PRACTICAL RESEARCH 2

Lesson Plan
ARLAN VERAS PAYAD, MTESOL, PhD
Master Teacher-II

Content: Nature of Inquiry and Research

Content Standard:
The learner demonstrates understanding of :
1. the characteristics, strengths, weaknesses, and kinds of quantitative research
2. the importance of quantitative research across fields
3. the nature of variables
Performance Standard: The learner is able to decide on suitable quantitative research in different
areas of interest
Learning Competencies:
--Describes characteristics, strengths, weaknesses, and kinds of quantitative research CS_
RS12-Ia-c-1

LESSON 1: Characteristics, Strengths, Weaknesses, and Kinds Of Quantitative Research

Time Frame: One Week

I. Routine
II. Procedure

ACTIVITY
Learners are challenged to produce outlines that present logically the salient points of the lecture
that proceeds from the following line of argumentation:
Descriptive research is a study designed to depict the participants in
an accurate way. More simply put, descriptive research is all about describing
people who take part in the study.

ANALYSIS
In Socratic sessions of Q and A, learners are prompted to proceed to the recognition of the
relevance of the foundation concepts learned to the real-world decisions made by learners. The
following key points are utilized to have the discussion benefit from the insights of both the
learners and the teacher :

There are three ways a researcher can go about doing a descriptive research
project, and they are:
 Observational, defined as a method of viewing and recording the participants

 Case study, defined as an in-depth study of an individual or group of
individuals

  Survey, defined as a brief interview or discussion with an individual
about a specific topic

Correlational study is a quantitative method of research in which you have 2 or more quantitative
variables from the same group of subjects, & you are trying to determine if there is a relationship
(or covariation) between the 2 variables (a similarity between them, not a difference between their
means).

Theoretically, any 2 quantitative variables can be correlated (for example, midterm scores
& number of body piercings!) as long as you have scores on these variables from the same
participants; however, it is probably a waste of time to collect & analyze data when there is little
reason to think these two variables would be related to each other.

ABSTRACTION
Learners are led towards a reflection on the social and sociological perspectives of research, as well
as the implications of research to nation-building. Lines of thought proceeding from the following
are entertained and allowed to flourish in the sharing:

Quasi-experimental design involves selecting groups, upon which a variable is tested, without
any random pre-selection processes.

For example, to perform an educational experiment, a class might be arbitrarily divided by

alphabetical selection or by seating arrangement. The division is often convenient and, especially
in an educational situation, causes as little disruption as possible.

After this selection, the experiment proceeds in a very similar way to any other
experiment, with a variable being compared between different groups, or over a period of time.

Experimental research is commonly used in sciences such as sociology and psychology,

physics, chemistry, biology and medicine etc. It is a collection of research designs which use
manipulation and controlled testing to understand causal processes. Generally, one or more
variables are manipulated to determine their effect on a dependent variable.

The experimental method is a systematic and scientific approach to research in which the
researcher manipulates one or more variables, and controls and measures any change in other
variables.

The word experimental research has a range of definitions. In the strict sense,
experimental research is what we call a true experiment.

This is an experiment where the researcher manipulates one variable, and

control/randomizes the rest of the variables. It has a control group, the subjects have been
randomly assigned between the groups, and the researcher only tests one effect at a time. It is also
important to know what variable(s) you want to test and measure.

APPLICATION
After being grounded on the both the rudiments and the intricacies of quantitative research
through the lenses of sociology and social science, the learners allowed in pairs to answer the
following:
 Direction: Put a tick (/) if it describes the characteristics of a Quantitative Research.

1. Data is in the form of words, pictures or objects.

* 2. The data is usually gathered using structured research instruments.
3. It is not based upon numerical measurements and does not use numbers and statistical methods
as key research indicators and tools.
4. It tends to be associated with small-scale studies and a holistic perspective, often studying a
single occurrence or small number of occurrences/case studies in great depth.
* 5. The research study can usually be replicated or repeated, given its high reliability.
* 6. Data are in the form of numbers and statistics, often arranged in tables, charts, figures,
or other non-textual forms.
7. Emphasis is on discovery rather than proof.
* 8. The results are based on larger sample sizes that are representative of the population.
9. It tends to be associated with emergent research design, using a wide range of approaches
* 10. Researcher has a clearly defined research question to which objective answers are sought.
SCORE: ____________________
Corrected by: __________________

III. Evaluation
The learners will answer the following essay task.

Answer the following questions comprehensively.

Discuss the strengths of a Quantitative Research.

_________________________________________________________________________________________

_________________________________________________________________________________________
_________________________________________________________________________________________

_________________________________________________________________________________________

IV. Assignment
The following task is introduced for out-of-class implementation completion and in-class
presentation:
Discuss the weaknesses of a Quantitative Research and how these may be approached to lessen their
disadvantage to the research process.

_________________________________________________________________________________________
 _________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

SCORE: ____________________
Corrected by: __________________

*Submitted by

ARLAN V. PAYAD
Master Teacher II

Endorsed by Approved by

AGNES MANABAT RITA DL. CUNANAN

Head Teacher III Principal IV

*Localized from the original by Ma. Nelyn Amor I. Ricarto