Annex1B to DepEd Order No. 42, s.

2016

GRADES 1 TO 12 Timalang National High 12-Diamond (Humanities and Social Sciences, Home
School Grade Level
DAILY LESSON School Economics, and Industrial Arts)
LOG Teacher Sonny M. Cordova Learning Area Practical Research 2
December 4-8, 2023
Teaching Dates and
2:00 PM-3:00 PM Quarter 2
Time
(MTWTHF)
I.OBJECTIVES At the end of the lesson, the At the end of the lesson, the students At the end of the lesson, the At the end of the lesson, the
students should be able to: should be able to: students should be able to: students should be able to:

1. collects data using 1. collects data using appropriate 1. collects data using 1. collects data using
appropriate instruments. instruments. appropriate instruments. appropriate instruments.
2. presents and interprets data 2. presents and interprets data in 2. presents and interprets 2. presents and interprets
in tabular and graphical tabular and graphical forms. data in tabular and data in tabular and
forms. 3. uses statistical techniques to graphical forms. graphical forms. HOLIDAY
3. uses statistical techniques analyze data— study of 3. uses statistical 3. uses statistical
to analyze data— study of differences and relationships techniques to analyze techniques to analyze
differences and limited for bivariate analysis. data— study of data— study of
relationships limited for differences and differences and
bivariate analysis. relationships limited for relationships limited for
bivariate analysis. bivariate analysis.

WEEK 5 Monday Tuesday Wednesday Thursday Friday

A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of... understanding of... understanding of... understanding of...

1. data collection procedures 1. data collection procedures and 1. data collection 1. data collection
and skills using varied skills using varied instruments procedures and skills procedures and skills
instruments 2. data processing, organizing, using varied instruments using varied
2. data processing, and analysis the application of 2. data processing, instruments
organizing, and analysis art/ design fundamentals for organizing, and analysis 2. data processing,
the application of art/ execution the application of art/ organizing, and analysis
design fundamentals for design fundamentals for the application of art/
execution execution guidelines in design fundamentals for
writing research execution
methodology.
B. Performance Standards The learner is able to... The learner... The learner...

gather and analyze data with gather and analyze data with gather and analyze data with

1
 intellectual honesty, using intellectual honesty, using suitable intellectual honesty, using
suitable techniques techniques suitable techniques
C. Learning Competencies The learners... The learners... The learners... The learners...
/ Code:
1. collects data using 1. collects data using appropriate 1. collects data using 1. collects data using
appropriate instruments. instruments. appropriate instruments. appropriate instruments.
CS_RS12-IId-g-1 CS_RS12-IId-g-1 CS_RS12-IId-g-1 CS_RS12-IId-g-1
2. presents and interprets data 2. presents and interprets data in 2. presents and interprets 2. presents and interprets
in tabular and graphical tabular and graphical forms. data in tabular and data in tabular and
forms. CS_RS12-IId-g-2 graphical forms. graphical forms.
CS_RS12-IId-g-2 3. uses statistical techniques to CS_RS12-IId-g-2 CS_RS12-IId-g-2
3. uses statistical techniques analyze data— study of 3. uses statistical 3. uses statistical
to analyze data— study of differences and relationships techniques to analyze techniques to analyze
differences and limited for bivariate analysis. data— study of data— study of
relationships limited for CS_RS12-IId-g-3 differences and differences and
bivariate analysis. relationships limited for relationships limited for
CS_RS12-IId-g-3 bivariate analysis. bivariate analysis.
CS_RS12-IId-g-3 CS_RS12-IId-g-3

II.CONTENT Finding Answers through Data Finding Answers through Data Finding Answers through Finding Answers through
Collection Collection Data Collection Data Collection
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages None None
2. Learner’s Materials Practical Research 2 Quarter 4 Practical Research 2 Quarter 4 – Practical Research 2 Quarter Practical Research 2 Quarter
pages – Module 5: Data Collection & Module 5: Data Collection & 4 – Module 5: Data 4 – Module 5: Data
Analyzing Data Page 1-11 Analyzing Data Page 1-11 Collection & Analyzing Data Collection & Analyzing
Page 1-11 Data Page 1-11
3. Textbooks pages None None None None
4. Additional Materials
pages from learning None None None None
Resources (LR) portal
B. Other Learning Resource DepEd Schools Division of DepEd Schools Division of Negros DepEd Schools Division of DepEd Schools Division of
Negros Oriental Oriental Negros Oriental Negros Oriental
Alternative Delivery Mode Alternative Delivery Mode (ADM) Alternative Delivery Mode Alternative Delivery Mode
(ADM) Senior High School Senior High School (ADM) Senior High School (ADM) Senior High School
IV.PROCEDURES Inquiry-Based Learning Using 7Es Model
A. Reviewing previous Activity 1. Let’s check your Activity 1. Let’s check your prior Activity 1. Let’s check your Activity 1. Let’s check your
lesson or presenting the prior knowledge on quantitative knowledge on quantitative research prior knowledge on prior knowledge on

2
 new lesson. research study. study. quantitative research study. quantitative research study.
ELICIT Directions: Complete the KIM Directions: Complete the KIM Directions: Complete the Directions: Complete the
(Key, Information, Memory) (Key, Information, Memory) table KIM (Key, Information, KIM (Key, Information,
table below with ideas or below with ideas or information Memory) table below with Memory) table below with
information indicated in the indicated in the headings. ideas or information ideas or information
headings. indicated in the headings.

indicated in the headings.

B. Establishing a purpose Activity 2: Examine the figures in Activity 2: Examine the figures in the Activity 2: Examine the figures Activity 2: Examine the figures
the box below. What is running box below. What is running through in the box below. What is in the box below. What is
for the lesson. through your mind as you see the your mind as you see the things running through your mind as running through your mind as
ENGAGE things presented? presented? you see the things presented? you see the things presented?

C. Presenting QUANTITATIVE RESEARCH QUANTITATIVE RESEARCH QUANTITATIVE QUANTITATIVE

TOOLS TOOLS RESEARCH TOOLS RESEARCH TOOLS
examples/instances of The most used quantitative The most used quantitative research The most used quantitative The most used quantitative
the new lesson. research technique in educational technique in educational research is the research technique in research technique in
ENGAGE research is the survey. In a survey. In a quantitative survey you may educational research is the educational research is the
quantitative survey you may use a use a short answer responses or survey. In a quantitative survey survey. In a quantitative survey
short answer responses or dichotomous questions, multiple choice you may use a short answer you may use a short answer
dichotomous questions, multiple answers, paragraph, check boxes, drop responses or dichotomous responses or dichotomous
choice answers, paragraph, check down, linear scale, multiple choice grid questions, multiple choice questions, multiple choice
boxes, drop down, linear scale, and more. As you can see there are answers, paragraph, check answers, paragraph, check
multiple choice grid and more. As various question formats that can be boxes, drop down, linear scale, boxes, drop down, linear scale,
you can see there are various adapted to your research needs. Here are multiple choice grid and more. multiple choice grid and more.
question formats that can be some examples of dichotomous, As you can see there are various As you can see there are
adapted to your research needs. multiple choice, ranch ordering scaling, question formats that can be various question formats that
Here are some examples of rating scale, staple scale. adapted to your research needs. can be adapted to your research
dichotomous, multiple choice, Here are some examples of needs. Here are some examples
ranch ordering scaling, rating scale, The Dichotomous Question dichotomous, multiple choice, of dichotomous, multiple
staple scale. This type of questions is generally ranch ordering scaling, rating choice, ranch ordering scaling,
answered “yes/no”. scale, staple scale. rating scale, staple scale.
The Dichotomous Question For example: The Dichotomous Question
This type of questions is Have you traveled to Guatemala? The Dichotomous Question This type of questions is
generally answered “yes/no”. Yes No This type of questions is generally answered “yes/no”.
For example: generally answered “yes/no”. For example:
Have you traveled to The Multiple Choice Questions For example: Have you traveled to
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Guatemala? Where do you get the news from? Have you traveled to Guatemala?
Yes No Television Guatemala? Yes No
Radio Yes No
The Multiple Choice Questions Newspaper The Multiple Choice
Where do you get the news Magazine The Multiple Choice Questions Questions
from? Word-of-mouth Where do you get the news Where do you get the news
Television Internet from? from?
Radio Other: Please Specify Television Television
Newspaper Radio Radio
Magazine “For this type of question it is important Newspaper Newspaper
Word-of-mouth to consider including an "other" Magazine Magazine
Internet category because there may be other Word-of-mouth Word-of-mouth
Other: Please Specify avenues by which the person first heard Internet Internet
about your site that you might have Other: Please Specify Other: Please Specify
“For this type of question it is overlooked” (Question Pro Survey
important to consider including an Software, 2017). “For this type of question it is “For this type of question it is
"other" category because there may important to consider including important to consider including
be other avenues by which the Rank Order Scaling an "other" category because an "other" category because
person first heard about your site Rank order scaling questions allow there may be other avenues by there may be other avenues by
that you might have overlooked” a certain set of brands or products to be which the person first heard which the person first heard
(Question Pro Survey Software, ranked based upon a specific attribute or about your site that you might about your site that you might
2017). characteristic. Perhaps we know that have overlooked” (Question Pro have overlooked” (Question
Toyota, Honda, Mazda, and Ford are Survey Software, 2017). Pro Survey Software, 2017).
Rank Order Scaling most likely to be purchased. You may Rank Order Scaling
Rank order scaling questions request that the options be ranked based Rank Order Scaling Rank order scaling
allow a certain set of brands or upon a particular attribute. Rank order scaling questions allow a certain set of
products to be ranked based upon a Ties may or may not be allowed. If questions allow a certain set of brands or products to be ranked
specific attribute or characteristic. you allow ties, several options will have brands or products to be ranked based upon a specific attribute
Perhaps we know that Toyota, thesame scores. based upon a specific attribute or or characteristic. Perhaps we
Honda, Mazda, and Ford are most characteristic. Perhaps we know know that Toyota, Honda,
likely to be purchased. You may Example: that Toyota, Honda, Mazda, and Mazda, and Ford are most
request that the options be ranked Based upon what you have seen, Ford are most likely to be likely to be purchased. You
based upon a particular attribute. heard, and experienced, please rank the purchased. You may request that may request that the options be
Ties may or may not be following brands according to their the options be ranked based ranked based upon a particular
allowed. If you allow ties, several reliability. Place a "1" next to the brand upon a particular attribute. attribute.
options will have thesame scores. that is most reliable, a "2" next to the Ties may or may not be Ties may or may not be
brand that is next most reliable, and so allowed. If you allow ties, allowed. If you allow ties,
Example: on. Remember, no two cars can have the several options will have several options will have
Based upon what you have same ranking. thesame scores. thesame scores.
seen, heard, and experienced, Honda
please rank the following brands Toyota Example: Example:
according to their reliability. Place Mazda Based upon what you have Based upon what you have
a "1" next to the brand that is most Ford seen, heard, and experienced, seen, heard, and experienced,
reliable, a "2" next to the brand that please rank the following brands please rank the following
is next most reliable, and so on. The Rating Scale according to their reliability. brands according to their
Remember, no two cars can have A rating scale question requires a Place a "1" next to the brand that reliability. Place a "1" next to
the same ranking. person to rate a product or brandalong a is most reliable, a "2" next to the the brand that is most reliable, a
Honda well-defined, evenly spaced continuum. brand that is next most reliable, "2" next to the brand that is
Toyota Rating scales are often usedto measure and so on. Remember, no two next most reliable, and so on.

4
 Mazda the direction and intensity of attitudes. cars can have the same ranking. Remember, no two cars can
Ford The following is an example of a Honda have the same ranking.
comparative rating scale question: Toyota Honda
The Rating Scale Which of the following categories Mazda Toyota
A rating scale question best describes your last experience Ford Mazda
requires a person to rate a product purchasing a product or service on our Ford
or brandalong a well-defined, website? Would you say that your The Rating Scale
evenly spaced continuum. Rating experience was: A rating scale question The Rating Scale
scales are often usedto measure the Very pleasant requires a person to rate a A rating scale question
direction and intensity of attitudes. Somewhat pleasant product or brandalong a well- requires a person to rate a
The following is an example of a Neither pleasant nor unpleasant defined, evenly spaced product or brandalong a well-
comparative rating scale question: Somewhat unpleasant continuum. Rating scales are defined, evenly spaced
Which of the following Very unpleasant often usedto measure the continuum. Rating scales are
categories best describes your last direction and intensity of often usedto measure the
experience purchasing a product or The Semantic Differential Scale attitudes. The following is an direction and intensity of
service on our website? Would you The semantic differential scale asks example of a comparative rating attitudes. The following is an
say that your experience was: a person to rate a product, brand, or scale question: example of a comparative
Very pleasant company based upon a seven-point Which of the following rating scale question:
Somewhat pleasant rating scale that has two bipolar categories best describes your Which of the following
Neither pleasant nor adjectives at each end. The following is last experience purchasing a categories best describes your
unpleasant an example of a semantic differential product or service on our last experience purchasing a
Somewhat unpleasant scale question. website? Would you say that product or service on our
Very unpleasant Example: your experience was: website? Would you say that
(7) Very Attractive Very pleasant your experience was:
The Semantic Differential Scale (6) Somewhat pleasant Very pleasant
The semantic differential scale (5) Neither pleasant nor Somewhat pleasant
asks a person to rate a product, (4) unpleasant Neither pleasant nor
brand, or company based upon a (3) Somewhat unpleasant unpleasant
seven-point rating scale that has (2) Very unpleasant Somewhat unpleasant
two bipolar adjectives at each end. (1) Very Unattractive Very unpleasant
The following is an example of a The Semantic Differential
semantic differential scale question. Notice that unlike the rating scale, the Scale The Semantic Differential
Example: semantic differential scale does not have The semantic differential Scale
(7) Very Attractive a neutral or middle selection. A person scale asks a person to rate a The semantic differential
(6) must choose, to a certain extent, one or product, brand, or company scale asks a person to rate a
(5) the other adjective. based upon a seven-point rating product, brand, or company
(4) scale that has two bipolar based upon a seven-point rating
(3) The Staple Scale adjectives at each end. The scale that has two bipolar
(2) The staple scale asks a person to rate following is an example of a adjectives at each end. The
(1) Very Unattractive a brand, product, or service according to semantic differential scale following is an example of a
a certain characteristic on a scale from question. semantic differential scale
Notice that unlike the rating scale, +5 to -5, indicating how well the Example: question.
the semantic differential scale does characteristic describes the product or (7) Very Attractive Example:
not have a neutral or middle service. The following is an example of (6) (7) Very Attractive
selection. A person must choose, to a staple scale question: When thinking (5) (6)
a certain extent, one or the other about Data Mining Technologies, Inc. (4) (5)
adjective. (DMT), do you believe that the word (3) (4)
"innovative" aptly describes or poorly (2) (3)
The Staple Scale describes the company? On a scale of (1) Very Unattractive (2)

5
 The staple scale asks a person +5 to -5 with +5being "very good (1) Very Unattractive
to rate a brand, product, or service description of DMT" and -5 being "poor Notice that unlike the rating
according to a certain characteristic description of DMT," how do you rank scale, the semantic differential Notice that unlike the rating
on a scale from +5 to -5, indicating DMT according to the word scale does not have a neutral or scale, the semantic differential
how well the characteristic "innovative"? middle selection. A person must scale does not have a neutral or
describes the product or service. (+5) Describes very well choose, to a certain extent, one middle selection. A person
The following is an example of a (+4) or the other adjective. must choose, to a certain
staple scale question: When (+3) extent, one or the other
thinking about Data Mining (+2) The Staple Scale adjective.
Technologies, Inc. (DMT), do you (+1) The staple scale asks a
believe that the word "innovative" Innovative person to rate a brand, product, The Staple Scale
aptly describes or poorly describes (-1) or service according to a certain The staple scale asks a
the company? On a scale of +5 to - (-2) characteristic on a scale from +5 person to rate a brand, product,
5 with +5being "very good (-3) to -5, indicating how well the or service according to a certain
description of DMT" and -5 being (-4) characteristic describes the characteristic on a scale from
"poor description of DMT," how do (-5) Poorly Describes product or service. The +5 to -5, indicating how well
you rank DMT according to the following is an example of a the characteristic describes the
word "innovative"? The Constant Sum Question staple scale question: When product or service. The
(+5) Describes very well A constant sum question permits thinking about Data Mining following is an example of a
(+4) collection of "ratio" data, meaning that Technologies, Inc. (DMT), do staple scale question: When
(+3) the data is able to express the relative you believe that the word thinking about Data Mining
(+2) value or importance of the options "innovative" aptly describes or Technologies, Inc. (DMT), do
(+1) (option A is twice as important as poorly describes the company? you believe that the word
Innovative option B) On a scale of +5 to -5 with "innovative" aptly describes or
(-1) Example: +5being "very good description poorly describes the company?
(-2) The following question asks you to of DMT" and -5 being "poor On a scale of +5 to -5 with
(-3) divide 100 points between a set of description of DMT," how do +5being "very good description
(-4) options to show the value or importance you rank DMT according to the of DMT" and -5 being "poor
(-5) Poorly Describes you place on each option. Distribute the word "innovative"? description of DMT," how do
100 points giving the more important (+5) Describes very well you rank DMT according to the
The Constant Sum Question reasons a greater number of points. The (+4) word "innovative"?
A constant sum question computer will prompt you if your total (+3) (+5) Describes very well
permits collection of "ratio" data, does not equal exactly 100 points. (+2) (+4)
meaning that the data is able to When thinking about the reasons (+1) (+3)
express the relative value or you purchased our TargetFind data Innovative (+2)
importance of the options (option A mining software, please rate the (-1) (+1)
is twice as important as option B) following reasons according to their (-2) Innovative
Example: relative importance. (-3) (-1)
The following question asks Seamless integration with other (-4) (-2)
you to divide 100 points between a software ____________________ (-5) Poorly Describes (-3)
set of options to show the value or User friendliness of software _____ (-4)
importance you place on each Ability to manipulate algorithms __ The Constant Sum Question (-5) Poorly Describes
option. Distribute the 100 points Level of pre- and post-purchase service A constant sum question
giving the more important reasons ______________________ permits collection of "ratio" The Constant Sum Question
a greater number of points. The Level of value for the price ______ data, meaning that the data is A constant sum question
computer will prompt you if your Convenience of purchase/quick delivery able to express the relative value permits collection of "ratio"
total does not equal exactly 100 _____________________ or importance of the options data, meaning that the data is
points. (option A is twice as important able to express the relative
When thinking about the Total 100 points as option B) value or importance of the

6
reasons you purchased our Example: options (option A is twice as
TargetFind data mining software, This type of question is used when you The following question asks important as option B)
please rate the following reasons are relatively sure of the reasons for you to divide 100 points Example:
according to their relative purchase, or you want input on a limited between a set of options to show The following question
importance. number of reasons you feel are the value or importance you asks you to divide 100 points
Seamless integration with other important. Questions must sum to 100 place on each option. Distribute between a set of options to
software ____________________ points and point totals are checked by the 100 points giving the more show the value or importance
User friendliness of software _____ JavaScript. important reasons a greater you place on each option.
Ability to manipulate algorithms __ number of points. The computer Distribute the 100 points giving
Level of pre- and post-purchase The Open-Ended Question will prompt you if your total the more important reasons a
service ______________________ The open-ended question seeks to does not equal exactly 100 greater number of points. The
Level of value for the price ______ explore the qualitative, in-depth aspects points. computer will prompt you if
Convenience of purchase/quick of a particular topic or issue. It gives a When thinking about the your total does not equal
delivery _____________________ person the chance to respond in detail. reasons you purchased our exactly 100 points.
Although open-ended questions are TargetFind data mining When thinking about the
Total 100 points important, they are timeconsuming and software, please rate the reasons you purchased our
should not be over-used. An example of following reasons according to TargetFind data mining
This type of question is used when an open-ended question might be: their relative importance. software, please rate the
you are relatively sure of the (If the respondent indicates they did not Seamless integration with other following reasons according to
reasons for purchase, or you want find what they were looking for...) What software their relative importance.
input on a limited number of products of services were you looking ____________________ Seamless integration with other
reasons you feel are important. for that were not found on our website? User friendliness of software software
Questions must sum to 100 points If you want to add an "Other" answer to _____ ____________________
and point totals are checked by a multiple-choice question, you would Ability to manipulate algorithms User friendliness of software
JavaScript. use branching instructions to come to an __ Level of pre- and post- _____
open-ended question to find out what purchase service Ability to manipulate
The Open-Ended Question Other.... ______________________ algorithms __ Level of pre- and
The open-ended question seeks Level of value for the price post-purchase service
to explore the qualitative, in-depth ______ ______________________
aspects of a particular topic or Convenience of purchase/quick Level of value for the price
issue. It gives a person the chance delivery ______
to respond in detail. Although _____________________ Convenience of purchase/quick
open-ended questions are delivery
important, they are timeconsuming Total 100 points _____________________
and should not be over-used. An
example of an open-ended question This type of question is used Total 100 points
might be: when you are relatively sure of
(If the respondent indicates they the reasons for purchase, or you This type of question is used
did not find what they were looking want input on a limited number when you are relatively sure of
for...) What products of services of reasons you feel are the reasons for purchase, or you
were you looking for that were not important. Questions must sum want input on a limited number
found on our website? If you want to 100 points and point totals are of reasons you feel are
to add an "Other" answer to a checked by JavaScript. important. Questions must sum
multiple-choice question, you to 100 points and point totals
would use branching instructions to The Open-Ended Question are checked by JavaScript.
come to an open-ended question to The open-ended question
find out what Other.... seeks to explore the qualitative, The Open-Ended Question
in-depth aspects of a particular The open-ended question
topic or issue. It gives a person seeks to explore the qualitative,

7
 the chance to respond in detail. in-depth aspects of a particular
Although open-ended questions topic or issue. It gives a person
are important, they are the chance to respond in detail.
timeconsuming and should not Although open-ended questions
be over-used. An example of an are important, they are
open-ended question might be: timeconsuming and should not
(If the respondent indicates they be over-used. An example of an
did not find what they were open-ended question might be:
looking for...) What products of (If the respondent indicates
services were you looking for they did not find what they
that were not found on our were looking for...) What
website? If you want to add an products of services were you
"Other" answer to a multiple- looking for that were not found
choice question, you would use on our website? If you want to
branching instructions to come add an "Other" answer to a
to an open-ended question to multiple-choice question, you
find out what Other.... would use branching
instructions to come to an
open-ended question to find out
what Other....
D. Discussing new concepts Presenting and Interpreting Data Presenting and Interpreting Data in Presenting and Interpreting Presenting and Interpreting
in Tabular and Graphical Forms Tabular and Graphical Forms Data in Tabular and Data in Tabular and
and practicing new skills To be able to create and To be able to create and present an Graphical Forms Graphical Forms
#1. present an organized picture of organized picture of information from a To be able to create and To be able to create and
EXPLORE information from a research report, research report, it is important to use present an organized picture of present an organized picture of
it is important to use certain certain techniques to communicate information from a research information from a research
techniques to communicate findings and interpretations of research report, it is important to use report, it is important to use
findings and interpretations of studies into visual form. The common certain techniques to certain techniques to
research studies into visual form. techniques being used to display results communicate findings and communicate findings and
The common techniques being used are tabular, textual and graphical interpretations of research interpretations of research
to display results are tabular, methods. studies into visual form. The studies into visual form. The
textual and graphical methods. common techniques being used common techniques being used
Textual Presentation of Data to display results are tabular, to display results are tabular,
Textual Presentation of Data Textual presentation use words, textual and graphical methods. textual and graphical methods.
Textual presentation use statements or paragraphs with numerals,
words, statements or paragraphs numbers to describe data. Example: ◦ Textual Presentation of Data Textual Presentation of Data
with numerals, numbers to describe There are 42, 036 barangays in the Textual presentation use Textual presentation use
data. Example: ◦ There are 42, 036 Philippines. The largest barangay in words, statements or paragraphs words, statements or
barangays in the Philippines. The terms of population size in Barangay with numerals, numbers to paragraphs with numerals,
largest barangay in terms of 176 in Caloocan City with 247 thousand describe data. Example: ◦ There numbers to describe data.
population size in Barangay 176 in persons. It is followed by are 42, 036 barangays in the Example: ◦ There are 42, 036
Caloocan City with 247 thousand Commonwealth in Quezon City (198, Philippines. The largest barangays in the Philippines.
persons. It is followed by 295) and Batasan Hills in Quezon City barangay in terms of population The largest barangay in terms
Commonwealth in Quezon City (161, 409). Twelve other barangays size in Barangay 176 in of population size in Barangay
(198, 295) and Batasan Hills in posted a population size of more than a Caloocan City with 247 176 in Caloocan City with 247
Quezon City (161, 409). Twelve hundred thousand persons. thousand persons. It is followed thousand persons. It is followed
other barangays posted a by Commonwealth in Quezon by Commonwealth in Quezon
population size of more than a Tabular Presentation of Data City (198, 295) and Batasan City (198, 295) and Batasan
hundred thousand persons. Tables present clear and organized Hills in Quezon City (161, 409). Hills in Quezon City (161,
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 data. A table must be clear and simple Twelve other barangays posted a 409). Twelve other barangays
Tabular Presentation of Data but complete. A good table should population size of more than a posted a population size of
Tables present clear and include the following parts. Table hundred thousand persons. more than a hundred thousand
organized data. A table must be number and title – these are placed persons.
clear and simple but complete. A above the table. The title is usually Tabular Presentation of Data
good table should include the written right after the table number. Tables present clear and Tabular Presentation of Data
following parts. Table number and Caption subhead –this refers to columns organized data. A table must be Tables present clear and
title – these are placed above the and rows. Body –it contains all the data clear and simple but complete. A organized data. A table must be
table. The title is usually written under each subhead. Source- it indicates good table should include the clear and simple but complete.
right after the table number. if the data is secondary and it should be following parts. Table number A good table should include the
Caption subhead –this refers to acknowledged. Example of a good and title – these are placed above following parts. Table number
columns and rows. Body –it table: the table. The title is usually and title – these are placed
contains all the data under each written right after the table above the table. The title is
subhead. Source- it indicates if the number. Caption subhead –this usually written right after the
data is secondary and it should be refers to columns and rows. table number. Caption subhead
acknowledged. Example of a good Body –it contains all the data –this refers to columns and
under each subhead. Source- it rows. Body –it contains all the
indicates if the data is secondary data under each subhead.
and it should be acknowledged. Source- it indicates if the data
Example of a good table: is secondary and it should be
acknowledged. Example of a
good table:

table:

E. Discussing new concepts Graphical Method of Presenting the Graphical Method of Presenting the Graphical Method of Presenting Graphical Method of
Data Data the Data Presenting the Data
and practicing new skills A graph or chart portrays the A graph or chart portrays the visual A graph or chart portrays the A graph or chart portrays
#2 visual presentation of data using presentation of data using symbols such visual presentation of data using the visual presentation of data
EXPLORE symbols such as lines, dots, bars or as lines, dots, bars or slices. It depicts symbols such as lines, dots, bars using symbols such as lines,
slices. It depicts the trend of a the trend of a certain set of or slices. It depicts the trend of a dots, bars or slices. It depicts
certain set of measurements or measurements or shows comparison certain set of measurements or the trend of a certain set of
shows comparison between two or between two or more sets of data or shows comparison between two measurements or shows
more sets of data or quantities. or more sets of data or comparison between two or
more sets of data or quantities.

quantities. Bar Graph

Bar Graph quantities. Bar Graph
A bar graph uses bars to Bar Graph A bar graph uses bars to
compare categories of data. It may A bar graph uses bars to compare compare categories of data. It
be drawn vertically or horizontally. categories of data. It may be drawn may be drawn vertically or
A vertical bar graph is best to use vertically or horizontally. A vertical bar horizontally. A vertical bar
when comparing means or graph is best to use when comparing graph is best to use when
percentages between distinct means or percentages between distinct comparing means or percentages
categories. The categories are measured
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 categories. The categories are independently and compared with one between distinct categories. The A bar graph uses bars to
measured independently and another. A horizontal bar graph may categories are measured compare categories of data. It
compared with one another. A contain more than 5 categories. A bar independently and compared
graph is plotted on either the x-axis or with one another. A horizontal
y-axis.

may be drawn vertically or

bar graph may contain more than horizontally. A vertical bar
5 categories. A bar graph is graph is best to use when
horizontal bar graph may contain plotted on either the x-axis or y- comparing means or
more than 5 categories. A bar graph axis. percentages between distinct
is plotted on either the x-axis or y- categories. The categories are
axis. Pie Charts or Circle Graphs Pie Charts or Circle Graphs measured independently and
A pie chart is usually used to show A pie chart is usually used compared with one another. A
Pie Charts or Circle Graphs how parts of a whole compare to each to show how parts of a whole horizontal bar graph may
A pie chart is usually used to other and to the whole. The entire circle compare to each other and to the contain more than 5 categories.
show how parts of a whole represents the total and the parts are whole. The entire circle A bar graph is plotted on either
compare to each other and to the proportional to the amount of the total represents the total and the parts the x-axis or y-axis.
whole. The entire circle represents they represent. are proportional to the amount of Pie Charts or Circle Graphs
the total and the parts are the total they represent. A pie chart is usually used
proportional to the amount of the to show how parts of a whole
total compare to each other and to
they the whole. The entire circle
represents the total and the
parts are proportional to the
amount of the total they
represent.

represent.

F. Developing mastery Statistical Techniques to Statistical Techniques to Analyze Statistical Techniques to Statistical Techniques to
(Leads to Formative Analyze Data Data Analyze Data Analyze Data
Bivariate Analysis Bivariate Analysis Bivariate Analysis Bivariate Analysis
Assessment 3) Bivariate analysis refers to Bivariate analysis refers to the Bivariate analysis refers Bivariate analysis refers
EXPLAIN the analysis of two variables to analysis of two variables to to the analysis of two to the analysis of two
determine relationships between determine relationships between variables to determine variables to determine
them. Bivariate analyses are them. Bivariate analyses are often relationships between them. relationships between them.
often reported in quality of life reported in quality of life research. Bivariate analyses are often Bivariate analyses are often
research. For an excellent For an excellent example of reported in quality of life reported in quality of life
example of research that utilizes research that utilizes bivariate research. For an excellent research. For an excellent
bivariate analyses and analyses and demonstrates how the example of research that example of research that
demonstrates how the results of results of bivariate analyses can be utilizes bivariate analyses and utilizes bivariate analyses
bivariate analyses can be used used to inform further more demonstrates how the results and demonstrates how the
to inform further more complex complex analyses, please see of bivariate analyses can be results of bivariate analyses
analyses, please see Michalos, Michalos, Thommasen, Read, used to inform further more can be used to inform
10
Thommasen, Read, Anderson, Anderson, and Zumbo (2005). complex analyses, please see further more complex
and Zumbo (2005). Bivariate analyses are conducted Michalos, Thommasen, Read, analyses, please see
Bivariate analyses are to determine whether a statistical Anderson, and Zumbo Michalos, Thommasen,
conducted to determine whether association exists between two (2005). Read, Anderson, and
a statistical association exists variables, the degree of association Bivariate analyses are Zumbo (2005).
between two variables, the if one does exist, and whether one conducted to determine Bivariate analyses are
degree of association if one variable may be predicted from whether a statistical conducted to determine
does exist, and whether one another. For example, bivariate association exists between whether a statistical
variable may be predicted from analyses could be used to answer two variables, the degree of association exists between
another. For example, bivariate the question of whether there is an association if one does exist, two variables, the degree of
analyses could be used to association between income and and whether one variable association if one does exist,
answer the question of whether quality of life, or whether quality of may be predicted from and whether one variable
there is an association between life can be predicted. another. For example, may be predicted from
income and quality of life, or bivariate analyses could be another. For example,
whether quality of life can be Types of Bivariate Analysis used to answer the question bivariate analyses could be
predicted. 1. Descriptive Analysis of whether there is an used to answer the question
In the descriptive analysis, association between income of whether there is an
Types of Bivariate Analysis bivariate analysis can apply to and quality of life, or whether association between income
1. Descriptive Analysis almost all data visualizations. quality of life can be and quality of life, or
In the descriptive Types of visualization displays predicted. whether quality of life can
analysis, bivariate analysis such as bar charts, line charts, be predicted.
can apply to almost all data column charts, etc. can still be Types of Bivariate Analysis
visualizations. Types of used for bivariate analysis. 1. Descriptive Analysis Types of Bivariate Analysis
visualization displays such One of the interesting data In the descriptive 1. Descriptive Analysis
as bar charts, line charts, visualizations that are usually analysis, bivariate In the descriptive
column charts, etc. can still done with bivariate analysis is a analysis can apply to analysis, bivariate
be used for bivariate scatterplot. The scatterplot is a almost all data analysis can apply to
analysis. data visualization in the form of visualizations. Types of almost all data
One of the interesting points displayed on the x and y visualization displays visualizations. Types of
data visualizations that are axes. The x and y axes such as bar charts, line visualization displays
usually done with bivariate represent the value of each charts, column charts, such as bar charts, line
analysis is a scatterplot. variable. etc. can still be used for charts, column charts,
The scatterplot is a data By using a scatterplot, we bivariate analysis. etc. can still be used for
visualization in the form of can see the pattern of the One of the bivariate analysis.
points displayed on the x relationship between the 2 interesting data One of the
and y axes. The x and y variables. The relationships that visualizations that are interesting data
axes represent the value of are formed can be linear, usually done with visualizations that are
each variable. exponential, seasonal, etc. bivariate analysis is a usually done with
By using a scatterplot, according to data conditions. scatterplot. The bivariate analysis is a
we can see the pattern of The scatterplot is only a scatterplot is a data scatterplot. The
the relationship between tool to detect relationship visualization in the form scatterplot is a data
the 2 variables. The patterns, not to draw of points displayed on visualization in the
relationships that are conclusions on the relationship the x and y axes. The x form of points
formed can be linear, pattern between 2 variables. and y axes represent the displayed on the x and
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 exponential, seasonal, etc. 2. Inferential Analysis value of each variable. y axes. The x and y
according to data Inferential analysis is used By using a axes represent the value
conditions. to generalize the results scatterplot, we can see of each variable.
The scatterplot is only a obtained from a random the pattern of the By using a
tool to detect relationship (probability) sample back to the relationship between the scatterplot, we can see
patterns, not to draw population from which the 2 variables. The the pattern of the
conclusions on the sample was drawn. This relationships that are relationship between
relationship pattern analysis is only required when: formed can be linear, the 2 variables. The
between 2 variables. -a sample is drawn by a random exponential, seasonal, relationships that are
2. Inferential Analysis procedure; and etc. according to data formed can be linear,
Inferential analysis is -the response rate is very high. conditions. exponential, seasonal,
used to generalize the The scatterplot is etc. according to data
results obtained from a only a tool to detect conditions.
random (probability) relationship patterns, not The scatterplot is
sample back to the to draw conclusions on only a tool to detect
population from which the the relationship pattern relationship patterns,
sample was drawn. This between 2 variables. not to draw conclusions
analysis is only required 2. Inferential Analysis on the relationship
when: Inferential analysis is pattern between 2
-a sample is drawn by a used to generalize the variables.
random procedure; and results obtained from a 2. Inferential Analysis
-the response rate is very random (probability) Inferential analysis
high. sample back to the is used to generalize the
population from which results obtained from a
the sample was drawn. random (probability)
This analysis is only sample back to the
required when: population from which
-a sample is drawn by a the sample was drawn.
random procedure; and This analysis is only
-the response rate is very required when:
high. -a sample is drawn by a
random procedure; and
-the response rate is
very high.
G. Finding practical Activity 3: Let’s do it… Activity 3: Let’s do it… Activity 3: Let’s do it… Activity 3: Let’s do it…
applications of concepts Directions. Answer the Directions. Answer the following Directions. Answer the Directions. Answer the
following questions questions comprehensively in your following questions following questions
and skills in daily living comprehensively in your task task sheet or activity notebook. comprehensively in your task comprehensively in your
ELABORATE sheet or activity notebook. 1. Discuss the importance of sheet or activity notebook. task sheet or activity
1. Discuss the importance of quantitative research tools in 1. Discuss the importance notebook.
quantitative research tools collecting and analysing data. of quantitative research 1. Discuss the importance
in collecting and analysing 2. Why are textual and tabular tools in collecting and of quantitative research
data. presentation of data shown analysing data. tools in collecting and
2. Why are textual and tabular before analysis? 2. Why are textual and analysing data.
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 presentation of data shown tabular presentation of 2. Why are textual and
before analysis? Activity 4: Let’s reflect… data shown before tabular presentation of
Directions. Write a short reflection analysis? data shown before
Activity 4: Let’s reflect… in your Activity Notebook. analysis?
Directions. Write a short I thought __________________ Activity 4: Let’s reflect… Activity 4: Let’s reflect…
reflection in your Activity I learned that _______________ Directions. Write a short Directions. Write a short
Notebook. reflection in your Activity reflection in your Activity
I thought __________________ Notebook. Notebook.
I learned that I thought _______________ I thought _______________
_______________ I learned that ____________ I learned that ___________

H. Making generalization Activity 5. Let’s prove it… Activity 5. Let’s prove it… Activity 5. Let’s prove it… Activity 5. Let’s prove it…
and abstractions about Directions. Go over with your Directions. Go over with your Directions. Go over with Directions. Go over with
questionnaire/survey question questionnaire/survey question your questionnaire/survey your questionnaire/survey
the lesson distributed to your respondents distributed to your respondents and question distributed to your question distributed to your
ELABORATE and present a tabular and present a tabular and textual respondents and present a respondents and present a
textual presentation of the presentation of the responses made tabular and textual tabular and textual
responses made by your by your subjects. Do this in a clean presentation of the responses presentation of the
subjects. Do this in a clean bond paper. made by your subjects. Do responses made by your
bond paper. this in a clean bond paper. subjects. Do this in a clean
bond paper.
I. Evaluating learning Activity 6. Let’s check it out… Activity 6. Let’s check it out… Activity 6. Let’s check it Activity 6. Let’s check it
EVALUATE Directions. Read each item Directions. Read each item out… out…
carefully. Write the letter that carefully. Write the letter that Directions. Read each item Directions. Read each item
corresponds to your answers. corresponds to your answers. carefully. Write the letter that carefully. Write the letter
corresponds to your answers. that corresponds to your
answers.

J. Additional activities for Activity 7. Let’s go beyond… Activity 7. Let’s go beyond… Activity 7. Let’s go Activity 7. Let’s go
application or Directions. Go back to your Directions. Go back to your beyond… beyond…
research draft and finalize your research draft and finalize your Directions. Go back to your Directions. Go back to your
remediation textual and tabular presentation textual and tabular presentation of research draft and finalize research draft and finalize
EXTEND of the data gathered based on the data gathered based on answers your textual and tabular your textual and tabular
answers on activity 5. on activity 5. presentation of the data presentation of the data
gathered based on answers on gathered based on answers
activity 5. on activity 5.
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V. REMARKS
VI. REFLECTION
A. No. Of learners who
earned 80% in the
evaluation
B. No. Of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. Of learners
who have caught up with
the lesson.
D. No. Of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Noted by:

SONNY M. CORDOVA EDDIE K. VILLAFLORES, EdD

Teacher II School Principal II

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