:
* point out how their research experiences and knowledge prepares them for solving community problems
* emphasize the value of research in one’s daily life
* discuss how research is distinct from creative projects considering characteristics, processes, and ethical
standards
* differentiate quantitative research and qualitative research
* identify researches into its type
Time Allotment 12 hrs.
Lesson Outline Introduction
Motivation
Instruction/Delivery
Practice
 Enrichment
Evaluation
Materials Worksheets, Cartolina, Manila Paper, Glue, Construction Paper, Laptop, VGA & HDMI, Chalk & Eraser,
Copies of PT & Rubrics, Textbook, Photocopy of pages from textbook
Resources Baraceros, E. L. (2016). Practical Research 1. Quezon City: Rex Book Store.

Procedure Teacher’s Tips

INTRODUCTION 5 MINUTES
* Pre-Test
* Presentation of Performance Task (GRASPS)
* Presentation of Rubrics
* Class Rules
MOTIVATION Give them 1 sticky
note to write the
The students read the article/story entitled Boy Wonder. By threes, the students share experiences about research. Bible promise and
1. What was the problem existing before the research was conducted? have them stick to
2. How was the problem solved? their research
3. How did Raymond Amurao discover the possibilities of his research? notebook.
4. How did he come up with diesel?
5. What type of research did he accomplish?
6. Based on the article you read, and your answers to previous process questions, what is your definition of research?
(every group must share their definition)
7. What Bible promise will you claim as you go through this endeavor this school year?
INSTRUCTION/DELIVERY The output and
Activity 1: MY RESEARCH STORY responses are
With the same group, students share a positive and negative experience about how they undergone research in the past. recorded but not
What was the hardest part about research? What was rewarding about research? What do they know about research? graded.
What are the things that they think they need to improve in doing research?
This part may be
After that, students do a flowchart about the sequence of research. See graphic organizer. done in 20 minutes
Process questions:
1. How do you rate your knowledge about research? In a scale of 1-10, Where are you?
2. Do you think problems in the community can be aided and in the long run be solved through research? Cite
examples.
3. How can your research experiences and knowledge prepare you for solving community problems?
4. What should be your attitude (based on your experience) in order to not cram with research deadlines?

Activity 2: WORD TABOO (7 min.)

Volunteer students come to the front. One will describe a research TERM using only two words; then, two others will try to
guess the TERM being described. The TERMS will be whispered by the teacher on the ear of each person who volunteers to
describe: OBJECTIVES, SCOPE AND LIMITATION, STATEMENT OF THE PROBLEM, and SIGNIFICANCE OF THE STUDY, QUALITATIVE,
QUANTITATIVE.

Process Questions (3 min): This is recorded but

1. What common characteristics do the terms in the game have? not graded
2. Which terms are familiar to you? How do you define the term familiar to you?
3. How do you think can these terms help you in this class?

ACTIVITY 3: MINI-ME
Let students pick names of popular pair (e.g. Tom & Jerry, Kathyrn Bernardo & Daniel Padilla, etc.) Students will find their pair
in less than 2 minutes. Then they read, pp 4-5 in their textbook. One will explain the quantitative research and the other
explains the qualitative research. Let students watch the video about the difference of qualitative and quantitative
research. Ask them to take notes.
After this, they will be given time to ask in the class about quantitative and qualitative. Any student may answer the
questions of his/her classmates. The teacher can also facilitate and answer questions if the students cannot answer. After
this, they will be given a quiz individually to see whether they get the difference or not. If many of the students fail, the
teacher reviews the lesson and give them opportunity to ask questions.

Assessment quiz:
1. The most basic distinction between types of data is that some data are quantitative while other data are qualitative.
Quantitative data general consists of:
A. Numbers
B. Equations
C. Open-ended responses
D. Survey and questionnaire data
E. Any data can be considered quantitative.
2. Qualitative data generally can include:
A. Only written material that respondents provide in response to open-ended items.
B. Any sort of data that can be summarized with numbers.
C. Text, pictures, videos, sound recordings.
D. Survey and questionnaire data.
E. Equations
3. The most fundamental difference between qualitative data and quantitative data is that:
A. The type of judgment that is used to make meaning of the data, and how the data are manipulated.
B. The research questions that can be addressed using each of the types of data.
C. The topics about which the data are being collected.
D. The respondents providing the data.
E. There really is no difference.
4. Which of the following describes the purpose of qualitative research?
A. It describes and answers questions about participants and contexts.
B. It explores a phenomenon to better understand it.
C. It answers questions and illuminates issues that cannot be answered by quantitative methods.
D. All of the above.
5. Which of the following is a characteristic of qualitative research?
A. It relies on disciplined inquiry.
B. It uses random sampling techniques.
C. It uses a static, fixed research design.
D. It is deductive in orientation.
6. Which of the following BEST characterizes the difference between quantitative and qualitative studies?
A. Quantitative studies involve many, many variables while qualitative studies involve only one or two variables.
B. Quantitative problems are stated as questions while qualitative problems are stated as hypotheses.
C. Quantitative problems are researchable while qualitative ones are not.
D. Quantitative researchers structure and control the context while qualitative researchers do not interfere with the
natural context.
7. Which of the following purposes is most aligned with a quantitative approach?
A. Comparing test results across groups to understand the effects of a particular instructional approach
B. Understanding historical perspective for an educational topic
C. Understanding the shared beliefs and practices of teachers in a school
D. Developing a theory grounded in the beliefs of the group being studied
8. Which of the following statements is most aligned with a researcher using qualitative methods?
A. Collecting data through interviews and observations
B. Investigating a formal research hypothesis
C. Communicating the results in a formal, highly structured report using technical language
D. Using a structured, fixed design in which a few variables are manipulated or controlled
9. Which of the following is most aligned with a researcher using quantitative methods?
A. Studying a large number of subjects as a detached, objective observer
B. Studying many variables in the context in which they naturally occur
C. Communicating the results of the study in a loosely structured report that uses informal language
D. Using a research design that changes as narrative data is collected and analyzed
10. Quantitative research is to explanation as qualitative research is to
A. evaluation.
B. experimental design.
C. exploration.
D. scientific and disciplined inquiry.
11. Which of the following problems is most appropriate to a quantitative approach?
A. Studying the nature of student interactions in an inclusionary classroom
B. Studying the effect of using formative quizzes on students' knowledge of key concepts
C. Analyzing the impact of the minimum competency testing programs of the 1960s on the standardized testing
programs of today
D. Understanding the experiences of a veteran teacher who has moved into an administrative position in her school
12. Which of the following problems is most appropriate to a qualitative approach?
A. Describing the relationship between students' math attitudes and their math achievement
B. Identifying the characteristics that differentiate students who drop out of high school from students who do not
drop out
C. Describing the effect on students' achievement of creating a student-centered assessment environment
 D. Understanding what it is like to work in a school that is changing the decision-making process from a top-down,
administratively driven model to a bottom-up, teacher-driven model

ACTIVITY 4: WHY RESEARCH?

Ask students why should research be done? Give them time to give their answers. Group students into 5. Ask them to assign
numbers to each member as 1, 2, 3, 4, 5. All number one explains to their group the reason 1: Knowledge production, 2: The teacher relates
Finding answers; 3: Human convenience, 4: Research precedes research. 5: Make the World better. The teacher may give the significance of
handout to every member or may ask students to refer to page 6-7 in their textbook if most of the students have textbook in research in the
class. significance of
Process questions: researching the
1. Do you now know why research should be done? Bible
2. Do you see its importance or relevance? Knowledge
3. What will happen to the nation, the world if there is no research? Production, Finding
4. In what way you can say that research has contributed to the comfort and progress of your life? Answers, Human
5. Why is research important to you personally? convenience,
Progress, Make the
ACTIVITY 5: Pass it On! World better.
Students are grouped into 8. They form a circle. They are given strips of paper written on it are the characteristics of good
research. One characteristic per strip of paper. Each member of the group is given a strip of paper. They read and
understand what is written on the paper. If they have questions, they reserve it and write it on their notebook. After a minute,
the teacher says “pass”, the students pass the strip to the person next to them. After a minute, they pass again until they
read all the characteristics. After that the teacher process the activity and sum up the lesson.

Process Questions:
1. What are the characteristics of a good research?
2. What are things you want to clarify about characteristics of research? (Let them ask about the questions they
reserved when they read each characteristics.
With their seatmate (by three or four), let them cut 1/16 pieces of paper for draw lots. Ask them to write the characteristics
of a good research and ask them to fold. With their group, one student picks one characteristics and describe the
characteristics to their groupmates. The groupmates can add or correct the explanation if wrong. They take turns in picking
and explaining.
NOTE: For the next activity, the teacher groups the students into 6. They need to assign one president, senator, congressman,
governor, mayor. Ask them to bring 2 Cartolina papers (any color), 1 pentil pen, scissors, masking tape (the teacher may
provide the masking tape). The teacher assigns the group: STEP1, STEP2, STEP3, STEP4, STEP5. The teacher tell the students to
read HOW TO CONDUCT RESEARCH on pages 11-18, especially on the step they are assigned to.

ACTIVITY 6: WHAT DO YOU KNOW?

The teacher gives the task for the group. President- leader of the group. He/she will facilitate the discussion of the group and
follow up and monitor the group’s work. Senator- is the visual aid maker. He/she creates the visual aid. The congressman is
the reporter. The congressman reports particularly on the step your group is assigned. Take note that the congressman
should not read what he reports. He/she should explain the process/step and what to do in that step. The congressman may
be helped by the President. The governor is the one who comes with the congressman to place the visual aids on the
board. Since the group has the freedom to make creative visual aids, the governor should not post all the visual aids in one
time. The governor also prepares one comprehensive question for each group to ask after the reporting. The mayor should
address the inquiry questions of the people/classmates. The group is given 45 minutes to prepare. Tell the students that after
five minutes, they are not allowed to discuss anymore and to make visual aids. They should listen. The group is given 5
minutes to present what they prepared and 2 minutes to entertain and answer all the questions.
The teacher can facilitate the discussion and clarify the concept presented by the students. Also, teacher may answer the
questions of the student if the student cannot answer.
Process Question:
1. Why do you think we need to know the steps?
2. What will happen if we do not follow the steps?
NOTE: Tell students to read ahead page 19-21 in their textbook. Tell them to bring a sticky note for the next activity.

ACTIVITY 7: CLOSE READING

Let students view the video about Ethics. Ask them what Ethics is.

Students will be guided by the questions: Whatever we have

1. What is the flow/sequence of research that a researcher needs to follow? to do, we need to
2. What will happen if we do not follow the structure of research? always consider
3. Why do we need to paraphrase or summarize the citation that we will use in research? ethics. The Bible is a
4. What does it mean for a research to be verifiable? best basis of what is
5. How do we make our research credible and reliable? ethical or not.
6. What is considered ethical when we gather our data particularly on the respondents or subjects? List all that you see
in the reading.
The students write their answer in the sticky note. Then they paste/post it on the part where the text that support their
answer is written. To check this, students may exchange book/handout. The teacher facilitates the checking.
Process Questions:
1. What are the research Ethics? (Ask students to give one and describe what it is)
2. Why do we need to follow ethics in research?

ACTIVITY 8: INTERACTIVE LEACTURE

With powerpoint, the teacher interactively lectures the introductory part of the Philosophy of Science.

ACTIVITY 9: BEST OF FOUR Emphasize that

The students group themselves with four members in the group. Each should have one assigned number (1,2,3,4). Instruct the there are different
members in the group that the number ones are the form of research. The number 2s are the method, number 3s are approaches in
Knowledge, and number 4s, conclusion. The teacher explains the Epistemological perspective in Research and explains that epistemological
there are perspectives – Empirical-positivism, interpretivism, critical theory, and post modernism. Every perspective is perspective in
introduce by the teacher. For example, the first is Empirical-positivism. The teacher give a short background. Then the research.
teacher introduce that there are 4 characteristics. After a short introduction the members in the group are given time to Epistemology is the
read their part. Then they explain it to the co-members. They only share for 5 minutes. After 5 minutes, the teacher again study of knowledge
proceed to introduce another perspective – interpretivism. The teacher give again background and give time for the and how it is
members in the group to study and share with their group their part. This procedure continues until the last perspective. produced. In the
same way, there
Process question: are also a lot of
 1. Why do the characteristics differ from one approach to the other? approaches in our
2. What is the difference between Natural and Physical Science? study of the
3. Are there any differences in the nature, characteristics, process and formats in researches across fields? knowledge of God.
It could be by
ACTIVITY 10: INTERACTIVE LECTURE reading the bible,
The teacher will interactively discuss the types of research both under qualitative and quantitative. studying the
Qualitative: nature, talking to
Case Study God, etc.
Ethnography
Phenomenology
Content and Discourse Analysis Teacher prepares
Historical Analysis PPT presentation
Grounded Theory and samples of
abstract papers
Quantitative:
Survey
Correlational
Causal-Comparative
Experimental

The teacher provides abstract samples and students identify the type of research.

PRACTICE The output and

Group Activity responses are
1. The students recorded but not
Creative projects/writing Research paper graded.
Differences Similarities Differences
Characteristic

Process

Ethical considerations

Process question:
1. How is research distinct from creative projects considering characteristics, processes, and ethical standards?
ENRICHMENT
1. Ask students to look for one research. Have them study the research they bring. Let them print the abstract.
2. Let them identify what type of research and what field it belongs. The student should give reasons/justify or explain
his/her answer.
Research Title:
Quanti/Quali? Natural/Social Type of What Characteristic of perspective
science? research perspective? Form? Method? Knowledge? Conclusion?

Explanation why

EVALUATION 1 hour and 30 mins.

Students individually answer the unit evaluation on pages 23-26 and 41-44.