Practical Research II (Quantitative Research) GRADE 12 Tuesday and Thursday

7:15 – 9:15 (HUMSS)

PRACTICAL RESEARCH Ii (Quantitative Research)

Content Standards
The learner demonstrates understanding of the characteristics, strengths, weaknesses, and kinds of quantitative research

Performance Standards
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

Specific Learning Objectives

At the end of the lesson, the learners are able to: LESSON OUTLINE
 Define the meaning of research
 Identify the differences of quantitative research from qualitative
Motivation Review 15
research
 Describes characteristics, strengths, weaknesses, and kinds of
quantitative research Introduction Quantitative Research vs. Qualitative 20
 Develop potential quantitative research topics Research

Instruction Characteristics, Strengths, Weaknesses, 30

Materials and Kinds of Quantitative Research
bond/pad paper, pen, board and marker, computers/tablets,
Evaluation Development of Research Topic 50
Resources:

Date of Execution: _________________________

“Dreams won’t work unless you do.”

Practical Research II (Quantitative Research) GRADE 12 Tuesday and Thursday
7:15 – 9:15 (HUMSS)
MOTIVATION (10 MINS) QUESTIONS:
 What is a qualitative research?
Quantitative Vs. Qualitative Research  What is a quantitative
research?
Direction: Put a tick (/) if it describes the characteristics of a Quantitative Research, and (x) if it describes  How can you identify a
Qualitative Research. quantitative research from a
qualitative research? Choose a
1. Data is in the form of words, pictures or objects. statement from the short quiz
2. The data is usually gathered using structured research instruments. then elaborate.
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.

INTRODUCTION (5 MINS)

Communicate Learning Objectives

Introduce the following by stating that at the end of the lesson, the learners shall be able to:
1. Describe how media and information affect communication.
2. Editorialize the value of being a media and information literate individual.
3. Share to class their media lifestyle, habits, and preferences
INSTRUCTION (50 MINS) QUESTIONS:

Task 1: Media Use Log • Which media provider did they

1. Inform the learners that today’s topic embodies essential knowledge that should allow users to engage spend the most time?
with media and information channels in a meaningful manner. • What roles does media play in

“Dreams won’t work unless you do.”

Practical Research II (Quantitative Research) GRADE 12 Tuesday and Thursday
7:15 – 9:15 (HUMSS)
2. Instruct the learners to bring out a sheet of paper. their lives? (leisure, learning,
3. Direct the learners to think of the past week, and record their use and interaction with media and communication, etc.)
information providers (such as internet, social media, TV, radio, newspaper, etc.). Have them
indicate how many hours were spent engaged with each one. Remind them that these do not have
to be exact, and they can estimate the number of hours they spend each week.

Task 2: The Low-tech Future

1. Remind the learners that they are living in the 21 at Century, where people are dependent on
technology.
2. As the learners to imagine waking up one day to find no Internet, libraries, and cell phones. Newspapers,
magazines, radio stations and TV channels have also disappeared.
3. Call on learners to answer the following questions:
• How would you be informed of anything now?
• What ways would you have to communicate with one another?
• How would you share information and communicate news and events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would you personally miss most in such a situation?
• What would society lose in this situation?

Unlock the Definitions TERMS:

 Technology Literacy
1. Divide the learners into four (5) groups.  Media Literacy
2. Assign one (1) term of the following terms to each group:  Information Literacy
3. For two minutes, they have to think words and phrases that they think is related to the assigned terms.
4. Select one member who can write the consolidated words of the group as fast as the representative could.
5. The groups will verify their answers while the discussion is on-going.

• Literacy: The ability to identify, understand, interpret, create, communicate and compute, using
printed and written materials associated with varying contexts. Literacy involves a continuum of
learning, wherein individuals are able to achieve their goals, develop their knowledge and potential,
and participate fully in their community and wider society.
• Media: The physical objects used to communicate with, or the mass communication through physical
objects such as radio, television, computers, film, etc. It also refers to any physical object used to
communicate messages.
• Media Literacy: The ability to access, analyze, evaluate, and create media in a variety of forms. It

“Dreams won’t work unless you do.”

Practical Research II (Quantitative Research) GRADE 12 Tuesday and Thursday
7:15 – 9:15 (HUMSS)
aims to empower citizens by providing them with the competencies (knowledge and skills) necessary
to engage with traditional media and new technologies.
• Information: A broad term that covers processed data, knowledge derived from study, experience,
instruction, signals or symbols.
• Information Literacy: The ability to recognize when information is needed, and to locate, evaluate,
and effectively communicate information in its various formats.
• Technology Literacy: The ability of an individual, either working independently or with others, to
responsibly, appropriately, and effectively use technological tools. Using these tools an individual can

access, manage, integrate, evaluate, create and communicate information.

• Media and Information Literacy: The essential skills and competencies that allow individuals to
engage with media and other information providers effectively, as well as develop critical thinking
and life-long learning skills to socialize and become active citizens.

Task 3: Flash News and Visuals NOTE:

 Finding practical applications of
Show the class samples of fake news headlines found online. Engage your learners in a quick discussion concepts and skills in daily living
about examining and believing in news. Guide questions:  Making generalizations and
• Did you believe these news items were true? How did you know they were true/false? abstractions about the lesson
• Are all news and information on the Internet true? Why or why not?
• Who gets to post news items online? Expound.

EVALUATION (10 MINS)

Small Group Discussions (Think-Pair-Share)

Engage the learners in a class discussion by asking the following questions:
• In your opinion, what makes an individual literate in media and information?
• What activities/habits do you practice which illustrate media and information literacy? Give at least
three examples.

Result of the Evaluation:

Reflection:

“Dreams won’t work unless you do.”

Practical Research II (Quantitative Research) GRADE 12 Tuesday and Thursday
7:15 – 9:15 (HUMSS)

Prepared by: Checked by:

DARLENE BERNADETTE F. FALCESO LORDIEL F. FADERAGAO
T-II/Subject Teacher Officer-in-Charge

Introduction to Media and Information Literacy (Lab)

Content Standards
The learner demonstrates an understanding of media and information sources, and values them as part of communication tools.

Performance Standards
The learners shall be able to enroll in the earning management system and explore portal features and functions.

Learning Competencies
• Identifies the similarities and differences of media literacy, information literacy, and technology literacy. MIL11/12IMIL-IIIa-2
• Editorializes the value of being literate in media and information. MIL11/12IMIL-IIIa-3
• Shares to the class media habits, lifestyles and preferences. MIL11/12IMIL-IIIa-4

Specific Learning Objectives

At the end of the lesson, the learners are able to: LESSON OUTLINE
• Sign-up/enroll online in the MIL Portal as the class learning
management system.
Review Literacy Definitions 20
• Create an e-Portfolio (personal online page) – WordPress and
YouTube.
Instruction Media and Information Design 20
Materials Framework
computers with Internet connection, bond/pad paper/cards,
pen, board and marker, masking tape, printed MIL design
Practice Computer Laboratory Use, MIL 80
framework matrix
Portal, ePortfolio, Creative Commons

Resources:

“Dreams won’t work unless you do.”

Practical Research II (Quantitative Research) GRADE 12 Tuesday and Thursday
7:15 – 9:15 (HUMSS)

Date of Execution: _________________________

MOTIVATION (10 MINS) QUESTIONS:

 How do you find the activity?
Double Trouble
1. Introduce the activity DOUBLE TROUBLE in this activity, each member of the class will look for a  What are the insights that you
partner. gain from the experience?
2. The pair will sit back to back with each other, one facing the wall, the other facing the TV screen.
3. The one facing the screen will describe the drawing presented and the other will draw as to how it  What important aspect of
was described by his/her pair. communication do you realize
4. The partner will take turn after each image, switching their places. after the activity?
5. Each image has a time limit of 30 seconds.  What do you think are the
6. The class will check their work after the activity. factors that affect why the
correct descriptions were not
The following images will be used: delivered clearly to the one
drawing the picture?

INTRODUCTION (5 MINS)

Communicate Learning Objectives

Introduce the following by stating that at the end of the lesson, the learners shall be able to:
1. Describe how media and information affect communication.
2. Editorialize the value of being a media and information literate individual.
3. Share to class their media lifestyle, habits, and preferences

“Dreams won’t work unless you do.”

Practical Research II (Quantitative Research) GRADE 12 Tuesday and Thursday
7:15 – 9:15 (HUMSS)
INSTRUCTION (50 MINS) QUESTIONS:

Task 1: Media Use Log • Which media provider did they

1. Inform the learners that today’s topic embodies essential knowledge that should allow users to engage spend the most time?
with media and information channels in a meaningful manner. • What roles does media play in
2. Instruct the learners to bring out a sheet of paper. their lives? (leisure, learning,
3. Direct the learners to think of the past week, and record their use and interaction with media and communication, etc.)
information providers (such as internet, social media, TV, radio, newspaper, etc.). Have them
indicate how many hours were spent engaged with each one. Remind them that these do not have
to be exact, and they can estimate the number of hours they spend each week.

Task 2: The Low-tech Future

1. Remind the learners that they are living in the 21 at Century, where people are dependent on
technology.
2. As the learners to imagine waking up one day to find no Internet, libraries, and cell phones. Newspapers,
magazines, radio stations and TV channels have also disappeared.
3. Call on learners to answer the following questions:
• How would you be informed of anything now?
• What ways would you have to communicate with one another?
• How would you share information and communicate news and events?
• What would happen with the decisions you usually make?
• How would it affect the way you live?
• What would you personally miss most in such a situation?
• What would society lose in this situation?

Unlock the Definitions TERMS:

 Technology Literacy
1. Divide the learners into four (5) groups.  Media Literacy
2. Assign one (1) term of the following terms to each group:  Information Literacy
3. For two minutes, they have to think words and phrases that they think is related to the assigned terms.
4. Select one member who can write the consolidated words of the group as fast as the representative could.
5. The groups will verify their answers while the discussion is on-going.

• Literacy: The ability to identify, understand, interpret, create, communicate and compute, using
printed and written materials associated with varying contexts. Literacy involves a continuum of
learning, wherein individuals are able to achieve their goals, develop their knowledge and potential,

“Dreams won’t work unless you do.”

Practical Research II (Quantitative Research) GRADE 12 Tuesday and Thursday
7:15 – 9:15 (HUMSS)
and participate fully in their community and wider society.
• Media: The physical objects used to communicate with, or the mass communication through physical
objects such as radio, television, computers, film, etc. It also refers to any physical object used to
communicate messages.
• Media Literacy: The ability to access, analyze, evaluate, and create media in a variety of forms. It
aims to empower citizens by providing them with the competencies (knowledge and skills) necessary
to engage with traditional media and new technologies.
• Information: A broad term that covers processed data, knowledge derived from study, experience,
instruction, signals or symbols.
• Information Literacy: The ability to recognize when information is needed, and to locate, evaluate,
and effectively communicate information in its various formats.
• Technology Literacy: The ability of an individual, either working independently or with others, to
responsibly, appropriately, and effectively use technological tools. Using these tools an individual can

access, manage, integrate, evaluate, create and communicate information.

• Media and Information Literacy: The essential skills and competencies that allow individuals to
engage with media and other information providers effectively, as well as develop critical thinking
and life-long learning skills to socialize and become active citizens.

Task 3: Flash News and Visuals NOTE:

 Finding practical applications of
Show the class samples of fake news headlines found online. Engage your learners in a quick discussion concepts and skills in daily living
about examining and believing in news. Guide questions:  Making generalizations and
• Did you believe these news items were true? How did you know they were true/false? abstractions about the lesson
• Are all news and information on the Internet true? Why or why not?
• Who gets to post news items online? Expound.

EVALUATION (10 MINS)

Small Group Discussions (Think-Pair-Share)

Engage the learners in a class discussion by asking the following questions:
• In your opinion, what makes an individual literate in media and information?
• What activities/habits do you practice which illustrate media and information literacy? Give at least
three examples.

Result of the Evaluation:

“Dreams won’t work unless you do.”

Practical Research II (Quantitative Research) GRADE 12 Tuesday and Thursday
7:15 – 9:15 (HUMSS)

Reflection:

“Dreams won’t work unless you do.”