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Advanced
Statistics
Quarter 1 – Module 4:
SAMPLING TECHNIQUES

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Advanced Statistics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 4: Sampling Techniques
First Edition, 2020

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Advanced
Statistics
Quarter 1 – Module 4:
Sampling Techniques

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Introductory Message
For the facilitator:

Welcome to the Advanced Statistics – Grade 9 Alternative Delivery Mode (ADM)

Module on Sampling Techniques.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Advanced Statistics Alternative Delivery Mode (ADM) Module on

Sampling Techniques.

Through our hands we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and
time. Your academic success lies in your own hands!

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.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in
the module.

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check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

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the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as
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and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer

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 Key at the end of the module.
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Learned sentence/paragraph to be filled in to
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Activities given to you to enrich your knowledge or
skill of the lesson learned. This also tends
retention of learned concepts.

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module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

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1. Use the module with care. Do not put unnecessary mark/s on any part of
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We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to
discuss the concepts of sampling techniques. The scope of this module permits it
to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is all about sampling techniques.

After going through this module, you are expected to distinguish random from
nan-random sampling, enumerate properties of random sampling, and compute
the desired sample size from a population using Slovin’s Formula.

Lesso
n
Sampling Techniques
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In the previous module on data and information, you learned some
concepts on the scales of measurement, methods of data collection, and sources
of data.

In this lesson, you will learn more about sampling techniques. Among the
topics to be included in this part are random and non-random sampling,
properties of random sampling, and Slovin’s Formula.

What’s In
Let’s revisit what you have learned from your previous module.

There are two sources of obtaining data. One is called the primary
source from which is a first-hand information is obtained usually by means of
personal interview and actual observation. On the other hand, the secondary
source of information is taken from other’s works.

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 There are four scales of measurement: nominal, ordinal, interval,
and ratio. Also, there are different methods of data collection. Some include
interview, questionnaire, registration, observation, and experimentation.
A population is the set of all individuals of interest in a particular study.
We will also refer to populations of scores. A sample is a set of individuals
selected from a population, usually intended to represent the population in a
study. We will also refer to samples of scores. A parameter is a value, usually a
numerical value that describes a population. A statistic is a value, usually a
numerical value that describes a sample.

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.

What is It
RANDOM AND NON-RANDOM SAMPLING
Random sampling is the most commonly used sampling technique in
which each member in the population is given an equal chance of being selected
in the sample. On the other hand, non – random sampling is a method of
collecting a small portion of the population by which not all members in the
population are given the chance to be included in the sample.

PROPERTIES OF RANDOM SAMPLING

 Each member of the population has an equal chance of being selected
and included in the sample. This is called equiprobability.
 There is independence. This means that the chance of one member
being drawn does not affect the chance of the other member.

TWO KINDS OF RANDOM SAMPLING

1. Restricted Random Sampling – involves certain restrictions intended to
improve the validity of the sampling. This design is applicable only when
the population being investigated requires homogeneity. A study of the
effectiveness of a new drug can be tested to two groups of animals, the
controlled group will not be treated with a new drug while those that
belong to the experimental group will be treated with a new drug. The
selection of a sample of paired animals should be with restrictions

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 according to their degree of illness so that significant difference between
the two groups will be accepted.
2. Unrestricted Random Sampling – is considered the best random sampling
design because there were no restrictions imposed and every member in
the population has an equal chance of being included in the sample.

SAMPLING TECHNIQUES
A. Random Sampling Techniques
1. Lottery or Fishbowl Sampling – This is done by simply writing the
names or numbers of all the members of the population in small
rolled pieces of paper which will be placed in a container. The
researcher then draws n out of N pieces of papers desired for a
sample.
2. Sampling with the use of Table of Random Numbers – A sample size
n can be generated by beginning an arbitrary point in Table of
Random Numbers, closing your eyes and haphazardly pointing an
entry in the Table of Random Numbers.
3. Systematic Sampling – This method of sampling is done by taking
every kth element in the population. If N is known, k value can be
calculated as
N
k=
n
where N is the population size and n is the sample size.
4. Stratified Random Sampling – It is utilized when the population can
be partitioned into several strata or subgroups. Random samples will
be selected from each stratum.
5. Multi-stage or Multiple Sampling – This technique uses several
stages or phases in getting the sample from the population. The
number of stages depends on the number of population and the
sample size needed in the survey.
B. Non – Random Sampling Techniques
1. Purposive Sampling – This method is usually based on a certain
criteria laid down by the researcher.
2. Quota Sampling – This is a relatively quick and inexpensive method
to operate since the choice of the number of persons or elements to
be included in a sample is done at the researcher’s own
convenience or preference and is not predetermined by some
carefully operated randomizing plan.
3. Cluster Sampling – This is sometimes referred to as an area
sampling because it is usually applied on geographical basis.
4. Incidental Sampling – This design is applied to those samples which
are taken because they are the most available.
5. Convenience Sampling – This method has been widely used in
television and radio programs to find out opinions of TV viewers and
listeners regarding a controversial issue.

SLOVIN’S FORMULA IN DETERMINING THE SAMPLE SIZE

Slovin’s formula was developed by Robert Slovin. It is used to determine
the appropriate number of participants/samples in a survey. This determination
of sample size is based on the availability of the number of populations.

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 Let N be the population size and the margin of error e denotes the
allowed probability of committing an error in selecting a small representative of
the population.
The sample size n can be computed by the formula:
N
n= 2
1+ N e
This margin of error, e, could range between 1% to 10% depending on the
desire or intention of the researcher. Experts claim that when a research is
experimental in nature, 1% margin of error should be used while when a social
research or any research with that nature, 5% margin of error should be used. It
is important to note, however, that the larger the size of possible respondents,
the more reliable the results will be since the larger the sample size, the closer
its characteristics would be to the characteristics of the population.
Example: Compute the number of possible sample respondents taken from 148
students of four sections in Grade 9. Also, get the proportional number
of samples from each section. Use 5% margin of error.
Steps and solutions:
Step 1. Use the Slovin’s Formula in computing the total number of sample
respondents.
148
n= 2
1+148 (0.05 )
n=108.03 or 109
Note: The researcher could round up or round down the number of samples
depending on the needs of the research. However, it is recommended that
the researcher should round up to obtain a larger sample size for a more
reliable results.
Step 2: Compute the percentage of respondents taken from each section. For
instance:

Section Number of Respondents Percentage

Lavoisier 38 25.68
Dalton 37 25
Pascal 39 26.35
Moseley 34 22.97
TOTAL 148 100
Step 3: Multiply the computed n taken from Step 1 to each of the percentage
computed from each section.

Section Number of Respondents Percentag Number of

e Samples
Lavoisier 38 25.68 28
Dalton 37 25 27
Pascal 39 26.35 29
Moseley 34 22.97 25
TOTAL 148 100 109

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References
Arao, Rosalia R, Antonio Roland I CoPo, Angeline T Laddaran, Leila D Meija, and
Yonardo A. Gabuyo. 2015. Statistics. Quezon City, Philippines: Rex Book
Store, Inc.
Batanero, Carmen, and Manfred Borovcnik. 2016. Statistics and Probability In
High School. Rotterdam: SensePublishers.
Carpio, Joy N. n.d. Statistics and Probability/Joy N. Carpio [And Three Others].
Mario F. Triola. 2018. Elementary Statistics. New York: Pearson Education, Inc.
Yao, Ana Maria S.D, Helen D Tizon, Immaculata A Policarpio, Leila D. P Mejia,
Angeline T Laddaran, Yonardo A Gabuyo, Antonio Roland I CoPo, and
Priscilla S Altares. 2012. Elementary Statistics With Computer
[Link] City: Rex Printing Company, Inc.
“K12MATH014: Advanced Statistics|Saylor Academy”. 2020. Saylor Academy.
[Link]

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