8

RESEARCH 1
Quarter 3-Module 2:
Week 2, Research Sampling
Techniques

Source: [Link]

DEPARTMENT OF EDUCATION ● REPUBLIC OF THE PHILLIPINES

 Research 1 – Grade 8
Alternative Delivery Mode
Quarter 3 – Module 2: Research Sampling Techniques
Second Edition, Revised 2021

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Published by the Department of Education – Division of Cebu City

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Content Editor/Reviewer:
Dr. Marchee T. Picardal, Instructor I -Cebu Normal University
Mrs. Mary Ann D. Bacalso, MTII, Cebu City National Science
High School

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Office Address: PIT-OS NATIONAL HIGH SCHOOL, Pit-os, Cebu City
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 8
RESEARCH 1
Quarter 3-Module 2:
Research Sampling Techniques

This instructional material was collaboratively developed and

reviewed by educators from public schools. We encourage
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 TABLE OF CONTENTS
Page

COVER PAGE i
COPYRIGHT PAGE ii
TITLE PAGE iii
TABLE OF CONTENTS iv

Lesson 1 – Research Samples and Population

What I Need to Know 6

What I Know 6

What’s In 9

What’s New 10

Lesson 2- Sampling Designs and Techniques

What’s in 12

What’s is it 12

What’s More 13

What I Have Learned 16

Assessment 17

Answer key 20

References 21
 What I Need to Know

Welcome everyone!
In Module 1, you have learned different research
designs with its corresponding research methods. Research
allows you to investigate issues and problems that need a
solution or immediate action. However, for you to come up
with a sound idea you need to perform your methodology
systematically. In module 1, you were oriented on the
different data collection techniques or methods such as
observation, interviews, and survey by questionnaire. At this
point, the most important question is, where will you get
those data from? Who will be your source of data? How many
people do you need to involve in your research to get the data
from? This module on sampling design and techniques will
answer all of these questions.
This module will orient you on the difference between
population and sample. Moreover, you will examine different
sampling designs and techniques as part of the research
methodology.

The module is divided into two lessons, namely:

 Lesson 1 – Research samples and population
 Lesson 2 – Sampling Design and Techniques

After going through this module, you are expected to:

1. differentiate samples and population;
2. discuss the different sampling techniques; and
3. apply sampling designs and techniques in a sample proposal.

What I Know
Pre assessment:
Directions: Read each item below and write the letter of the correct
answer in a separate paper.

1. What is a population in the context of conducting research?

a. All members of society
b. The entire group of individuals relevant to your research
c. A subset of individuals drawn from the entire group of individuals of
interest
d. The entire group of individuals relevant to your research that participates
in your research
6
2. What is a sample?
a. All members of society.
b. The entire group of individuals relevant to your research.
c. The members of society to which your research is generalizable to.
d. A subset of individuals drawn from the entire group of individuals relevant
to your research.
3. Mrs. Santos determine the sample from her class by selecting 5 girls and 7
boys using a fish bowl technique. What is this type of sampling?
a. Cluster b. Simple c. Stratified d. Systematic
4. Mr. Dela Cruz identifies his sample from his class by selecting every third
person on her class list. Which type of sampling method is this?
a. Cluster b. Simple c. Stratified d. Systematic
5. Mrs. Reyes chooses her samples from her class by selecting all students
sitting at the first row and fifth row in her classroom. What sampling
technique is this?
a. Cluster b. Simple c. Stratified d. Systematic
6. Mr. Diaz selects his samples in his class by picking 10 numbers from the box
and each number is assigned to a student. This is
random sampling.
a. Cluster b. Simple c. Stratified d. Systematic
7. What sampling design does snowball sampling belong?
a. Non-probability sampling c. Quota Sampling
b. Probability sampling d. Random Sampling
8. A student wants to determine the favorite professional sport of students in her
high school. Which of the following samples is most likely to give her a
representative sample?
a. A random sample of students on the basketball team
b. A random sample of students in the library during lunch
c. A random sample of the students in the art honor society
d. A random sample of students on the official school enrollment roster
9. The school librarian wants to determine the favorite book read by students in
the library on a regular basis. What type of sampling method would she use
if she chose to select every 3rd student who enters the library on Tuesday?
a. Convenience Sample only c. Stratified Random Sample
b. Simple Random Sample d. Systematic Sample
10. Which of the following will give a more “accurate” representation of the
population from which a sample has been taken?
a. A small cluster samples
b. A large sample based on simple random sampling
c. A small sample based on simple random sampling
d. A large sample based on the convenience sampling technique
11. Sampling is about a sample from a population.
a. adding b. including c. selecting d. examining
12. A sampling technique is used in Qualitative research wherein the researcher
chooses individuals who are easily accessible to become respondents for the
study.
a. Judgment Sampling c. Snowball Sampling
b. Convenience Sampling d. Quota Sampling
13. Which of the following is NOT type of non-probability sampling?
a. Quota sampling c. Stratified random sampling
b. Convenience sampling d. Judgmental sampling

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14. Which of the following describes convenience sampling?
a. Choosing all the households in which the family names begin with A
through E.
b. Numbering a list of households and selecting them with a random number
table.
c. Selecting the first house at random and then counting down the sampling
interval.
d. Asking anyone who wishes to participate in the survey to come to the
health center on a certain date.
15. A survey will be given to randomly selected 100 students from the Grade 7
class of Pit-os National High School. What is the population?
a. the 100 selected students c. all Junior High School students
b. all Grade 7 students d. 100 Grade 7 students

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 Lesson Research Samples
1 and Population
Let’s get Started!
In research, a population does not always refer to people. It can mean a
group containing elements of anything you want to study, such as objects,
events, organizations, countries, species, organisms, etc.

What’s In

A population is the entire group that you want to draw conclusions

about. A sample is the specific group that you will collect data from. The size
of the sample is always less than the total size of the population.

When your population is large, geographically dispersed, or difficult to

contact, it is necessary to use a sample. With statistical analysis, you can use
sample data to make estimates or test hypotheses about population data.
Here is the difference between sample and population.

Population Sample

The measurable characteristic of the The measurable characteristic of the

population like the mean or standard sample is called a statistic.
deviation is known as the parameter.
Population data is a whole and complete The sample is a subset of the
set. population that is derived using
sampling.
A survey done of an entire population is A survey done using a sample of the
accurate and more precise with no margin population bears accurate results,
of error except human inaccuracy in only after further factoring the margin
responses. However, this may not be of error and confidence interval.
possible always.
The parameter of the population is a The statistic is the descriptive
numerical or measurable element that component of the sample found by
defines the system of the set. using sample mean or sample
proportion.

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 What’s New
Activity 1.1 Differentiating Sample from a population

Directions: Carefully read the examples below. Identify the population

and sample in each example. Write your answer in a separate paper. The
first one is done for you.

10 out of 35 Grade 9 section Garnet students have no grade in P.E

Population: 35 Grade 9 section Garnet students
Sample: 10 Grade 9 Section Garnet students

1. In a barangay with 1353 Filipino families, researchers surveyed 244 of

these Filipino families and found out that 90% of them own a
computer.
Population:
Sample:

2. Among the 2625 elementary school children in the town, researcher

surveyed 735 children and found that a very high percentage could be
classified obese.
Population:
Sample:

3. Among the 195 Science teacher applicants who qualified the division
ranking, the study selected 60 for their interview.
Population:
Sample:

What’s More

To further understand samples and population. Here is the published

research entitled “Using Peer Mentoring-Buddy System as an Intervention Strategy
to Enhance Science Research Skills”. Identify and underline the sample and
population stated in this abstract.

Using Peer Mentoring-Buddy System as an Intervention Strategy to Enhance Science

Research Skills

Abstract
Students have difficulties in conducting science research. In an attempt to enhance students’
interests and skills in conducting science investigatory projects, this study designed and used
the peer mentoring-buddy system as an intervention strategy to address the identified
needs of
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,students concerning their research skills. This paper also determined the effectiveness of the
system and examined if there is a significant difference in the perceptions of both genders. This
study also determined the percentage of project completion among students provided with the
peer-mentoring. The descriptive action research design was used. The validated Students’ Needs
Assessment Survey Instrument was distributed to a total of randomly selected 45 junior high
school students (28 female and 17 male) of a Comprehensive National High School. The
researcher developed and implemented the peer mentoring-buddy system from June 2013 to
February 2014 as an intervention. The system was evaluated in the month of March using the
validated Peer Mentoring Survey Questionnaire. The weighted mean, percentage, and t-test
were the statistical tools used. Results of the study revealed that using the system was very
effective in addressing the high level of student needs regarding their research skills. The female
students have better perception regarding the effectiveness of the system than male students
(p<0.05). Despite the differences in the perceptions of both genders, the system was found to be
very effective since all proponents finished their studies and some projects won in the science
fair competitions at regional and national level.

Keywords: peer mentoring, science research skills, intervention, buddy system

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 Lesson Sampling Designs and
Techniques
2
What’s In

In the previous lesson, you learned that the population is the entire group that
you want to draw conclusions about while a sample is the specific group that you
will collect data from. The size of the sample is always less than the total size of the
population. In the next section, you will be oriented on two major sampling designs
with its corresponding sampling techniques. Remember that your sampling design
and technique must always be consistent with your research design, research
methods, and research problem.

What is It

In doing research, you have to greatly consider that your sampling design and
techniques are aligned with your research problem and research design. What does
it mean? When you are doing experimental research, you have to follow the
principle of randomization. It means that you have to give each experimental
subject (i.e., mice, chicken, frog, plant species, and others) a chance of being
selected as a sample in your research. In doing so, the kind of sampling design and
technique that you have to utilize in this kind of research should be probability
sampling design specifically simple random sampling technique. This is just one
example of a scenario in doing research that considers the sampling technique in
research. To know more about it, a thorough discussion is provided for you.

Sampling is a method that allows researchers to infer information about a

population based on results from a subset of the population, without having to
investigate every individual. Reducing the number of individuals in a study reduces
the cost and workload and may make it easier to obtain high quality information.

If a sample is to be used, by whatever method it is chosen, it is important that

the individuals selected are representative of the whole population. This may involve
specifically targeting hard to reach groups.

There are several different sampling techniques available, and they can be subdivided
into two groups called sampling design: probability sampling and non-probability
sampling. In probability sampling design, you start with a complete sampling frame-
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complete list of everyone or everything you want to study, of all eligible individuals
from which you select your sample. In this way, all eligible individuals have a chance
of being chosen for the sample, and you will be more able to generalize the results
from your study. Probability sampling design tend to be more time-consuming and
expensive than non-probability sampling. In non-probability (non-random) sampling,
you do not start with a complete sampling frame, so some individuals have no chance
of being selected. Consequently, you cannot estimate the effect of sampling error and
there is a significant risk of ending up with a non-representative sample which
produces non-generalizable results. However, non-probability sampling methods
tend to be cheaper and more convenient.

What’s More
Probability Sampling Techniques
1. Simple random sampling
In this case everyone is chosen entirely by chance and each member of the
population has an equal chance, or probability, of being selected. One way of
obtaining a random sample is to give everyone in a population a number, and then
use a table of random numbers to decide which individuals to include.

For example, if you have a sampling frame of 1000 individuals, labelled 0

to 999, use groups of three digits from the random number table to pick your
sample. So, if the first three numbers from the random number table were 094,
select the individual labelled “94”, and so on.

As with all probability sampling methods, simple random sampling allows the
sampling error to be calculated and reduces selection bias. A specific advantage is
that it is the most straightforward method of probability sampling. A disadvantage of
simple random sampling is that you may not select enough individuals with your
characteristic of interest, especially if that characteristic is uncommon. It may also
be difficult to define a complete sampling frame and inconvenient to contact them,
especially if different forms of contact are required (email, phone, post) and your
sample units are scattered over a wide geographical area.

2. Systematic sampling

Individuals are selected at regular intervals from the sampling frame. The
intervals are chosen to ensure an adequate sample size. If you need a sample
size n from a population of size x, you should select every x/nth individual for the
sample.
For example, if you wanted a sample size of 100 from a population of 1000,
select every 1000/100 = 10th member of the sampling frame.

Systematic sampling is often more convenient than simple random sampling,

and it is easy to administer. However, it may also lead to bias, for example if there
are underlying patterns in the order of the individuals in the sampling frame, such
that the sampling technique coincides with the periodicity of the underlying pattern.
3. Stratified sampling
In this method, the population is first divided into subgroups (or strata) who
all share a similar characteristic. It is used when we might reasonably expect the
measurement of interest to vary between the different subgroups, and we want to
ensure representation from all the subgroups.

You are surveying academic performance of students in a school. Generally, the

population is 2,000 students. You produce a list of all their names, organized in
alphabetical order to eliminate any patterns and decide that 10% of the entire
population (200 students) is a representative sample size. To determine the
sampling interval, you divide 2,000 by 200 for a quotient of 10. Then you use a
random number generator to decide on a starting point of eight. Thus, starting with
the eighth student on the list, you send a survey to every tenth student.

To further understand the use of sample from a population, Slovin’s formula

will be used.
Slovin's formula
 It is used to calculate the sample size (n) given the population size (N) and a
margin of error (e).
 It is a random sampling technique formula to estimate sampling size.
 It is computed as n = N / (1+Ne2).
whereas:
n = no. of samples
N = total population
e = error margin / margin of error

4. Clustered sampling
In a clustered sample, subgroups of the population are used as the sampling
unit, rather than individuals. The population is divided into subgroups, known as
clusters, which are randomly selected to be included in the study. Clusters are
identified and included in a sample based on demographic parameters like age, sex,
location, etc. This makes it very simple for a survey creator to derive effective
inference from the feedback. In single-stage cluster sampling, all members of the
chosen clusters are then included in the study. In two-stage cluster sampling, a
selection of individuals from each cluster is then randomly selected for inclusion.
Clustering should be considered in the analysis.

If Cebu City government conducts a survey on the number of

vaccinated individuals, officials will coordinate with the cluster barangays
in both the North and South Districts.

Cluster sampling can be more efficient that simple random sampling,

especially where a study takes place over a wide geographical region.
Disadvantages include an increased risk of bias, if the chosen clusters are not
representative of the population, resulting in an increased sampling error.
 Non-Probability Sampling Techniques
1. Convenience sampling
Convenience sampling is perhaps the easiest method of sampling, because
participants are selected based on availability and willingness to take part. Useful
results can be obtained, but the results are prone to significant bias, because those
who volunteer to take part may be different from those who choose not to
(volunteer bias), and the sample may not be representative of other characteristics,
such as age or sex. Note: volunteer bias is a risk of all non-probability sampling
methods.

A researcher wants to know how many women in a community use smartphone.

He decides to go to a popular mall for middle-income mothers and record their
responses to collect necessary data. By doing this, he leaves out every woman
who wasn't at the mall during the data collection process.

2. Quota sampling
This method of sampling is often used by market researchers. Interviewers
are given a quota of subjects of a specified type to attempt to recruit. For example,
an interviewer might be told to go out and select 20 adult men, 20 adult women, 10
teenage girls and 10 teenage boys so that they could interview them about their
television viewing. Ideally the quotas chosen would proportionally represent the
characteristics of the underlying population.

For example: A researcher wants to survey individuals about what smartphone

brand they prefer to use. He/she considers a sample size of 500 respondents.
Also, he/she is only interested in surveying ten cities in Cebu. Here’s how the
researcher can divide the population by quotas:
 Gender: 250 males and 250 females
 Age: 100 respondents each between the ages of 16-20, 21-30, 31-40, 41-
50, and 51+
 Employment status: 350 employed and 150 unemployed people.
 (Researchers apply further nested quotas. For e.g., out of the 150
unemployed people, 100 must be students.)
 Location: 50 responses per city

While this has the advantage of being relatively straightforward and potentially
representative, the chosen sample may not be representative of other characteristics
that were not considered.

3. Judgement (or Purposive) Sampling

Also known as selective, or subjective, sampling, this technique relies
on the judgement of the researcher when choosing who to ask to participate.
Researchers may implicitly choose inclusion-selection criteria as the basis in
selecting the sample. This approach is often used by the media when
canvassing the public for opinions and in qualitative research.
 Judgement sampling has the advantage of being time-and cost-
effective to perform while resulting in a range of responses. However, in
addition to volunteer bias, it is also prone to errors of judgement by the
researcher and the findings, being potentially broad, will not necessarily be
representative.

For example: In a study wherein, a researcher wants to know what it takes to

graduate summa cum laude in college, the only people who can give the
researcher firsthand advise are the individuals who graduated summa cum laude.
With this very specific and very limited pool of individuals that can be considered
as a subject, the researcher must use judgmental sampling

4. Snowball sampling
This method is commonly used in social sciences when investigating
hard-to-reach groups. Existing subjects are asked to nominate further
subjects known to them, so the sample increases in size like a rolling
snowball.
Snowball sampling can be effective when a sampling frame is difficult
to identify. However, by selecting friends and acquaintances of subjects
already investigated, there is a significant risk of selection bias (choosing
many people with similar characteristics or views to the initial individual
identified).

Medical researchers use snowball sampling to collect responses from patients

with rare diseases. Suppose you are researching the symptoms of a condition like
a porphyria. People with this disease might be unwilling to speak with a
researcher about their illness. However, with snowball sampling, you can use the
chain-referral system to draw them out and gather the data you need.

Suppose you are conducting a study on the homeless in society. It may be difficult
to obtain a list of homeless individuals and their contact information. However, if
you can get in touch with a handful of homeless individuals, they could help refer
other homeless people for your study.

Activity 2.1 Comparing Sampling Techniques

Directions: Differentiate probability sampling techniques from non-
probability sampling techniques. Using the table below compare each of the
technique and indicate 1 example. Be creative and resourceful.
Probability Sampling techniques Non-Probability Sampling
Techniques
 Rubric

Approaching
Proficient At the Standard Unsatisfactory
Standard
5 pts 4 pts 2 pts
3 pts

Content The student The student The student The student

provided 4 and provided 3 provided 2 provided 1
more comparison comparison comparison comparison
statements of the statements of the statements of the statement of the
identified identified identified identified
sampling sampling sampling sampling
techniques techniques. techniques techniques

Accuracy The student The student The student The student

stated the stated the stated answers stated
proficient and standard answers approaching to unsatisfactory
exact answers the standard answers

Presentation of The student The student The student The student

Examples included 4 and included 3 included 2 included 1
more examples examples in the examples in the example in the
in the table table table table

Creativity Attractive, Somewhat Less attractive, Unattractive

colorful, and well attractive, colorful, and presentation
organized colorful, and well- well- organized
organized

What I Have Learned

Activity 2.2. Guess the Technique

Directions: In each of the following examples, identify the sampling the

technique being used.

1. A sample of 2,000 was sought to estimate the average achievement in

science of fifth graders in a city’s public schools. The average fifth grade
enrollment in the city’s elementary schools is 100 students. Thus, 20
schools were randomly selected and within each of those schools all fifth
graders were tested.
 Answer:

2. A researcher studied a population of 100 third grade children from a local

school district from which a sample of 25 children is to be selected. Each
child’s name is put on a list, and each child is assigned a number from 1
to 100. Then the numbers 1 to 100 are written on separate pieces of paper
and shuffled. Finally, the researcher picks 25 slips of paper and the
numbers on the paper determine the 25 participants.
Answer:

3. A sociologist conducts an opinion survey in a major city. Part of the

research plan calls for describing and comparing the opinions of four
different ethnic groups: Aeta, Badjao, Waray, Cebuano. For a total sample
of 300, the researcher selects 75 participants from each of the four
predetermined subgroups.
Answer:

4. A researcher is interested in political attitudes of individuals within a

particular state. The researcher uses the following procedure to obtain a
sample: (a) a random sample of counties is drawn, (b) within the
counties selected, districts are randomly drawn, (c) within each district,
blocks are randomly sampled, (d) within blocks selected, building are
randomly drawn, and (d) all residents within the buildings selected
comprise the sample.
Answer:

5. Instructors teaching research methods are interested in knowing what

study techniques their students are utilizing. Rather than assessing all
students, the researchers randomly select 10 students from each of the
sections to comprise their sample.
Answer:

Post Assessment:
Directions: To check your knowledge and learnings, answer the questions
below and write the letter of your answer only.
1. Sampling is about a sample from a population.
a. adding b. including c. selecting d. examining
2. Which of the following is Not type of non-probability sampling?
a. Cluster sampling c. Extensive sampling
b. Convenience sampling d. Judgmental sampling
3. What is a sample?
a. all members of society.
 b. the entire group of individuals relevant to your research.
c. the members of society to which your research is generalizable to.
d. a subset of individuals drawn from the entire group of individuals relevant
to your research.
4. What is a population in the context of conducting research?
a. All members of society
b. The entire group of individuals relevant to your research
c. A subset of individuals drawn from the entire group of individuals of
interest
d. The entire group of individuals relevant to your research that participates
in your research
5. A student wants to determine the favorite professional sport of students in her
high school. Which of the following samples is most likely to give her a
representative sample?
a. A random sample of students on the basketball team
b. A random sample of students in the library during lunch
c. A random Sample of the students in the art honor society
d. A random sample of students on the official school enrollment roster
6. Mrs. Santos determine the sample from her class by selecting 5 girls and 7
boys. What is this type of sampling?
a. Cluster b. Simple c. Stratified d. Systematic
7. The school librarian wants to determine the favorite book read by students in
the library on a regular basis. What type of sampling method would she use
if she chose to select every 3rd student who enters the library on Tuesday?
a. Convenience Sample only c. Stratified Random Sample
b. Simple Random Sample d. Systematic Sample
8. What sampling design does snowball sampling belong?
a. Non-probability sampling c. Quota Sampling
b. Probability sampling d. Random Sampling
9. Mr. Dela Cruz identifies his sample from his class by selecting every third
person on her class list. Which type of sampling method is this?
a. Cluster b. Simple c. Stratified d. Systematic
10. Mr. Diaz selects his samples his class by picking 10 numbers from the box
and each number is assigned to a student. This is
random sampling.
a. Cluster b. Simple c. Stratified d. Systematic
11. Mrs. Reyes chooses her samples from her class by selecting all students
sitting at the first row and fifth row in her classroom. What sampling
technique is this?
a. Cluster b. Simple c. Stratified d. Systematic
12. Which of the following will give a more “accurate” representation of the
population from which a sample has been taken?
a. A small cluster samples
b. A large sample based on simple random sampling
c. A small sample based on simple random sampling
d. A large sample based on the convenience sampling technique
13. A sampling technique is used in Qualitative research wherein the
researcher chooses individuals who are easily accessible to become
respondents for the study.
a. Judgment Sampling c. Snowball Sampling
b. Convenience Sampling d. Quota Sampling
14. A survey will be given to randomly selected 100 students from the Grade 7
class of Pit-os National High School. What is the population?
a. the 100 selected students c. all Junior High School students
 b. all Grade 7 students d. 100 Grade 7 students
15. Which of the following describes convenience sampling?
a. Choosing all the households in which the family names begin with A
through E
b. Numbering a list of households and selecting them with a random number
table
c. Selecting the first house at random and then counting down the sampling
interval
d. Asking anyone who wishes to participate in the survey to come to the
health center on a certain date
11
 References

Ben-Shlomo Y, Brookes S, Hickman M. Lecture Notes: Epidemiology, Evidence-based

Medicine and Public Health (6th ed.), Wiley-Blackwell, Oxford. 2013

“Definition of samples and population” Accessed November 2021.

[Link]
[Link]?id=34013

“Sampling techniques” Accessed November 20,2021.

[Link]
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Health Knowledge “Research methods and techniques” Accessed November

25,2021[Link]
epidemiology/methods-of-sampling-population

“Statistical data” Accessed December 1, 2021. [Link]

q=examples+of+statistical+data&tbm=isch&ved=2ahUKEwj6kY b-opnxAhWEL6YKHevXBjQQ2-
cCegQIABAA&oq=examples+OF+STATISTICAL+&gs_lcp=CgNpbWcQARgIMgIIADICCAAyAggAMgII
ADICCAAyAggAMgIIADICCAAyAggAMgIIADoECAAQQzoFCAAQsQNQnIEHWLenB2DsygdoAHAAe
ACAAV-
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gAw&bih=625&biw=1366&hl=en-US

“Steps in sampling methods” Accessed December 6, 2021.

[Link]

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