12

PRACTICAL Module 16

RESEARCH 2

SAMPLING PROCEDURE AND SAMPLE

___________________________________
 SAMPLINGPROCEDURE AND SAMPLE
Information about this ADM learner’s material
I. Objectives: The learners demonstrate an
Ia. Content Standards understanding of:
description of sample
Ib. Performance Standard Data collection and analysis procedures
Ic. Learning Competencies/ Describes sampling procedure and the
Objectives sample (CS_RS12-IIa-c-2).

II. Content / Topic Sampling Procedure and Sample

Good day! Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module on
Sampling Procedure and Sample.
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Lets Try This before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies.
You can do it!
 This module is about sampling procedure and sample.
Specifically, this will help you:
1. Define sampling and sample
2. Identify the appropriate probability sampling
techniques in a given research

Introduction
Your learning in Grade 11 Probability and Statistics on random sampling
is of great relevance as you explore this module. Definitely, you were able to
learn that random sampling gives everyone an equal probability or chance to be
selected. At the same time, you had understood why sampling is considered
when doing research. Sampling permits the researcher to do the research faster
at lesser costs. Imagine doing a research with a huge number of respondents!
Determining the correct sample size and how the samples are selected are
crucial in ensuring the accuracy and precision of an estimate leading to valid
research findings (Prieto, Naval & Carey)
But how do we get the desired sample when doing quantitative research?
What are the sampling procedures? These questions will be answered as you
continue to venture on this module. So, enjoy learning and always have fun!

READ ME!
Instruction: Read the paragraph provided in the box below. As you are done reading,
kindly answer the questions that follow.

Alex Dave, as an incoming freshman college student for this school

year 2020 – 2021 plans to buy a laptop in preparation for the online
class. He is not sure as to the specification of the laptop that will best
suit to the demands of online schooling. In order to get idea, he
decided to do an online survey (asking from his 700 facebook friends)
to help him decide in buying the right one at an affordable price. His
facebook friends consist of the following:
Age TOTAL
15 - 20 21- 25 26 – 30
Male 270 85 45 400
Female 200 75 25 300
TOTAL 470 160 70 700
Answer the following questions:

1. To whom should Alex Dave plan to conduct a survey?

______________________________________________________.
2. What does the “700 facebook friends” represent for?
______________________________________________________.
3. How many male and female students are there?
______________________________________________________.

Hi! How was it? Were you able to get the

right answer? If you don’t, never feel bad! That
was just a brain exercise!
Now, let us think deeper. Please go back to
the previous activity before answering the
questions. below and recall the process in
answering
Instruction: In a long bond the problem.
paper you may copy and answer the guide questions
as directed.
Guide Questions:
1. If Alex Dave will decide to get a certain number from male and female, how
do you call this representation?
____________________________________________________________
____________________________________________________________

2. If you want to conduct survey, do you need to ask all your 700 facebook
friends? Why or why not ?
____________________________________________________________
____________________________________________________________
___________________________________________________________

Your score in the activity above tells your background information

of the topic in this module which is sampling procedure and
sample. Again, don’t feel bad if you were not able to answer
. correctly because I am sure for the next activities you will get it right
since you have learned some important keywords from this module!
Hence, learning the topic here will now be easier!
 Lesson: Sampling Procedure and Sample

Now that you have probably a grasp of the content of this module, your focus on this topic is
highly needed. Again, enjoy as you explore the content of this module!

Describing sampling and sample

Population v. sample
In your probability and statistics subject, you have learned the difference between
population and sample. Population refers to the entirety or group of people you intend to
generalize the results of your study. These people or objects must possess some common
characteristics defined by the sampling criteria utilized by the researcher/s. Again, population
does not only refers to persons, it could be objects or any subject of interest. For example, the
entire number of students in your school refers to the population. In the previous activity, the
population refers to all of the facebook friends of Alex Dave.
In quantitative research, collecting any sort of data whether through surveys or from
secondary data, a researcher needs to decide which data to collect and from whom these data
will be collected. This is called the sample.
Sample refers to part of that population. This is the group of individuals who actually
participate in your study. In the activity provided, this refers to the individuals who will respond
to the online survey of Alex Dave. In other words, a sample is a subset of the population.
To understand better the difference between sample and population, the examples are
provided below:

Example 1:
The school librarian of a certain university is interested in the number of books and other
media that student borrowers check out from the library. She examined the checkout records of
100 randomly selected students.

Answer:
The population is all the students borrower of that certain university; while the sample is
the 100 students selected.

Example 2:
The Land and Transportation Office of Mapagmatiyag City wants to know about how
many jaywalking incidents occur in a day in several highways with pedestrian lane. A camera
installed photographs every fifth person who passes through the street without using the
pedestrian lane.

Answer:
The population is all of the persons that passes through the street while the sample is
every fifth persons who passes through the street without using the pedestrian lane.

Sampling
 It would be ideal if a researcher would be able to study the entire population to
determine the value of a population parameter or some characteristic of the population.
However, this is not generally feasible. Instead, the researcher can usually study only a sample
of a population. (Chan Sio & Reyes, 2017).
When selecting a sample from a population, bear in mind that the sample must
appropriately represent the population. As much as possible, we want to eliminate biases in
selecting the sample. Since sample can really affect the outcome of your study, there are
factors to consider such as: target population; sample frame; sampling method; and the sample
size. In order to derive the desired sample size, a researcher must learn the process of
sampling.
Sampling is a process in which a researcher chooses his/her sample. The researcher
assumes that samples are drawn from the population when utilizing sampling.
(Faltado, Bombita, Boholano & Pogoy, 2016) defined sampling as a process of getting
information from a proper subset of population. The fundamental purpose of all sampling plans
is to describe the population characteristics through values obtained from a sample as
accurately as possible. It is therefore evident that if one were to draw conclusions based on a
small sample then the sample must imitate the behavior or characteristics of the original
population as closely as possible.

Using Appropriate Probability Sampling Technique

In selecting the sample, a researcher has two methods to choose: probability sampling
or non-probability sampling. Probability sampling or random sampling means every individual
is given equal chance to be selected. This method provides the most valid or credible results
because it reflects the characteristics of the population from which they are selected.
On the other hand, non-probability sampling disregards random selection of subjects.
The subjects are chosen based on their availability or the purpose of the study, and in some
cases, on the sole discretion of the researcher. This is not a scientific way of selecting
respondents. Neither does it offer a valid or an objective way of detecting sampling errors.
(Edmond 2013).
But in this module, we will only be focusing on the different probability sampling techniques as
discussed below:
A. Simple random technique - is the most frequently used type of probability sampling
technique where the chance of selection is the same for every member of the
population
This technique can be done through draw lots, the very common one. The following are
the procedures:
1. Write all the names of the possible respondents in a sheet of paper.
2. Put these names in a box.
3. Pick one sheet at a time until you get the desired sample size.
B. Systematic random sampling -follows specific steps and procedures in doing the
random selection of the samples. It requires a list of the elements and every nth
element in the list is drawn for inclusion in the sample.
The following are the procedures:
1. Divide the population by the desired sample size.
 2. Choose a random number between one and the value you obtained from step 1.
3. Starting with the number you picked for example 5, take every tenth (10th) and
you use 5 as your starting point.
C. Stratified random sampling - also sometimes called proportional or quota random
sampling, involves dividing your population into homogeneous subgroups and then
taking a simple random sample in each subgroup. In stratified random sampling, the
subjects are initially grouped into different classifications such as gender, level of
education, or socioeconomic status. It’s important to note that these classifications
should not have any overlapping subjects. The following procedures may be
performed:
1. Divide the population into subpopulations (strata)
2. From each stratum, obtain a simple random sample of size proportional to the size of the
stratum; that is, the sample size for a stratum equals the total sample size times the stratum
size divided by the population size
3. Use all the members obtained in Step 2 as the sample.
D. Cluster random sampling is conducted when the size of a population is too large to
perform simple random sampling. It is a way to randomly select participants when
they are geographically spread out. For example, if you wanted to choose 300
participants from a particular city like Davao City, it is likely impossible to get a
complete list of everyone. Instead, the researcher randomly selects areas like
barangay, purok, etc.
The following are the procedures:
1. divide population into clusters (usually along geographic boundaries)
2. randomly sample clusters
3. measure all units within sampled clusters
To better understand these different probability sampling techniques, the graphic
illustration below will help you out!

The result

of your
study will greatly
be affected
with the
sampling
you will be
using. Remember
that sample and population have differences, hence sample errors might occur. As a
researcher, it is very important that you have to consider the objective of your study, nature of
your study, the characteristics of your population where your sample will be taken and of
course the cost.

This time challenge yourself to take a higher

task. I’m sure if you get it, it’s worth-fulfilling!

A. Ide
ntify the population and sample in the given settings. Write your answer on the
space provided after each given item.
1. Th
e school principal of DZP National High School surveyed a random sample of 100 of
their senior high school students to see how they felt about the food offerings at the
school canteen.
_____________________________________________________________
_____________________________________________________________
The Department of Health of Davao City conducted a surprise visit to 10 establishments
in the city to determine if they have followed the minimum health protocol issued by the
Inter-Agency Task Force (IATF) relative to the corona virus pandemic.
_____________________________________________________________
_____________________________________________________________

B. Identify the types of sampling technique being described in each situation.

Types of Sampling Situation
Procedure
1. Jonathan has identified that the population where he will conduct his
study is composed of 120 Grade 7 students from which 50 students is
to be selected. Each student’s name is put on a list with the
corresponding number from 1 to 120 written in a separate piece of
paper and then shuffled. Finally, Jonathan was able to pick up 50
pieces of paper and the number of paper determined the 50
participants.
2. A researcher conducts a survey regarding awareness on solid waste
management in a barangay. Part of the research plan calls for
describing and comparing the opinions of respondents according to
 educational attainment : elementary graduate, high school graduate,
college level, college graduate, non-graduate for elementary and
high school. For a total of 400, the researcher selects 90 respondents
from each of the predetermined subgroups.
3. In order to determine the average performance in Mathematics of
grade eight students in Davao City’s public schools, a sample of 500
was taken. The average grade eight enrolment in the city is 50. Thus,
10 schools were randomly selected and within each of those schools,
all grade eight students were tested.
4. A researcher is interested on the level of implementation on solid
waste management in a particular city. The researcher uses the
following procedures to obtain a sample: (1) a random sample of
barangay is drawn, (2) within the barangay selected, puroks are
randomly drawn; (3) within each purok, blocks are randomly
sampled, (4) within blocks selected, houses are randomly drawn, and
(5) all residents within the buildings selected comprise the sample.
5. Arnold prepares the list of 150 students which comprised the
population. He desired to get a sample of 40 students. By getting
every 8th element from the list starting from a specific number.

How was it? Were you able to get the right answers? I
know you did well in the activity! For you to thoroughly
master the concept in this module, you can always go
back to the activities!
Sampling, as well as the research results, is expected
to speak about the entire population. Hence, it is
important that getting the right sample following the
sampling procedure is very important.
Key Concepts

1. Sampling is a process in which a researcher chooses her sample and sample is the
group of individuals who actually participate in your study

2. The different types of probability sampling techniques are: (1) simple random sampling,
(2) stratified random sampling, (3) systematic random sampling and (4) cluster random
sampling.

A. Multiple choice: Read each item carefully. Encircle the correct answer in each
question.

1. This refers to the entire units or group of individuals that a researcher is interested to
conduct his/her study .
A. Population B. Sample C. Sampling frame D. Sampling technique
2. It might be difficult to study every unit of the entire group of individuals. Thus, a
researcher frequently selects a representative subset of that entire group. This subset is
called _____
A. Population B. Sample C. Sampling frame D. Sampling technique
3. A safety inspector conducts air quality tests on randomly selected group of 10
classrooms of one of the biggest public high school in Davao City. Identify the population
and sample in this setting.
A. The population is all classrooms in the cluster; the sample is the 10 classrooms
tested.
B. The population is all classrooms in the said public high school ; the sample is the 10
classrooms tested.
C. The population is all high school students in Davao City; the sample is the 10
classrooms tested.
D. The population is all high school students in Davao City; the sample is the 10 high
school students in the schools selected.
4. Which of the following shows a random sampling procedure?
A. Jeff, directly get the names of his classmates as respondents of his study.
B. Liza, asked her classmates to raise their hands who wants to be part as respondents
of her study.
C. Jessica, wrote the names of her classmates, and decided to get those who are in the
first thirty (30) in the list.
 D. Alfred, ask his classmates to write their names on a sheet of paper, then put all of
those in a box, and pick one by one from the box until it reaches the desired sample.
5. This is a scientific way of selecting respondents which can be part of the samples of the
study.
A. Sampling C. Probability sampling
B. Non-Probability sampling D. Sampling frame
B. Identify the probability sampling technique described or illustrated in each of the
following situation. Choose your answer from the given options below by writing the
sampling technique.
A. Simple random sampling C. Systematic random sampling
B. Stratified random sampling D. Cluster sampling
1. Mrs. Del Rosario wanted to find out if there is a significant difference on the student’s
performance in mathematics ad a foreign language course. To do this, he decided to
obtain a list of all the students in each of the eight sections of their school’s batch. He
then randomly selected two sections, and collected the math senior high and foreign
language grades of each student in these two sections.
2. Mr. Alicaya is deciding which of his 50 students to call for recitation for tomorrow’s class.
He decides to put all his student’s name in a bag, shakes it well, and then draws five
names at random.
3. You wish to examine the effect of socio-economic status on diet. To do this, you decide
to randomly sample from all employees or patients at a local hospital for the study.
However, it is known that more individuals in this group are from higher, rather than
lower, socio-economic status.
4. The researcher chooses an entry at random from the phonebook, and select every 50th
number thereafter.
5. The researcher divides the city into city blocks, then choose a simple random sample of
10 city blocks, and interview everyone who lives there.
 12
PRACTICAL
RESEARCH 2
PLANS DATA ANALYSIS USING STATISTICS
AND HYPOTHESIS TESTING

_________________________
 ________________________________________

Information about this ADM learner’s material

I. Objectives: The learner demonstrates understanding of

Ia. Content Standards data collection and analysis procedures such as
survey, interview, and observation.
The learner is able to describe adequately
quantitative research designs, sample,
Ib. Performance Standards
instrument used, intervention (if applicable),
data collection, and analysis procedures
Ic. Learning Competencies Plans data analysis using statistics and
hypothesis testing (if appropriate) (CS_RS12-
IIa-c-6)
Understanding Data and Ways to
II. Content / Topic
Systematically Collect Data
To the Learner

Good day!

In your previous module, you already planned

the procedure in collecting your data, Right?.
This module will help you plan data analysis
using statistics and hypothesis testing (if
appropriate). A successful research engagement
systematically plans data analysis.
Should you have any questions, feel free to ask
your parents or contact a teacher for clarification.
 Let’s Learn This

The objective of this module is to help you plan

data analysis using statistics and hypothesis testing,
specifically this module seeks to achieve the main
objective

1. Plan data analysis plan using statistics

and hypothesis testing (if appropriate)

Introduction

You have learned in your previous module the techniques and practical
procedures in data collection. The procedure that you employed in collecting your data
might be a survey over phone, face to face or probably you let the participant answer a
series of multiple type of questions through a paper-pencil or online.
These data that you have just collected should be utilized and presented
systematically and comprehensively. This module will essentially help you plan data
analysis using statistics and hypothesis testing. It will help you reflect how the data that
you have collected will be systematically and correctly analyzed. Analysis planning can
be an invaluable investment of time. It can help you select the most appropriate
research statistical tools and even research methods.
 Let’s Try This
Arrange Me!
Instruction. Arrange the scrambled words enclosed in a circle to form a sound sentence.

Write your answer on the space provided below the cycle.

1. _______, ______, _______, _______

2. _______, ______, _______, _______

_______, ______, _______, _______

3. _______, ______, _______, _______

 Hello!!!

Did you enjoy the activity? Yehey!!!! I believe you are

now ready. Those words that you have just guessed
will help you plan data analysis using statistics and
hypothesis testing.

Since you are familiar with some keywords related to

our topic, I am sure that creating a data analysis plan
using statistics and hypothesis testing will be very easy.

Instruction:
Guide Question:
1. Using the phrases that you have identified in the previous section, what
should be considered in planning data analysis using statistics and

hypothesis testing.
____________________________________________________________
____________________________________________________________

Let’s Study This

Very Good!!!

From here on, it is important that you focus on the

topics that will be discussed from this point onwards
and try to reflect on what should be done.
 Plan Data Analysis Using Statistics
and Hypothesis Testing

The data you have just collected formed an essential part in your study.
Regardless of the study design, data collection procedure, a researcher needs to
summarize and reflect the collected data for interpretation and presentation to others.
Even before the researcher collected the data, he/she must have a clear plan on what
particular statistics will he/she use in summarizing and in describing the collected data.
To plan the data analysis using statistics, recall your research questions, identify the
variables and check dataset distribution.

Recall Your Research Questions. Recall module 11 in presenting a written

statement of the problem (SOP), sample SOPs presented can be tested either
descriptive or inferential. Descriptive statistics frequently use the following statistical
measures to describe groups. This include the measure of central tendency using the
mean or the median to locate the center of the dataset. This measure tells you where
most values fall. Furthermore, dispersion will also tell you how far out from the center
do the data extend. You can use the range or standard deviation to measure the
dispersion. A low dispersion indicates that the values cluster more tightly around the
center. Higher dispersion signifies that data points fall further away from the center. We
can also graph the frequency distribution.

Let us learn the samples below of common descriptive and inferential statistics.

Example: (Descriptive-Mean)

1. What is the level of social media engagement of grade 11 and 12

students in Mondano National High School?
2. What is the level of COVID-19 awareness of senior high students before
and after the campaign?
3. What is the level of health practices of senior high school ABM, STEM
and HUMSS students in DCQK National High School?

The examples presented would like to determine the level of senior high school
students’ social media engagement, COVID-19 awareness and health practices.
Commonly, descriptive statistic using mean is used to answer the questions. Standard
deviation is also presented after reflecting the mean to show the dispersion of the data.
Example: (Descriptive-Frequency)

4. How many COVID-19 survivors from March to August were recorded by

the DOH?
5. What is the demographic profile of the respondents in terms of sex and
grade level?

The SOP presented wanted to answer the actual count of COVID-19 survivors
from a specific time duration, and number of male and female and grade level
respondents. Descriptive statistics specifically, frequency and percentage is used to
answer the question.

On the other hand, Inferential statistics takes data from a sample and makes
inferences about the larger population from which the sample was drawn. Inferential
statistics are used to test hypothesis. Please recall module 14 “Research Hypothesis”.

Check the dataset distribution. Cautiously, before using any inferential

statistics you need check the nature of your dataset. Determine several assumptions
used to decide whether you are going to use parametric or non-parametric tests.
Parametric tests rests on a number of assumptions including normality of the
distribution and homogeneity of variance. On the other hand, non-parametric tests do
not rely on any distribution. They can be applied even if parametric conditions are not
met. To find out whether your data follows normal distribution, check the value of
Kurtosis (measures of the heaviness of the tail of the distribution) and Skewness (lack of
evenness of the distribution). The closer their value to zero is, the more the data reach
the normal distribution (Barrot, 2017).

The following are some of the common inferential statistics used to test
differences and relationships. The details of these statistics will be learned exhaustively
in the succeeding modules.
 Statistical techniques
Purpose

Parametric Non-Parametric
To test the difference between
datasets from TWO DIFFERENT
GROUPS (e.g. male and female,
grade 11 and grade 12,
experimental group and control t-test for Independent
group, STEM and HUMSS) Mann Whitney U-test
Samples
IV- Group

DV-Continuous

To test the difference between

datasets from THREE OR MORE
DIFFERENT GROUPS (e.g.
Analysis of Variance
grade 10, grade 11 and grade 12, Kruskal Wallis test
STEM, TVL and HUMSS)
IV- Group
DV-Continuous

To test the difference between

datasets from ONE GROUP (e.g. t-test for dependent
pretest and post-test, before and Wilcoxon Signed rank
after) samples or paired
IV- Group test
sample t-test
DV-Continuous

Test the relationship between two

variables
IV- Continuous Pearson’s r Spearman’s rho

DV-Continuous

Let us try to dissect the sample SOPs reflected below (Assumed that all datasets

fulfill the assumptions of parametric tests).

7. Is there a significant difference in the level of social media engagement of

grades 11 and 12 students in Mondano National High School?

Grade Level
Level of Social Media
11
12 Engagement

Independent Variable Dependent Variable

 A. What is the statistical significance being asked? Significant Difference

B. How many groups? Two

C. Are they the same or different? Different (Grades 11 and 12)

D. Nature of Independent Variable: Group

E. Dependent Variable: Continuous

Answer: T-test for Independent Samples

8. Is there a significant difference in the level of COVID-19 awareness of senior

high students before and after the campaign?

Before COVID-19 Awareness

After

Dependent Variable
Independent Variable

A. What is the statistical significance being asked? Significant Difference

B. How many groups? Two

C. Are they the same or different? Same (Before and After)

D. Nature of Independent Variable: Group

E. Dependent Variable: Continuous

Answer: T-test for Dependent Samples

9. Is there a significant difference in the level of COVID-19 health practices of senior

high school ABM, STEM and HUMSS students in DCQK National High School?

Strand
COVID-19
ABM
Health Practices
STEM
HUMSS
 A. What is the statistical significance being asked? Significant Difference

B. How many groups? Three

C. Are they the same or different? Different (ABM, STEM and HUMSS)

D. Nature of Independent Variable: Group

E. Dependent Variable: Continuous

Answer: One-Way Analysis of Variance

10. Is there a significant relationship between awareness and health practices of

students on COVID-19?
Level of Health
Level of Awareness Practices

Independent Variable Dependent Variable

A. What is the statistical significance being asked? Significant Relationship

B. Nature of Independent Variable: Continuous

C. Dependent Variable: Continuous

Answer: Pearson’s r
 This time, you already have an understanding on what
are the essential components to consider in planning
data analysis using statistics and hypothesis testing. I
believe you are now ready to take our practice drills in
the succeeding pages.

Let’s Do This

Fill Me!
Instruction: Below are examples of statement of the problems. You are going to
identify the appropriate descriptive and inferential statistics to answer the questions.
Assuming that all the datasets used fulfill all the assumption of parametric tests. Write
your answer in the space provided below the statement.

1. Is there a significant relationship between English grades and Immersion grades?

___________________________________

2. What is the level of environmental awareness of junior high school students in

MKN National High School?
___________________________________

3. Is there a significant difference in the level of health practices of COVID-19

before and after the campaign was conducted?
___________________________________

4. Is there a significant difference in the level of COVID-19 awareness when

analyzed according to sex (Male and Female)?
___________________________________

5. What is the demographic profile of the respondents in terms of Track and Strand?

___________________________________
 Planning the data analysis using statistics is essential
for a successful research activity. Were you able to write
the answers correctly? Yehey! In case you forgot to plan
the data analysis using statistics and hypothesis testing,
just remember the key points below.

Let’s Remember This

1. Recall your research questions

2. Identify the level of measurement of your variables

3. Check the distribution of the data

Let’s Test Ourselves

Instruction: Below are examples of statement of the problems. You are going to
identify the appropriate descriptive and inferential statistics to answer the questions.
Assuming that all the datasets used fulfill all the assumption of parametric tests. Write
your answer in the space provided below the statement.

1. What is the level of online learning readiness of junior high school students in
MKN National High School?
___________________________________

2. Is there a significant difference in the level of online learning readiness between

STEM and HUMSS students in MKN National High School?
___________________________________

3. How many senior high school students preferred online learning, modular
learning, blended learning as learning modality in the new normal?
___________________________________

4. Is there a significant relationship between study hours and academic

performance of senior high school students in MKN National High School?
___________________________________

5. Is there a significant difference in the level of self-esteem among Grades 10, 11

and 12 students in MKN National High School?