SAMPLING AND

SAMPLING DISTRIBUTION
• Researchers often use sample survey
methodology to obtain information about a
larger population by selecting and
measuring a sample from that population.

• Since population is too large, we rely on

the information collected from the sample.

• Cost minimization
• However, due to the variability in the
characteristics of the population, scientific sample
designs should be applied to select a
representative sample.

• If not, there is a high risk of distorting the view of

the population.

• Researchers are not interested in the sample itself,

but in what can be learned from the sample—and
how this information can be applied to the entire
population.
Sample Information

Population
• Therefore, it is essential that a sample
should be correctly defined and
organized.

• If the wrong questions are posed to the

wrong people, reliable information will not
be received and lead to a wrong
conclusion when applied to the entire
population.
Steps needed to select a sample and ensure
that this sample will fulfill its goals.

1. Establish the study's objectives

– The first step in planning a useful and
efficient survey is to specify the objectives
with as much detail as possible.
– Clarifying the aims of the survey is critical
to its ultimate success.
– Without objectives, the survey is unlikely to
generate valuable results.
2. Define the target population
– The target population is the total population
for which the information is required.
– Specifically, the target population is defined
by the following characteristics:
• Geographic location
• Reference period
• Other characteristics, such as socio-demographic
characteristics
• Reference population (or target population):
the population of interest to whom the
researchers would like to make
generalizations.

• Sampling population: the subset of the target

population from which a sample will be
drawn.

• Study population: the actual group in which

the study is conducted = Sample

• Study unit: the units on which information

will be collected: persons, housing units, etc.
Researchers are interested to know about safe sex
practices at Ethiopian Universities

Target population = All students

In Universities in Ethiopia

Sampling population = students

from the three universities

Sample
3. Decide on the data to be collected
– The data requirements of the survey must be
established.

– To ensure that the requirements are operationally

sound, the necessary data terms and definitions
also need to be determined.
4. Set the level of precision
– There is a level of uncertainty associated with
estimates coming from a sample.
– Researchers can estimate the sampling error
associated with a particular sampling plan, and try to
minimize it.
– Sample-to-sample variation causes sampling error

↑ Sample size ≡ ↑ Precision ≡ ↑ Cost

– Acceptable precision is important

5. Decide on the methods of measurement
– Choose measuring instrument and method of
approach to the population
• Data about a person’s state of health may be
obtained from statements that he/she makes or from
a medical examination
– The survey may employ a self-administered
questionnaire, an interviewing, etc
6. Preparing Frame
– List of all members of the population from
which the sample will be taken
– The elements must not overlap
 The sample design
• Sample design: how the sample will be
collected.
• Estimation techniques: how the results
from the sample will be extended to the
whole population.
• Measures of precision: how the
sampling error will be measured.
 Sampling
• The process of selecting a portion of
the population to represent the entire
population.
• A main concern in sampling:
– Ensure that the sample represents the
population, and
– The findings can be generalized.
 Advantages of sampling:
• Feasibility: Sampling may be the only
feasible method of collecting information.
• Reduced cost: Sampling reduces demands
on resource such as finance, personnel, and
material.
• Greater accuracy: Sampling may lead to
better accuracy of collecting data
• Sampling error: Precise allowance can be
made for sampling error
• Greater speed: Data can be collected and
summarized more quickly
 Disadvantages of sampling:

The following are some of the limitations

of sampling.
1. Estimates based on sample are
subjected to sampling error.

2. Bias, if sample are not representative.

• While selecting a SAMPLE, there are
basic questions:
– What is the group of people (STUDY
POPULATION) from which we want to draw
a sample?
– How many people do we need in our
sample?
– How will these people be selected?
 Sampling Methods

Two broad divisions:

A. Probability sampling methods

B. Non-probability sampling methods

 A. Probability sampling

• Involves random selection of a sample

• Every sampling unit has a known and non-

zero probability of selection into the
sample.

• Involves the selection of a sample from a

population, based on chance.
• Probability sampling is:
– more complex,
– more time-consuming and
– usually more costly than non-probability
sampling.
• However, because study samples are
randomly selected and their probability
of inclusion can be calculated,
– reliable estimates can be produced and
– inferences can be made about the population.
• There are several different ways in which a
probability sample can be selected.

• The method chosen depends on a number

of factors, such as
– the available sampling frame,
– how spread out the population is,
– how costly it is to survey members of the
population
Most common probability
sampling methods
1. Simple random sampling
2. Systematic random sampling
3. Stratified random sampling
4. Cluster sampling
5. Multi-stage sampling
6. Sampling with probability proportional to
size
 1. Simple random sampling
• The required number of individuals are
selected at random from the sampling
frame, a list or a database of all
individuals in the population

• Each member of a population has an

equal chance of being included in the
sample.
• To use a SRS method:
– Make a numbered list of all the units in the
population
– Each unit should be numbered from 1 to N (where
N is the size of the population)
– Select the required number.

• The randomness of the sample is ensured by:

• Use of “lottery’ methods
• Table of random numbers
• Computer programs
 Random number table
• It is a table of random numbers
constructed by a process that
1. In any position in the table, each of the
numbers 0 through 9 has a probability
1/10 of occurring.
2. The occurrence of any number in one part
of the table is independent of the
occurrence of any number in any other part
of the table.
 Random numbers

…. 8094 2525 8247 1347 7433 3620 1897 ….

…. 3563 2198 8211 9045 2618 2751 2627 ….
…. 1330 6331 3753 9693 8738 6815 1538 ….
…. 3565 0016 2243 6432 4796 6095 5283 ….
…. 7850 5925 5588 7311 2192 4545 3530 ….
…. 4490 5417 9727 6153 5901 4878 9980 ….
…. 6545 9104 9318 8819 7537 2785 9373 ….
 Example
• Suppose your school has 500 students and you
need to conduct a short survey on the quality of
the food served in the cafeteria.
• You decide that a sample of 10 students should
be sufficient for your purposes.
• In order to get your sample, you assign a number
from 1 to 500 to each student in your school.
• To select the sample, you use a table of randomly
generated numbers.
• Pick a starting point in the table (a row and
column number) and look at the random numbers
that appear there.
• In this case, since the data run into three digits, the
random numbers would need to contain three digits
as well.
• Ignore all random numbers after 500 because they
do not correspond to any of the students in the
school.
• Remember that the sample is without replacement,
so if a number recurs, skip over it and use the next
random number.
• The first 10 different numbers between 001 and 500
make up your sample.
• SRS has certain limitations:
– Requires a sampling frame.
– Difficult if the reference population is
dispersed.
– Minority subgroups of interest may not be
selected.
 2. Systematic random sampling
• Sometimes called interval sampling
• Selection of individuals from the sampling frame
systematically rather than randomly
• Individuals are taken at regular intervals down the
list
• The starting point is chosen at random

• Important if the reference population is

arranged in some order:
– Order of registration of patients
– Numerical number of house numbers
– Student’s registration books
 Steps in systematic random sampling

1. Number the units on your frame from 1 to N (where

N is the total population size).
2. Determine the sampling interval (K) by dividing the
number of units in the population by the desired
sample size.
3. Select a number between one and K at random.
This number is called the random start and would be
the first number included in your sample.
4. Select every Kth unit after that first number
 Example

• To select a sample of 100 from a population of

400, you would need a sampling interval of 400
÷ 100 = 4.
• Therefore, K = 4.
• You will need to select one unit out of every four
units to end up with a total of 100 units in your
sample.
• Select a number between 1 and 4 from a table of
random numbers.
• If you choose 3, the third unit on your
frame would be the first unit included in
your sample;

• The sample might consist of the following

units to make up a sample of 100: 3 (the
random start), 7, 11, 15, 19...395, 399 (up
to N, which is 400 in this case).
• Using the above example, you can see
that with a systematic sample approach
there are only four possible samples that
can be selected, corresponding to the
four possible random starts:
A. 1, 5, 9, 13...393, 397
B. 2, 6, 10, 14...394, 398
C. 3, 7, 11, 15...395, 399
D. 4, 8, 12, 16...396, 400
• Each member of the population belongs to only
one of the four samples and each sample has
the same chance of being selected.

• The main difference with SRS, any combination

of 100 units would have a chance of making up
the sample, while with systematic sampling,
there are only four possible samples.
 3. Stratified random sampling
• It is done when the population is known to be have
heterogeneity with regard to some factors and those
factors are used for stratification
• Using stratified sampling, the population is divided
into homogeneous, mutually exclusive groups called
strata, and then independent samples are selected
from each stratum.
• Any of the sampling methods mentioned in this section
(and others that exist) can be used to sample within
each stratum.
• A population can be stratified by any variable that is
available for all units prior to sampling (e.g., age, sex,
province of residence, income, etc.).
 Why do we need to create strata?
• It can make the sampling strategy more
efficient.
• A larger sample is required to get a more
accurate estimation if a characteristic varies
greatly from one unit to the other.
• For example, if every person in a population
had the same salary, then a sample of one
individual would be enough to get a precise
estimate of the average salary.
• This is the idea behind the efficiency
gain obtained with stratification.
– If you create strata within which units share
similar characteristics (e.g., income) and
are considerably different from units in
other strata (e.g., occupation, type of
dwelling) then you would only need a small
sample from each stratum to get a precise
estimate of total income for that stratum.
– Then you could combine these estimates
to get a precise estimate of total income for
the whole population.
• If you use a SRS approach in the whole population
without stratification, the sample would need to be
larger than the total of all stratum samples to get an
estimate of total income with the same level of
precision.

• Stratified sampling ensures an adequate sample size

for sub-groups in the population of interest.

• When a population is stratified, each stratum becomes

an independent population and you will need to decide
the sample size for each stratum.
• Equal allocation:
– Allocate equal sample size to each stratum
• Proportionate allocation:
n
nj  Nj
N
– nj is sample size of the jth stratum
– Nj is population size of the jth stratum
– n = n1 + n2 + ...+ nk is the total sample size
– N = N1 + N2 + ...+ Nk is the total population
size
 4. Cluster sampling
• Sometimes it is too expensive to carry out SRS
– Population may be large and scattered.
– Complete list of the study population unavailable
– Travel costs can become expensive if interviewers
have to survey people from one end of the country to
the other.
• Cluster sampling is the most widely used to
reduce the cost
• The clusters should be homogeneous, unlike
stratified sampling where the strata are
heterogeneous
 Steps in cluster sampling

• Cluster sampling divides the population into groups

or clusters.
• A number of clusters are selected randomly to
represent the total population, and then all units
within selected clusters are included in the sample.
• No units from non-selected clusters are included in
the sample—they are represented by those from
selected clusters.
• This differs from stratified sampling, where some
units are selected from each group.
Example
• In a school based study, we assume students of the
same school are homogeneous. We can select
randomly sections and include all students of the
selected sections only.

Advantages
• Cost reduction
• It creates 'pockets' of sampled units instead of
spreading the sample over the whole territory.
• Sometimes a list of all units in the population is not
available, while a list of all clusters is either available
or easy to create.
 Disadvantages

• Creates a loss of efficiency when compared with

SRS.

• It is usually better to survey a large number of

small clusters instead of a small number of large
clusters.
– This is because neighboring units tend to be more
alike, resulting in a sample that does not represent
the whole spectrum of opinions or situations present
in the overall population.
• Another drawback to cluster sampling is
that you do not have total control over
the final sample size.
• Since not all schools have the same
number of (say Grade 11) students and
city blocks do not all have the same
number of households, and you must
interview every student or household in
your sample, as an example, the final
size may be larger or smaller than you
expected.
 5. Multi-stage sampling
• Similar to the cluster sampling, except that it involves
picking a sample from within each chosen cluster,
rather than including all units in the cluster.
• This type of sampling requires at least two stages.

• In the first stage, large groups or clusters are identified

and selected. These clusters contain more population
units than are needed for the final sample.
• In the second stage, population units are picked from
within the selected clusters (using any of the possible
probability sampling methods) for a final sample.
• The primary sampling unit (PSU) is the
sampling unit in the first sampling
stage.

• The secondary sampling unit (SSU) is

the sampling unit in the second
sampling stage, etc.
• If more than two stages are used, the process of
choosing population units within clusters
continues until there is a final sample.

• With multi-stage sampling, you still have the

benefit of a more concentrated sample for cost
reduction.

• However, the sample is not as concentrated as

other clusters and the sample size is still bigger
than for a simple random sample size.
• Also, you do not need to have a list of all of the
units in the population. All you need is a list of
clusters and list of the units in the selected
clusters.

• Admittedly, more information is needed in this

type of sample than what is required in cluster
sampling.

• However, multi-stage sampling still saves a great

amount of time and effort by not having to create
a list of all the units in a population.
6. Sampling with probability proportional
to size
• Probability sampling requires that each member of the
survey population has a chance of being included in
the sample, but it does not require that this chance be
the same for everyone.

• Requires that a sampling frame of clusters with

measures of size be available of developed

• This information can be used in the sampling selection

in order to increase the efficiency.
• This is known as sampling with probability
proportional to size (PPS).

• With this method, the bigger the size of the unit,

the higher the chance it has of being included in
the sample.

• For this method to achieve increased efficiency,

the measure of size needs to be accurate.
 Steps in PPS
• List all Kebeles/clusters with their population size/HH
size
• Calculate the cumulative frequency
• Calculate the sampling interval by dividing the total
population size by the sample size, say K
• Randomly choose a number between 1 and K, say j
• Kebeles/clusters with cumulative frequency containing
the jth, (j+k)th, …. will be included in the sample
 Example
• Planned clusters to be included in the
study = 40
• Cumulative size of the HHs = 17,219
• Sampling interval = 17,219/40 = 430
• Random start between 1 and 430 = 73
• Clusters selected = 001, 005, 008, etc.
Cluster HH size Cum. Sampling Cluster
No. size No. selected
001 120 120 73 001
002 105 225
003 132 357
004 96 453
005 110 563 503 005
006 102 665
007 165 839
008 98 937 933 008
009 115 1,052
. . . . .
. . . . .
170 (last) 196 17,219
 B. Non-probability sampling
• In non-probability sampling, every item has an
unknown chance of being selected.

• In non-probability sampling, there is an assumption

that there is an even distribution of a characteristic
of interest within the population.

• For probability sampling, random is a feature of the

selection process.

• This is what makes the researcher believe that any

sample would be representative and because of
that, results will be accurate.
• For probability sampling, random is a feature of the
selection process, rather than an assumption about
the structure of the population.

• Despite these drawbacks, non-probability sampling

methods can be useful when descriptive comments
about the sample itself are desired.

• Secondly, they are quick, inexpensive and convenient.

• There are also other circumstances, such as

researches, when it is unfeasible or impractical to
conduct probability sampling.
• In non-probability sampling, since
elements are chosen arbitrarily, there is no
way to estimate the probability of any one
element being included in the sample.

• Also, no assurance is given that each item

has a chance of being included, making it
impossible either to estimate sampling
variability or to identify possible bias
• Reliability cannot be measured in non-probability
sampling; the only way to address data quality is to
compare some of the survey results with available
information about the population.

• Still, there is no assurance that the estimates will

meet an acceptable level of error.

• Researchers are reluctant to use these methods

because there is no way to measure the precision
of the resulting sample.
 The most common types of
non-probability sampling

1. Convenience or haphazard sampling

2. Volunteer sampling
3. Judgment sampling
4. Quota sampling
5. Snowball sampling technique
 1. Convenience or haphazard sampling
• Convenience sampling is sometimes referred to as
haphazard or accidental sampling.

• It is not normally representative of the target

population because sample units are only selected if
they can be accessed easily and conveniently.

• The obvious advantage is that the method is easy to

use, but that advantage is greatly offset by the
presence of bias.
• Although useful applications of the technique are
limited, it can deliver accurate results when the
population is homogeneous.

• For example, a scientist could use this method to

determine whether a lake is polluted or not.

• Assuming that the lake water is well-mixed, any

sample would yield similar information.

• A scientist could safely draw water anywhere on

the lake without bothering about whether or not the
sample is representative
 2. Volunteer sampling
• As the term implies, this type of sampling occurs
when people volunteer to be involved in the study.
• In psychological experiments or pharmaceutical
trials (drug testing), for example, it would be difficult
and unethical to enlist random participants from the
general public.

• In these instances, the sample is taken from a group

of volunteers.
• Sometimes, the researcher offers payment to attract
respondents.
• In exchange, the volunteers accept the possibility of a
lengthy, demanding or sometimes unpleasant
process.

• Sampling voluntary participants as opposed to the

general population may introduce strong biases.

• Often in opinion polling, only the people who care

strongly enough about the subject tend to respond.

• The silent majority does not typically respond,

resulting in large selection bias.
 3. Judgment sampling
• This approach is used when a sample is taken based
on certain judgments about the overall population.

• The underlying assumption is that the investigator will

select units that are characteristic of the population.

• The critical issue here is objectivity: how much can

judgment be relied upon to arrive at a typical sample?

• Judgment sampling is subject to the researcher's

biases and is perhaps even more biased than
haphazard sampling.
• Since any preconceptions the researcher may have
are reflected in the sample, large biases can be
introduced if these preconceptions are inaccurate.
• Researchers often use this method in exploratory
studies like pre-testing of questionnaires and focus
groups.

• They also prefer to use this method in laboratory

settings where the choice of experimental subjects
(i.e., animal, human) reflects the investigator's pre-
existing beliefs about the population.
• One advantage of judgment sampling is the
reduced cost and time involved in acquiring the
sample.
 4. Quota sampling
• This is one of the most common forms of non-
probability sampling.

• Sampling is done until a specific number of units

(quotas) for various sub-populations have been
selected.

• Since there are no rules as to how these quotas are to

be filled, quota sampling is really a means for
satisfying sample size objectives for certain sub-
populations.
• As with all other non-probability sampling methods, in
order to make inferences about the population, it is
necessary to assume that persons selected are similar
to those not selected.

• Such strong assumptions are rarely valid.

• The main argument against quota sampling is that it
does not meet the basic requirement of randomness.

• Some units may have no chance of selection or the

chance of selection may be unknown.

• Therefore, the sample may be biased.

• Quota sampling is generally less expensive than
random sampling.

• It is also easy to administer, especially considering the

tasks of listing the whole population, randomly
selecting the sample and following-up on non-
respondents can be omitted from the procedure.
• Quota sampling is an effective sampling method
when information is urgently required and can be
carried out sampling frames.

• In many cases where the population has no suitable

frame, quota sampling may be the only appropriate
sampling method.
 5. Snowball sampling
• A technique for selecting a research
sample where existing study subjects
recruit future subjects from among their
acquaintances.
• Thus the sample group appears to grow
like a rolling snowball.
• This sampling technique is often used in hidden
populations which are difficult for researchers to
access; example populations would be drug
users or commercial sex workers.

• Because sample members are not selected from

a sampling frame, snowball samples are subject
to numerous biases. For example, people who
have many friends are more likely to be recruited
into the sample.
 Measurement Errors and Bias

• In spite of all our efforts to be as precise and

as rigorous as possible, the measurement of
any variable includes errors.
• Errors in measuring exposure or disease can
be important source of bias in epidemiological
studies.
• Therefore, in conducting studies, it is
important to assess the quality of
measurements.
 Hypothesis formulation and errors in
research

•All analytic studies must begin with a

clearly formulated hypothesis.

•The hypothesis must be quantitative and

specific.

• It must predict a relationship of a

specific size.
• For example:
“Babies who are breast-fed have less illness
than babies who are bottle-fed.”

Which illnesses? How is feeding type

defined? How large a difference in risk?

• A better example:
“Babies who are exclusively breast-fed for
three months or more will have a reduction in
the incidence of hospital admissions for
gastroenteritis of at least 30% over the first
year of life.”
 Total Error

Error of observation Sampling Error

Random error Bias (Systematic error)

Classification of errors in epidemiological study

•Errors of observation
This type includes all errors that are not due
to the choice of the sample, such as:
- Any error resulting from a poorly
formulated question
- A high rate of non-returns
- A wrong operationalization of the
concepts
- A mistake in transcribing the results
 Sampling Errors
• These are the errors that result from the very
operation of sampling.

• A sample may differ from the population simply

because it does not include every individual.

• We minimize this error by taking a random

sample.
• But even a random sample may differ from the
population, this causing an error in our measurement
known as a random error.

• Random error produces weaker association.

• To minimize the impact of random error, it is

important to increase the sample size.
 Bias
•Systematic, non-random deviation of results and
inferences from the truth, or processes leading to such
deviation.

•Any trend in the collection, analysis, interpretation,

publication or review of data that can lead to
conclusions which are systematically different from the
truth.

•Note that in bias, the focus is on an artifact of some

part of the research process (assembling subjects,
collecting data, analyzing data) that produces a
spurious result
 Bias…
•Note that in bias, the focus is on an artifact of some
part of the research process (assembling subjects,
collecting data, analyzing data) that produces a
spurious result

•Bias can be either conscious or unconscious.

•In epidemiology, the word bias does not imply, as in

common usage, prejudice or deliberate deviation from
the truth.
• Systematic biases results from errors in the
sampling procedures
• Some of the important causes of the systematic
biases are:
– Inappropriate sampling frame
– Natural bias in the reporting of data
– Non respondent
– Bias in the instrument of collection
• The systematic bias cannot be reduced or
eliminated by increasing the sample size
• The more homogeneous the population, the
smaller the sampling error
 Three sources of bias

• Selection bias
• Information bias
• Confounders

• These types of errors are high in non-

probability sampling method.

• They can be minimized by a careful choice

of samples.
1. Selection bias
• It occurs when the subjects studied are not
representative of the target populations about
which conclusion are to be drawn.

• Any aspect of the way subjects are

assembled in the study that creates a
systematic difference between the compared
populations that is not due to the association
under study.
 2. Information bias
• It arises from errors in measuring exposure or
disease.

• Distortion due to measurement error or

misclassification of subjects.
• Or worst response due to pre information.

•Any aspect of the way information is collected in the

study that creates a systematic difference between the
compared populations that is not due to the
association under study.

•Some call this measurement bias.

•Example: Assessing the knowledge of family

planning among wives of a farmer, female elementary
school teachers, DAs, HEW
 CONFOUNDING
•A problem resulting from the fact that one
feature of study subjects has not been
separated from a second feature, and has
thus been confounded with it, producing a
spurious result.

•The spuriousness arises from the effect of

the first feature being mistakenly attributed to
the second feature.
.
• It is a distortion due to study factors effect
being mixed with effects of other variables.

• Eg. Coffee drinking, cigarette smoking, and

coronary hear disease
• bias cannot usually be totally eliminated
from epidemiological studies.

• The aim, therefore, must be to

- keep it to a minimum.
- to assess their potential impact
- to take this into account when
interpreting results.
 THE DIFFERENCE BETWEEN
BIAS AND CONFOUNDING

• Bias creates an association that is not

true, but confounding describes an
association that is true, but potentially
misleading.
 GOOD STUDY DESIGN
PROTECTS AGAINST ALL
FORMS OF ERROR
Sampling Distribution of Means
Different random samples taken from a
population will give different estimates due to
sampling variation.

This fluctuation in values of the sample

estimate would allow the statistics to be
considered as a random variable having its
own frequency distribution.

One may generate the sampling distribution of

means as follows:
 How many different results could we have found if we had
used different samples of same size?
Example:
• We took one thousand independent samples from this
population; the sample size was fixed at 100.
• We calculated the mean walking distance from every
sample of 100 patients.
• the mean walking distance found in the first 10 samples
(the sample estimates) are shown in the table below
• Note that each of them represents an estimate of the true
population mean walking distance and remember that we
generated a total of 1,000 samples
Sample ID Sample
estimate
1 122.6351
2 121.2611
3 129.6149
4 118.0666
5 128.2174
6 116.115
7 118.7169
8 113.1861
9 118.8245
10 121.0377
• The distribution of the mean walking distance
found in the 1000 samples is shown in the
following Figure.
• This distribution is called a sampling
distribution.

Sampling distribution of mean walking distance

1. Obtain a sample of n observations selected
completely at random from a large population.
Determine their mean and then replace the
observation in the population.

2. Obtain another random sample of n observation,

determine the mean and replace the observation in
the population.

3. Repeat the above procedure indefinitely: (each time

calculate the mean and replace the observation)

4. The result is a series of mean of sample of size n.

If each mean in the series is now treated as
an individual observation and arrayed in a
frequency distribution, one determines the
sampling distribution of means of samples of
size n.

For example, suppose we have a population

of four units (4,2,7,5) ( the approximation will
be workable if n  30) and taking a sample of
2, the sampling distribution of mean looks like
the following.
Possible (Sample Frequency
samples mean)

(4,2) 3 1
(4,7) 5.5 1 Sampling
(4,5) 4.5 2 distribution
(2,7) 4.5 of mean
(2,5) 3.5 1
(7,5) 6.0 1
Properties of Sampling Distribution of Means

1. The mean of the sampling distribution of means ()

is the same as the population mean.

2. The SD of the sampling distribution of means () is

equal to  /√n (standard error is how precisely the
population mean is being estimated by sample
mean).

3. The shape of the sampling distribution of means is

approximately a normal curve regardless of the
shape of the population distribution provided that n
is large – Central Limit Theorem