DAILY LESSON LOG SCHOOL LAMPITAK NATIONAL HIGH SCHOOL GRADE LEVEL/SECTION 12/CELESTITE

TEACHER DAVESON B. EREBAREN LEARNING AREA PRACTICAL RESEARCH 2

TEACHING WEEK WEEK 3 QUARTER 2
DATES/TIME October 7-11, 2024/1:15-2:15 P.M. SCHOOL-YEAR 2024-2025

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of:
The content of chapter 1-3.
B. Performance Standards The learner is able to:
-check, evaluate and edit chapter 1-3
C. Learning Competencies N/A N/A
and code
D. Learning Objectives a. Present their written research work covering Chapter 1 (Introduction), Chapter 2 (Research Design), and Chapter 3 a. Present the chapter 1-
(Data Collection and Analysis). 3 as an outline defense
b. Defend the significance, rationale, and design of their chosen research topic.
c. Justify their data collection methods and how they intend to analyze the data.
d. Provide and receive constructive feedback on their written work and presentations.
II. CONTENT PREPARATION FOR CHAPTER 1 to 3 OUTLINE DEFENSE

LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learners’ Materials
3. Textbook, Page
4. Additional references
from LR Portal
5. Other Learning
Resources
III. PROCEDURES
A. Review
B. Motivation
C. Activity Students will present their written research covering Chapter 1 (Introduction), Chapter 2 (Research Design), and Chapter Give the pre-evaluation
3 (Data Collection and Analysis). or the general guidelines
Each group or individual should focus on: and criteria for
Chapter 1: The research problem, significance, and objectives. presentation
Chapter 2: The selected research design and why it’s appropriate for the study.
Chapter 3: The chosen methods for data collection and an overview of how the data will be analyzed.
 Groups/individuals will present for 5-7 minutes, with visual aids (optional) summarizing the key points of their written
research.
D. Analysis After each presentation, conduct a Q&A session where the class and the teacher can ask critical questions such as: Ask students some
"Why did you choose this research problem?" questions
"How does your chosen design align with the research objectives?"
"What challenges might you face in collecting and analyzing data?"
Encourage the class to provide constructive feedback and evaluate the alignment between the research problem, design,
and data collection methods.

Assess whether the research problem is clear and well-defined.

Determine whether the research design and data collection methods are appropriate and feasible.
Explore any potential biases or limitations of the study and suggest ways to address them.
E. Abstraction Review the essential components from Chapter 1 to Chapter 3 that make up a good research proposal: Start of presentation
Chapter 1 (Introduction): Importance of a clear research problem, significance, and well-defined objectives.
Chapter 2 (Research Design): Suitability of qualitative/quantitative designs and their connection to the research problem.
Chapter 3 (Data Collection and Analysis): Importance of selecting the right data collection method and an overview of
basic data analysis techniques.
Discuss common strengths and weaknesses found in the presentations. Link these to theoretical concepts learned in the
chapters.
Guiding Questions:

"How does your research problem guide the selection of your research design?"
"How do data collection methods influence the accuracy of your results?"
"What did you learn from today’s presentations about improving research proposals?"
F. Application Peer Feedback: Students will provide written peer feedback to another group or individual, focusing on:
Clarity of the research problem and objectives.
Appropriateness of the research design for addressing the problem.
Relevance and feasibility of the data collection methods.
Suggestions for improvement.
After receiving feedback, each group will reflect on the critiques and identify areas of improvement for their written
research.
Output:

Final version of written research, incorporating the feedback received during the session. Apply the criteria given
IV. EVALUATION Presentation Rubric: Rate according to
evaluation
Clarity of Research Problem and Objectives (5 points)
Justification of Research Design (5 points)
Explanation of Data Collection and Analysis (5 points)
Engagement with Feedback and Questions (5 points)
Peer Feedback Rubric:
 Relevance of Comments (5 points)
Constructiveness of Suggestions (5 points)
Reflection Paper:

Students submit a short reflection on how peer feedback improved their research (5 points).
V. ASSIGNMENT PREPARE SET A OF PRESENTERS FOR OUTLINE DEFENSE Prepare another set of
group for outline
defense
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation
C. Which of my teaching
strategies worked well?
Why did these works?
Prepared by:

DAVESON B. EREBAREN DAVESON B. EREBAREN

Teacher II Teacher II
Checked by:

JANE B. JUMAWAN, HT-I JANE B. JUMAWAN, HT-I

School Head School Head