ARELLANO UNIVERSITY
Elisa Esguerra Campus
Gen.Luna St. Brgy. Bayan-Bayanan, Malabon City
Telefax: 8-932-52-09
WEEKLY LEARNING PLAN IN RESEARCH PROJECT
S.Y. 2023– 2024
Week 3
Date Monday Tuesday Wednesday Thursday Friday
January 15, 2024 January 16, 2024 January 17, 2024 January 18, 2024 January 19, 2024
I. CONTENT/ TOPIC METHODOLOGY, METHODS, RESEARCH DESIGN AND RESEARCH DESIGN AND RESEARCH DESIGN AND Concept Mapping/Journal
AND RESEARCH DESIGN ITS SUBTYPES - Part 1 ITS SUBTYPES - Part 2 ITS SUBTYPES - Part 2 Entry
II. CONTENT The learners demonstrate an The learners demonstrate The learners demonstrate an The learners demonstrate an The learners demonstrate
STANDARD understanding of Methodology, an understanding of understanding of common understanding of common an understanding of
The learners… Research Design, and its Methodology, Research quantitative research quantitative research common quantitative
Subtypes Design, and its Subtypes designs. designs. research designs.
III. PERFORMANCE The learners will be able to: The learners will be able to:
The learners will be able to: The learners will be able to:
STANDARD a. discuss what is Research a. discuss what is Research The learners will be able to:
distinguish different distinguish different
The learners will... design design distinguish different
quantitative research quantitative research
b. illustrate the subtype of b. illustrate the subtype of quantitative research designs
designs designs
Research Methodologies Research Methodologies
IV. LEARNING The learners can: The learners can:
COMPETENCIES a. distinguish the subtype of a. distinguish the subtype of The learners can identify the The learners can identify the The learners can identify the
At the end of the lesson, the Research Methodologies Research Methodologies advantages and advantages and advantages and
learner can… b. explain the characteristics of b. explain the characteristics disadvantages of using disadvantages of using disadvantages of using
the subtypes of Research of the subtypes of Research quantitative methods. quantitative methods. quantitative methods.
Methodologies Methodologies
V. THINKING 1. Knowing 1. Knowing 1. Knowing 1. Knowing 1. Knowing
SKILLS TO ASSESS 2. Understanding 2. Analyzing 2. Analyzing 2. Analyzing 2. Understanding
3. Analyzing 3. Applying 3. Applying 3. Applying 3. Applying
VI. ASSESSMENT/
The students refer to the video Students will accomplish
ENABLING STRATEGY
lesson.
Quick Exercise Short Activity Presentation their essays/tasks.
VII. REFERENCE ● Research Project Curriculum ● Research Project ● Research Project ● Research Project ● Research Project
Guide Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
● AU-EEC Research ● AU-EEC Research ● AU-EEC Research ● AU-EEC Research ● AU-EEC Research
Department 2020 Department 2020 Department 2020 Department 2020 Department 2020
VIII. REMARKS COOKERY 1A, 2A ICT 1A, 2A
Prepared by: Checked by:: Reviewed by: Noted by:
WILBERT F. ZIALCITA ANNA LIZA C. ALUM MARVIN Z. DEACOSTA DR. JENNIFER Z. ROSALES
Subject Teacher Subject Coordinator Assistant Principal Principal
Date: _____________ Date: _____________ Date:______________ Date ______________
ARELLANO UNIVERSITY
Elisa Esguerra Campus
Gen.Luna St. Brgy. Bayan-Bayanan, Malabon City
Telefax: 8-932-52-09
SY 2023-2024
Daily Learning Plan in Research Project
Third Quarter
Week 3
Date: January 15, 2024 (Monday)
I. TOPIC/CONTENT: METHODOLOGY, METHODS, AND RESEARCH DESIGN
II. OBJECTIVE:
At the end of the lesson the students are expected to:
a. Demonstrate understanding of Methodology, Research Design, and its Subtypes.
b. Discuss what is Research design and illustrate the subtype of Research Methodologies
c. Distinguish the subtype of Research Methodologies and explain the characteristics of the
subtypes of Research Methodologies
III. REFERENCE:
● Research Project Curriculum Guide
● AU-EEC Research Department 2020
IV. TEACHING PROCEDURE / STRATEGIES
A. Daily Routine
● Prayer
● Checking of attendance
B. Development of the lesson
a. Activity
1. Icebreaker: Where could the words “Method” and “Methodology”’ be placed? Why?
BEFORE AFTER
2. Discussion:
Methodology VS. Methods
The research methodology is the philosophy or general principle that guides the research. On
the other hand, research methods are the tools you use to gather your data, a strategy
used to implement the research design, which refers to the plan for answering research
questions.
In the IMRaD format of the research paper, the “M” stands for Methodology and includes the
following sections:
Research Design VS. Methods
Research design and methods are different but closely related because good research design
ensures that the data you obtain will help you answer your research question effectively. The
design of research is also used to explain the type of research and its sub-types.
The Research design refers to the strategy that you choose to integrate the different components of
the study coherently and logically, thereby, ensuring you will effectively address the research problem;
it constitutes the blueprint for the collection, measurement, and analysis of data.
Teacher’s Note:
Methodology - outline how the research will be conducted
Methods - specific tools or strategies used
Research Design - plan/framework/blueprint
Teacher’s Note:
The image above was introduced to the students during the first semester (Kinds of Quantitative
Research). This time, the discussions will dive deeper into the process of how they will be used in their
research.
b. Analysis
- What’s the difference between Methodology, Methods, and Research Design?
c. Abstraction
Mastering the concepts of Methodology, Research Design, and its subtypes is crucial for students as it
equips them with the skills to effectively plan and conduct research.
d. Application
Scenario Application
Read the hypothetical research scenario below and decide which term (Methodology, Methods, or
Research Design) is most relevant to each aspect.
Research Scenario: Investigating the impact of social media on student academic performance.
______1. The overall framework guiding the study.
______2. The plan outlining how the research will be conducted.
______3. The specific data collection techniques chosen for the study.
Answer key:
1. Research Design
2. Methodology
3. Methods
V. INSTITUTIONAL CORE VALUES:
Competence, Humility, Integrity, Equity, Fortitude, and Stewardship
Week 3 (Continuation)
Date: January 16, 2024 (Tuesday)
I. TOPIC/CONTENT: RESEARCH DESIGN AND ITS SUBTYPES - Part 1
II. OBJECTIVE:
At the end of the lesson the students are expected to:
a. Explain what Descriptive Research is
b. Distinguish the subtypes of Descriptive Research
c. Apply understanding of Descriptive research concepts to design a study
based on a given scenario.
III. REFERENCE:
● Research Project Curriculum Guide
● AU-EEC Research Department 2020
IV. TEACHING PROCEDURE / STRATEGIES
A. Daily Routine
● Prayer
● Checking of attendance
B. Development of the lesson
a. Activity
1. Simple Recall/Review: What is Research Design?
2. Discussion:
Subtype of Research Methodologies Part 1: Descriptive Research
Descriptive research systematically documents current events, lasting products, or other phenomena
that can be measured directly by researchers today.
● it is a type of research that exposes a population, situation, or phenomenon that is being
studied.
● includes studies that purpose to present facts concerning the nature and status of anything.
● fact-finding with adequate interpretation.
● descriptive research seeks to tell “what exists” or “what is” about a certain educational
phenomenon.
Descriptive Research Methods
1. Observational method (field observation) - where animal and human behavior is closely observed.
● Naturalistic Observation
● Laboratory Observation
What could be the similarities and differences between the Observational method in Qualitative and
Quantitative?
2. Case study - research involves an in-depth study of an individual or group of individuals.
When could a Case Study be considered qualitative, when quantitative?
3. Survey Method - the participants answer questions administered through interviews or
questionnaires.
● Gathers information from groups of people by selecting and studying chosen from a population
● Focuses on finding out the pulse or the unified response of a certain population
4. Evaluative Research - analyzes the effects, impacts, or outcomes of practices, policies or
programs.
● Usually executed for developing or improving systems in an institution
● Instrumentation and procedures may not differ much from Survey research like using scaling
rubrics and questionnaires for assessing
Advantages of Descriptive Research
Some of the significant advantages of descriptive research are:
● Data collection
● Varied
● Natural environment
● Quick to perform and cheap
b. Analysis
- Why Descriptive Research is considered the simplest research design?
c. Abstraction
The lesson identifies the importance of research design in their research paper.
d. Application
Individual or Group Task: Descriptive Research Scenario Analysis
Scenario A - Imagine you are a researcher studying the shopping habits of teenagers in a specific
neighborhood.
Scenario B - Consider a scenario where a company wants to understand the demographics and
preferences of its current customers.
Choose one from the scenarios above. Then, answer the following questions:
1. Identify all relevant variables you may need from the respondents.
2. Propose a suitable descriptive research type. Explain why it’s the best option.
Possible Answers:
1. Scenario A - age, gender, spending habits, favorite stores, frequency of shopping, etc.
Scenario B - age, income, buying history, satisfaction level, etc.
2. Observation/Case Study/Survey/Evaluative
V. INSTITUTIONAL CORE VALUES:
Competence, Humility, Integrity, Equity, Fortitude, and Stewardship
Remarks:
WILBERT ZIALCITA
Research Project Teacher
ARELLANO UNIVERSITY
Elisa Esguerra Campus
Gen.Luna St. Brgy. Bayan-Bayanan, Malabon City
Telefax: 8-932-52-09
SY 2023-2024
Daily Learning Plan in Research Project
Third Quarter
Week 3
Date: January 17, 2024 (Wednesday)
I. TOPIC/CONTENT: RESEARCH DESIGN AND ITS SUBTYPES - Part 2
II. OBJECTIVE:
At the end of the lesson the students are expected to:
a. Explain what Correlational and Causal-Comarative Research are
b. Distinguish the subtypes of Correlational and Causal-Comarative Research
c. Apply understanding of Correlational and Quasi-Experimental research concepts to
design a study based on a given scenario.
III. REFERENCE:
● Research Project Curriculum Guide
● AU-EEC Research Department 2020
IV. TEACHING PROCEDURE / STRATEGIES
A. Daily Routine
● Prayer
● Checking of attendance
B. Development of the lesson
a. Activity
1. Simple Recall: What are the subtypes under Descriptive research?
2. Discussion:
Subtype of Research Methodologies Part 2: Correlational and Quasi-Experimental Research
Correlational research - a type of research that reveals the systematic relationship between
descriptive parameters.
● a natural evolution from descriptive research methods
● a developed version of Descriptive Research
● focus is how variables are connected to each other
● scores correlated to others (Pearson R Treatment)
Correlational Research Methods
1. Natural Observation - observing and recording variables in a natural environment without
interfering.
● Used when lab experimentation is not possible or not ethical.
Example: Student’s attendance and grade success
2. Survey research - consists of gathering information via surveys or questionnaires by choosing a
random sample of participants.
● Uses to predict another outcome
Example: consumer preference and product success
3. Archival research - analyzing data collected by others (referring to previous records data, etc.)
● Historical or biological records from varied sources
● National, local records, statistical data, etc.
● Mainly predicts how a variable affects another by relating records
● Archive research is often free but a large amount of data are needed to see significant
relationships.
Example: School records, Crime Statistics, and Birth records
Quasi-experimental research seeks to establish a cause-effect relationship between two or more
variables.
● focus on why variables are connected to each other
● demonstrates cause and effect from non-random groups
- selecting groups, upon which a variable is tested, without any random pre-selection processes.
Quasi-Experimental Research Method
1. Causal-Comparative - also known as Ex post facto means after the fact.
● A research that explores a cause for a condition that already exists.
● Seeks to establish a cause-effect relationship between two or more variables after an action or
event has already occurred.
b. Analysis
- What could be the difference between Descriptive Observational and Correlational
Natural Observation?
- When is the Survey considered Descriptive? Correlational? Where are the possible
sources for Archival data?
c. Abstraction
The lesson identifies the importance of research design in their research paper.
d. Application
Individual or Group Task: Correlational and Quasi-Experimental Research Design Scenario Analysis
Scenario A - Imagine you are investigating the relationship between students' study habits and their
academic performance.
Scenario B - Consider a scenario where a school is implementing a new teaching method, and you
want to assess its impact on students' learning outcomes.
Choose one from the scenarios above. Then, answer the following questions:
1. Identify the main variables.
2. Decide whether a correlational or quasi-experimental design is more suitable for the given
scenario. Justify your choice based on the nature of the research question.
Possible Answers:
1. Scenario A - study hours per week (independent) and GWA (dependent)
Scenario B - teaching method (independent) and students' test scores (dependent)
2. Correlational/Quasi-Experimental
V. INSTITUTIONAL CORE VALUES:
Competence, Humility, Integrity, Equity, Fortitude, and Stewardship
Week 3 (Continuation)
Date: January 18, 2024 (Thursday)
I. TOPIC/CONTENT: RESEARCH DESIGN AND ITS SUBTYPES - Part 2
II. OBJECTIVE:
At the end of the lesson the students are expected to:
a. Demonstrate their understanding of research design principles in descriptive,
correlational, and quasi-experimental research by successfully applying these
concepts to real-world scenarios.
b. Justify the choice of research design based on the nature of the research question.
III. REFERENCE:
● Research Project Curriculum Guide
● AU-EEC Research Department 2020
IV. TEACHING PROCEDURE / STRATEGIES
A. Daily Routine
● Prayer
● Checking of attendance
B. Development of the lesson
a. Application
Presentation of the completed activities.
V. INSTITUTIONAL CORE VALUES:
Competence, Humility, Integrity, Equity, Fortitude, and Stewardship
Remarks:
WILBERT F. ZIALCITA
Research Project Teacher
