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W2, , Learning Area, Quarter, , I. LESSON TITLE, II. MOST ESSENTIAL LEARNING, COMPETENCIES (MELCs), III. CONTENT/CORE CONTENT, IV. LEARNING PHASES, A. Introduction, , Panimula, , Suggested, Timeframe, 60 minutes, , Practical Research 1, 3rd, , Grade Level, Date, , Grade 11, , Nature of Inquiry and Research, •, Differentiates quantitative from qualitative research, •, Characteristics, Strengths and Weaknesses, Kinds, and, •, Importance of Qualitative Research, Quantitative from qualitative research, Characteristics, Strengths and Weaknesses, Kinds, and, Importance of Qualitative Research, Learning Activities, In this lesson, you are expected to learn the following competencies: 1., Differentiate quantitative from qualitative research. 2. Describe characteristics,, strengths, weaknesses, and kinds of qualitative research; and 3. Illustrate the, importance of qualitative research across fields., According to Fraenkel et.al (2012) “Qualitative research is a type of, educational research in which the researcher relies on the views of participants; asks, broad, general questions; collects data consisting largely words (text) from participants;, describes and analyzes these words for themes; and conducts the inquiry in a, subjective, biased manner”. While, qualitative research is a type of educational, research in which the researcher relies on the views of participants; asks broad, general, questions; collects data consisting largely words (text) from participants; describes and, analyzes these words for themes; and conducts the inquiry in a subjective, biased, manner. (Fraenkel.et.al. 2012)., Qualitative, Objectives, , •, , In-depth, understanding of, underlying reasons and, motivations, , Data, Analysis, , •, •, •, , Non-statistical, Contextual, Thematic, , Outcomes, , •, , Not conclusive nor, generalizable, , Quantitative Methodologies, , Quantitative, , •, •, , Quantification of data, Measurement of incidence, etc., , •, , Statistical, , •, •, , Broad based insights, Population based understanding, , Qualitative Methodologies, , Preference for precise hypothesis stated at the, outset, , Preference for hypotheses that emerge as the study, develops, , Preference for precise definitions stated at the, outset, , Preference for definitions in context or as study, progresses, , Data reduced to numerical scores, , Preference for narrative description, , Much attention to assessing and improving, reliability of scores obtained from instruments, , Preference for assuming that reliability of inferences, is adequate, , Assessment of validity through a variety of, procedures with reliance on statistical indices, , Assessment of validity through crosschecking sources, of information (triangulation), , Preference for random techniques for obtaining, meaningful samples., , Preference for expert information (purposive), samples., , Preference for precisely describing procedures., , Preference for narrative/literary descriptions of, procedures., , 1

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IV. LEARNING PHASES, , Suggested, Timeframe, , Learning Activities, Preference for design or statistical control of, extraneous variables., , Preference for logical analysis in controlling or, accounting for extraneous variables., , Preference for specific design control for, procedural bias., , Primarily reliance on researcher to deal with, procedural bias., , Preference for statistical summary of results., , Preference for narrative summary of results., , Preference for Breaking down complex, phenomena into specific parts for analysis., , Preference for holistic description of complex, phenomena., , Willingness to manipulate aspects, situations,, or conditions in studying complex, phenomena., , Unwillingness to tamper with naturally occurring, phenomena., , Sources Fraenkel, J.R. Wallen N.E, and Hyun H.H. (2012) How to design and Evaluate Research in Education., New York: McGraw-Hill Companies, Inc, , Characteristics of Qualitative Research, Qualitative research can be easily characterized by carefully observing how, some research elements such as: research design, data collection procedure, and, data analysis have been put into considerations. As cited from Spalding University, Library (2020), these three key elements will guide the researcher to properly conduct, a qualitative research study. To further understand this kind of research, its, characteristics are presented as follows:, 1. Qualitative research is naturalistic., 2. Qualitative research is purposeful, 3. Qualitative research is detailed., 4. Qualitative research requires engagement and neutrality., 5. Qualitative research follows an inductive procedure, 6. Qualitative research is viewed in a holistic perspective, Strengths and Weakness of Qualitative Research, It is known that a qualitative type of research focuses more on explaining why, subjects under investigation think and behave in certain ways. With such purpose, it can, be observed that there are corresponding strengths and weaknesses a qualitative, research may have once it is employed by the researcher. As cited from University of, Denmark Library (2020), this type of research has its strengths and weaknesses presented, as follows:, Strengths:, 1. Qualitative research complements quantitative data., 2. Qualitative research provides more detailed information to explain complex, issues., 3. Qualitative research is cost efficient., Weaknesses:, 1. Qualitative research cannot generalize the findings to the study population., 2. Qualitative research is more difficult to analyze., 3. Qualitative research is time consuming., Importance of Qualitative Research Qualitative research, Qualitative research is oriented toward analyzing concrete cases in, temporal and local particularity. It starts from the respondents’ perspectives,, expressions, and activities in their local context. In this case, qualitative research is, important across many fields of inquiry because it is designed for social sciences,, psychology, and other fields. With this, qualitative research would verify or validate the, tendencies, transform it into research programs, and maintain the necessary changes, toward its objectives and tasks., , B. Development, , Pagpapaunlad, , 30 minutes, , Learning Activity 1. Classify the Difference!, Directions: Read and analyze the following characteristics of the research method, carefully. Classify whether it is for QUANTITATIVE or QUALITATIVE. Write your answers in, your notebook., __________ 1. Represents the view and perspective of participants that mirror the values, of life., __________2. Contributes insights into existing concepts or explains human social, behavior., , 2

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IV. LEARNING PHASES, , Suggested, Timeframe, , Learning Activities, __________3. The type of research that the new concepts or theory is to be developed, but not statistically tested., __________4. Study the meaning of people’s lives, under real-world conditions, and, people will not be limited by the confines of a laboratory., __________5. It involves extensive narrative data in order to gain insights into, phenomena., __________6. To test the hypotheses, look at cause & effect and make predictions., __________7. The focus of research is to narrow-angle lenses by hypothesis testing., __________8. Uses structured and validated data collection instruments., __________9. Quantify problem by generating mathematical data that can be, transformed into usable statistics., __________10. Provides insights to develop ideas or hypotheses and it is primarily, exploratory research., Learning Tasks 2: Let’s try This!, Inside the thought balloon are words associated with either quantitative or qualitative, research. Using the table provided on the next page, list five (5) words each associated, with quantitative and qualitative research. Write your answers in your notebook., , C. Engagement, , Pakikipagpalihan, , 90 minutes, , Quantitative Research, 1, 1, 2, 2, 3, 3, 4, 4, 5, 5, Learning Activity 3. Let’s Compare and contrast!, , Qualitative Research, , Compare and contrast the two broad categories of research by using the Venn diagram below., Write the distinctive characteristics of quantitative research in the left circle and qualitative, research in the right circle. Write your output in your notebook., , QUALITATIVE, , QUANTITATIVE, , Learning Tasks 4: Let’s Decode!, Rearrange the jumbled letters given on each item to get the correct words associated, with research. Write your answers on your notebook. Note: Definition of each word is, provided to serve as your clue., 1. (hcacartesircit): refers to a distinguishing trait, quality, or property., 2. (gnhterts): means a quality or state of being strong attribute or inherent asset, capacity for exertion or endurance., 3. (knsseeaw): the quality or state of being weak., 4. (ndki): pertains to a group united by common or traits or interest., 5. (cetanmiorp): implies the significant worth of something., , 3

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D. Assimilation, , 45 minutes, , Learning Tasks 5: My Crossword Puzzle!, , Paglalapat, , Sources: Labrador D.S. (2020) Practical Research 1. Quantitative and Qualitative Research. Philippines: DepEd, , V. ASSESSMENT, (Learning Activity Sheets for, Enrichment,, Remediation, or, Assessment to be given on Weeks, 3 and 6), , 15 minutes, , Learning Tasks 6: Let’s Assess!, Read each statement carefully. Choose the letter that corresponds to the best answer., Write your answers in your notebook., 1. How can qualitative research be done in a naturalistic manner?, a. It should control the data., b. It should manipulate the data., c. It should focus on artificial responses., d. It should solicit responses from real-life situations., , 2. How can a researcher select participants in a purposive manner?, a. Select the participants randomly., b. Select the participants by means of “draw lots.”, c. Select the participants who can pass the set criteria., d. Select the participants based on mere, convenience of the researcher, 3. Which of the following does NOT characterize a qualitative research?, a. The research follows an inductive procedure., b. The research focuses on personal experiences and insights., c. The research considers a thick description of the gathered data., d. The research is done using a linear and cause and effect relationship approach., 4. Why does the use of small number of participants become a weakness of a qualitative, research?, a. It cannot be a source of data., b. It requires more resources; hence, it is not cost-efficient., c. It cannot provide detailed information of the phenomenon to be investigated., d. It cannot provide sufficient information of the phenomenon to be investigated., 5. What is the strength of qualitative research?, a. Qualitative research is time consuming., b. Qualitative research is more difficult to analyze., c. Qualitative research cannot generalize the findings to the study population., , d. Qualitative research provides more detailed information to explain complex, issues., , 4

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VI. REFLECTION, , Prepared by:, , 15 minutes, , In your journal, write your personal insights about the lesson using the prompts below., I understand that ___________________., I realize that ________________________., I need to learn more about __________., I realize that ________________________., I need to learn more about __________., , ARIES N. MAGNAYE, , Checked by: ISABELITA R. HIZON, EdD, , 5

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Answer Key:, Learning Activity 1 Classify the, Difference!, 1 QUALITATIVE., 2 QUALITATIVE., 3 QUALITATIVE., 4 QUALITATIVE., 5 QUANTITATIVE., 6 QUANTITATIVE, 7 QUANTITATIVE, 8 QUANTITATIVE, 9 QUANTITATIVE, 10 QUALITATIVE, , Learning Activity 2 Let’s Try This!, , Learning Activity 3. Let’s Compare and contrast!, , Words for quantitative research: (in no, order), 1 Specific, 2 Predictive, 3 quantifiable, 4 objectives, 5 hypothesis testing, , Words for qualitative research: (in no, order), 1 subjective, 2 hypotheses generating, 3 non-quantifiable, 4 explanatory, 5 holistic, , Learning Activity 4 Let’s Decode!, , Learning Activity 6 Let’s Asses!, , 1 Characteristics, 2 Strength, 3 weakness, 4 kind, 5 importance, , 1d, 2c, 3d, 4d, 5d, , Learning Activity 5 Crossword Puzzle!, 1 narrative, 2 ethnographic, 3 inductive, 4 case, 5 biased, 6 naturalistic, 7 detailed, 8 interviews, 9 replications, 10 historical, , ., , 6

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References, DepEd. 2020. "K to 12 Curriculum Final Most Essential Learning Competencies." Practical Research 1. Department, of Education., —. 2016. "K to 12 Curriculum Guide." Practical Research 1. Department of Education, Fraenkel, J.R. Wallen N.E, and Hyun H.H. (2012) How to design and Evaluate Research in Education. New York:, McGraw-Hill Companies, Inc., Labrador D.S. (2020a) Practical Research 1. Grade 11 Alternative Delivery Mode Quarter 3 – Module 3: Quantitative, and Qualitative Research. Philippines: Department of Education, Labrador D.S. (2020b) Practical Research 1. Grade 11 Alternative Delivery Mode Quarter 3 – Module 4:, Characteristics, Strengths, Weakness and importance of qualitative research. Philippines: Department of, Education, Prieto N.G., Naval V.G., Carey T.G. (2017) Practical Research 1Qualitative k to 12 Based. Manila, Philippines: Lorimar Publishing Inc., , 7