Name: Trisha Nazareno Week: Quarter: 2nd

Subject: English for Academic and Professional Purposes Grade:12 Semester: Second
Date: April 25 – May 3, 2024 Strand: HUMSS SY: 2023-2024

I. LEARNING STANDARDS
A. Content The learner understands the principles and uses of surveys, experiments and
Standards scientific observations
B. Performance The learner produces a well-written report for various disciplines
Standards
C. Learning • gathers information from surveys, experiments, or observations
Competencies CS_EN11/12A-EAPP-IIe-j-9
• disseminates written forms of information from surveys, experiments or
observations CS_EN11/12A-EAPP-IIe-j-10
At the end of the lesson, the learners are expected to:
a. classify the different types of survey questions;
b. justify the importance of crafting a clear and well-designed survey questions;
and
c. create an example for each type of survey questions.

D. Code
II. CONTENT Conducting and Gathering Information from Surveys
III. LEARNING RESOURCES
A. References • Curriculum Guide
• Ybanez, A., Mactub M., Mccary, M., Magaway C., Macua C., Mutia, L.,
Tizon, M., Montecalvo, D., Natividad, C. (2020). SHS English for Academic
and Professional Purposes Alternative Delivery Mode Quarter 2 – Module 6:
Writing the Position Paper First Edition, 2020. Department of Education.
1. Teacher’s Learning Activity Sheet Quarter 2 Module 7
Guide page s
2. Learner’s Learning Activity Sheet Quarter 2 Module 7
Material
pages
IV. PROCEDURES
PRELIMINARIES: (Prayer, Greetings, Classroom Rules, Checking of Attendance)
A. Reviewing Recalling concepts discussed during the previous lesson, writing the position
previous paper
lesson or
presenting the Process Questions:
new lesson. 1. In our last meeting, what was our discussion all about? (Types of Report
PRIMING and Survey Questionnaire)
ACTIVITY 2. How many are the types of reports? What are those? (Survey Report, Lab
or Scientific Technical Report, and Field Report)
3. Among the types of reports, what do we usually or commonly use? Why do
you think it is popularly used by people? (Survey report, answers may vary)

B. Establishing a Presentation of learning objectives.

purpose
for the lesson
C. Presenting Activity 1: Fact or Bluff?
examples/ The students will be divided into four groups. Each group will receive a green and
instances of the red flag. The teacher will flash some information from a survey, the students will
new determine whether the information is authentic or manipulated. The students will
lesson raise their green flag if they think the information is authentic and comes directly
MOTIVATIONAL from a survey, otherwise, if they think it is manipulated or made up they will raise
ACTIVITY the red flag. Some information comes from the SWS Survey, while other information
is straightly made up.

1. 73% of Filipinos believe that religion is very important. (Fact)

• SWS Survey also found out that 73% of Filipinos participate in religious
activities. The other 23% on the other hand are non-believer.
2. 1 out of 4 Filipinos experience stress. (Fact)
• SWS Survey found out the 27% of Filipinos are frequently stressed,
37% are sometimes stressed, 34% are rarely stressed, and 2% have
never experienced stressed.
3. Filipinos are more attracted to a person’s brain than body. (Bluff)
4. 58% of enrolled school-age Filipinos se devices for distance learning. (Fact)
• Based on the SWS Survey, the 58% Filipino learners that uses devices
for distance learning are composed of learners who uses
smartphone, tablet, television, and desktop/laptop for distance
learning.
5. Emotional violence is considered as the most important problem of women
today. (Bluff)

Process Questions:
1. How did you determine or identify that the information is authentic or
manipulated?
2. Is it hard to determine the difference between an authentic and
manipulated information? If yes, why?

D. Discussing • Probing/Essential Questions about the activity, elicit responses from the
new learners, publish their responses traffic them into positive and negative
concepts and responses, and rectify the incorrect responses. Ask essential questions to
practicing link the lesson from the analysis part of the lesson to the Abstraction
new skills #1
ANALYSIS Activity 2: Analyzing the Survey Questions
• The teacher will post the following survey questions on the board. The
students are tasked to read the following questions silently. Afterwards, the
teacher will ask them to examine and analyze each question. After the
students’ observation, the teacher will ask some questions relevant to the
posted survey questions.

1.What is the most valuable thing you've learned in high school (besides
academics)? ________________________________________________________

2. Do you prefer group projects or individual assignments? _____Yes _____No

3. What are your preferred methods for studying? (Choose all that apply)
___Highlighting textbooks
___Creating flashcards
___Forming study groups
___Watching online lectures/tutorials
____Practicing practice problems

4. How often do you participate in the following activities?

Activity Never Rarely Sometimes Often Very
Often
Participating
in sports team
Joining clubs
or
extracurricular
activities
Volunteering
in your
community
Participating
in student
government
or leadership
activities
Attending
school events

5 .Do you plan to apply to any colleges or universities that require standardized test
scores (like the SAT or ACT) for admission?
_____Yes (If yes, go to the follow up question)
_____No (If no, skip the follow up question)

Follow up question: Have you already taken the SAT or ACT?

_____Yes
_____No

• After examining each survey question, the teacher will ask the following
questions:

1. What did you observe on the given survey questions?

2. Based from our previous discussion which was the do’s and don’t in writing
a survey question, do you think these survey questions are written
effectively?
3. What did you notice among their differences when it comes to format?
 • The teacher will gather students’ responses based from the observations
they have noticed. The teacher will elaborate the differences between the
survey questions and how these different types of questions can be used for
their survey depending on its appropriateness for their topic. After that. The
teacher will lead the students to the lesson proper.

E. Discussing ABSTRACTION: PROPER LESSON DISCUSSION Presented using a PPT

new • The teacher will introduce their new lesson, “Conducting and Gathering
concepts and Information from Surveys”
practicing • The teacher will start the discussion by elaborating the steps in conducting
new skills #2 a survey, how data gathering is done, differentiate the types of survey
LECTURE- questions, and the points in crafting a survey question.
DISCUSSION
THREE STEPS IN CONDUCTING A SURVEY
There are three steps in conducting a survey.
1. Decide on a four or five option survey questions. Then make a tally chart with an
appropriate heading and title. The question should follow the guidelines of making
an effective survey question. Formulate questions that address the aim and need
of the research. The question should be clear, concise and efficient. The heading
and the title should reflect the focus of the survey.
2. Conduct a survey then tally all the answers. In conducting a survey, make sure
all answers are noted. Plan for a more systematic way of tallying.
3. Count the answers marking the items with the least to the greatest tallies. Then
make a graphic representation of the results. Be careful in tallying so you should
observe accuracy and honesty. Results can be presented using any graphics. Most
commonly used are charts and organizers. Choose the most appropriate graphics
that best represent the result of the survey.

NOTE: When conducting a survey, you must observe ethics. You should write a letter
of consent. In the letter you should also emphasize that the information given by
the respondents/ participants will be held with utmost confidentiality. You should
be polite and show respect to the respondents. You should maintain a friendly
atmosphere so that respondents may not feel so intimidated

The task of gathering or collecting information or data from surveys requires a high
level of knowledge and skill. You need to be familiar with the different types of
survey questions and learn the art of formulating them before you can conduct
the survey and actually gather primary data. Primary data, as the name implies, is
data you as a researcher collect from first -hand sources using methods like surveys,
interviews, or experiments

Types of Survey Questions (Torneo et. al., 2017, 119-121)

1. Open-ended Questions
2. Dichotomous Questions
3. Multiple Response Questions
4. Matrix Questions
5. Contingency Questions
Definition and Examples
1. Open-ended Questions
• These types of questions do not have predetermined options or answers. The
respondents are allowed to answer the questions freely. Responses must be
recorded verbatim-especially because coding and analysis will rely on the
subject’s exact responses. Open-ended questions of ten need probing or
follow-up questions to clarify certain items in the subject’s response. This
question typically asks the “how” and “why” of something.
• Example: Why did you choose to vote for candidate X? Kindly explain

2. Dichotomous Questions
• Dichotomous questions have two possible answers, often either yes/no,
true/false, or agree/ disagree. These questions are used when the
researcher wants to clearly distinguish the respondent’s opinion, preference,
experience or behavior.
• Example: HIV/AIDS is transmitted through saliva:
True False

3. Multiple Response Questions

• There are certain questions that necessitate the respondents to provide
more than one answer. For example, a typical advertising survey would ask
the question, “How did you find about the particular service or item”? A
respondent may have encountered more than one of the probable ways.
• Example: How were you able to know about the graduate program of
Development Policy offered in De La Salle University? Check all that applies.
Print Advertisement By word of mouth (family, friends, etc.)
DLSU Website Telephone Inquiry
DLSU Social Networking Physical Appearance Inquiry Page
Others, please specify: _________________________

4. Matrix Questions
• There are instances where a number of questions you intend to ask have the
same set of possible answers. Thus, it is possible to construct a matrix of items
and answers for the sake of streamlining the survey.
• Example: Qualities of a Good Leader
Beside each of the qualities of a good leader, kindly indicate how well the
person in inquiry manifests the said quality with 1 being the lowest and 5 as
the highest.

Sample Matrix Question Set

Qualities / 1 2 3 4 5
Rating
Integrity
Inclusiveness
Information-
Driven
Innovative
 • Shown above is a numerical scale (matrix). The respondents are required to
choose from a number of categories that determine their preferences
• Another common scale is the Likert Scale which tries to assess the subject’s
agreement/disagreement or approval/disapproval on a five point scale-
with one end being the most positive answer, and the other end being the
most negative answer. The categories correspond to the numerical values
5,4,3,2,1, and are encoded as their numerical equivalent (Singh 2007,75).
The total score per item is determined. From here, you formulate your
inference.
• Example: Performance-Based Incentive System The new performance-
based incentive system encouraged me to work over-time.

(5) Strongly Agree (4) Agree (3) Undecided (4) Disagree (1) Strongly Disagree

5. Contingency Questions
• Contingency questions are intended for certain respondents only,
depending on the provided answers. A familiar example would be a follow-
up question provided after a respondent agrees to a certain item.
Respondents are asked whether they used any illegal drugs or substances.
Only those who answered yes are required to answer the succeeding items.
• Example:
4. Have you ever tried any illegal drugs and/or substances?
Yes No

4.1 If yes, what illegal drugs and/or substances have you used? Check
all that apply.
Crystal
Meth
Cocaine
Heroine
Marijuana
Ecstasy
Others, please specify: ____________

Points to remember in crafting survey questions

1. Keep the questionnaire as short as possible.
2. Ask short, simple, and clearly worded questions.
3. Start with demographic questions to help respondents get started comfortably.
4. Use dichotomous (yes/no) and multiple-choice questions.
5. Use open-ended questions cautiously.
6. Avoid using leading questions. Make your question ask for the other person’s
opinion.
• Do not make it clear what your own opinion is. (This would be called a
biased question or a leading question).
• A bad example would be. Fishing is a very cruel pastime. Do you agree?
 • A better question might be: Do you think that fishing is a cruel pastime?
A) Strongly agree B) agree C) neutral D) disagree E) strongly disagree
7. Pre-test a questionnaire on a small number of people.
8. Think about the way you intend to use the collected data when preparing the
questionnaire.

F. Developing Practice Exercise:

mastery • For the practice exercise, the teacher will use the examples from the
(Leads to activity two, Since the students are already introduced to the different
Formative types of survey questions, the teacher will let the students identify which
Assessment) type of survey question the example suggest.
LECTURE -
DISCUSSION
G. Finding • The students will be divided into five (5) groups. Each group will be given the
practical chance to select the type of survey question they will write based on their
application of chosen topics. Each group shall have a representative. The teacher will
concepts provide a box with five (5) colors where the group representative has the
and skills in daily chance to pick from (2) Open-ended Questions, (2) Dichotomous Question,
living (2) Multiple Response Question, (1) Matrix Question and (1) Contingency
Question.
APPLICATION: • A representative from each group will pick the type of survey question they
will write. The students will be given 10 minutes to craft their questions. After
that, they will present their work in front of the class.

Activity: Survey Design Challenge

Directions: Write or craft a survey question based on the type of survey question
assigned to your group. Based your questions to your chosen topic.

• (2) Open-ended Question – two examples

• (2) Dichotomous Question – two examples
• (2) Multiple Response Question – two examples
• (1) Matrix Question – one example
• (1) Contingency Question – one example

• The students will be scored based on the rubric

Rubric for Scoring

Criteria Excellent Good Fair Needs

(4) (3) (2) Improvement
(1)
 Target Audience Question Question is Question uses
considers the mostly language or Question is
knowledge level appropriate for concepts that inappropriate
and language the audience, are difficult for or irrelevant
appropriate for but might use the target for the high
the target some advanced audience to school
audience or confusing understand. student
terms. audience.

Relevance to the Question is Question is quite Question is Question is not

Topic mostly related to related to their somehow related to their
their chosen topic related to their topic
topic topic
Clarity Question is clear, Question is Question has
concise, and mostly clear, with some clarity Question is
easy to some minor room issues or uses unclear or
understand. No for confusing difficult to
ambiguity in misinterpretation. language. understand.
wording or
meaning.

Focus Question targets Question asks a Question is too

a specific and general question broad or asks Question is
relevant piece of or could be multiple things at irrelevant
information. Only interpreted in once. or doesn't
one idea is being multiple ways. gather
asked. useful
information.

Overall Question is well- Question is Question has Question is

Effectiveness written, easy to mostly effective, some limitations poorly
answer, and but could be that might affect constructed and
likely to generate improved for the quality of the unlikely to gather
reliable data to clarity or focus. data collected. useful
address the information.
survey's purpose.
H. Making • Sum up everything that has been discussed.
generalizations • Asked if students have questions or clarifications on the discussion
and • The teacher will ask several synthesis questions to incite students’
abstractions understanding on the topic.
about the lesson
1. What is the importance or contribution of conducting a survey to our
society?
2. Why do you think it is important to craft an effective survey questionnaire?

I. Evaluating • The students will have a 10-item quiz. They will classify the different types of
learning survey questions and will write a short essay worth for 5 points. The students
will answer the quiz on a ¼ sheet of paper.

1. Do you believe a college degree is a necessary requirement for a

successful career path? (Yes/No) (Dichotomous Question)
 2. How often do you use the following study strategies? (Matrix Question)
Study Never Rarely Sometimes Often
Strategy
Re-reading
my class notes
Highlighting
key points in
textbooks

3. Do you participate in any after-school activities (sports, clubs, etc.) that

end later than 3:30 PM? (Contingency Question)
___Yes (Go to the follow up question)
___No (Skip the follow up question)

Follow up question: How do you typically get home after your after-school
activities?

_____School bus _____Parent/guardian pickup

• _____Public transportation _____Walk/bike Other (please specify): _________

4. What are your thoughts on the potential impact of AI on society?

(Open Ended Question)

5. How do you typically prefer to learn new information in your classes?

(Choose all that apply) (Multiple Response Question)

• ____Teacher lectures and presentations

• ____Class discussions and group activities
• ____Reading textbooks and assigned articles
• ____Watching online lectures or video tutorial

6-10. Why do you think it is important to write a clear and well-structured survey
questions? (2-5 sentences)

J. Additional Assignment
activities for • Write a 10-item survey questionnaire based on your chosen topic. It is
application or recommended to use the dichotomous or multiple response questions.
remediation Submit it for checking in our next meeting.

Prepared by: Checked by:

TRISHA NAZARENO MARILOU C. CASTRO

Student Teacher Teacher III