Data Collection
By: Dr. Ritchie G. Macalanda
Assistant Principal II
I have a
story
to tell…
Grade 1 class…
What do you want to be
when you grow up?
Teacher, when I grow up I
want to be…
That’s a good dream
Johnny. Anyone else?
Teacher, when I grow up I
want to…
What is the
difference between
DREAMS and GOALS?
TARGET
• Identify the appropriate sampling
technique and data gathering
instrument to be employed in a
particular study.
a. Sampling
• DETAILS SHOULD BE
PROVIDED ABOUT
Who will participate in the research
Number of people and the characteristics
of those who will participate in the
research
How will be the sample be selected and
recruited
Sampling
defined
Sampling Quantitative
SAMPLING
Techniques or Qualitative?
Factors to
Consider
WHAT IS SAMPLING?
• Refers to the selection of individuals, units, and/ or
settings to be studied
• Subong (2005) specified that sampling should be
done in a way that the individuals selected are
representation of the population
Obtain data extremely
difficult
expensive
from a time con
suming
population
WHY SAMPLE?
• Probability sample provides reliable
information with a very small margin of
error for the whole population
• Smaller sampling operation lends itself to
the application of more rigorous control
Not all samples are accurate
or the appropriate vehicle for gathering
information or testing a hypothesis about a
population.
b
2 Sampling Methodologies
Nonprobability
Sampling
No random
selection of cases Probability
from the Sampling
population
equal and
independent
chances of being
selected
QUANTITATIVE OR
QUALITATIVE
QUANTITATIVE QUALITATIVE
To count things in an Complete, detailed
AIM attempt to explain description of what is
what is observed observed
Generalizability, Contextualization,
PURPOSE prediction, causal interpretation,
explanation understanding
perspectives
Researcher uses tools, Researcher is the data
TOOLS such as surveys, to gathering instrument
collect numerical data
DATA COLECTION Structured Unstructured
Usually a large Usually a small
SAMPLE number of cases number of cases
(Randomly selected (Respondents selected
respondents) on their experience)
NOTE:
Quantitative Studies strive for
Random Sampling
Qualitative Studies often use
Purposive or Criterion-based
Sampling
CONSIDERATIONS
• Research question(s)/
purpose
• Time frame of your study
• Resources Available
SAMPLE SIZES:
CONSIDERATION
For QUALITATIVE
STUDIES
1. What sample size will reach saturation
or redundancy?
2. How large a sample is needed to
represent the variation within target
population?
SAMPLE SIZES:
CONSIDERATION
For QUALITATIVE
STUDIES
RULES OF THUMB BASED ON DATA COLLECTION
METHOD
Interviewing Key Informants: approximately 5 people
In-depth Interviews: approximately 30 people
Focus groups: groups that average 5-10 people each
Ethnographic Surveys: large and representative sample
(purposeful or random based on purpose) with numbers
similar to those in a quantitative study
SAMPLE SIZES:
CONSIDERATION
For QUANTITATIVE
STUDIES
1. Population Size
2. Margin of Error (Confidence
Interval)
3. Confidence Level
4. Standard Deviation
SAMPLE SIZES:
CONSIDERATION
Population Size
How many total people fit your
demographic?
SAMPLE SIZES:
CONSIDERATION
Margin of Error
(Confidence Interval)
No sample will be perfect, so you need to
decide how much error to allow.
The confidence interval determines how much
higher or lower than the population mean you
are willing to let your sample mean fall.
SAMPLE SIZES:
CONSIDERATION
Confidence Level
How confident do you want to be that the actual
mean falls within your confidence interval?
The most common confidence intervals are 90%
confident, 95% confident, and 99% confident.
SAMPLE SIZES:
CONSIDERATION
Standard
Deviation
How much variance do you expect in your
responses?
Since we haven’t actually administered our
survey yet, the safe decision is to use .5 – this
is the most forgiving number and ensures that
your sample will be large enough.
Determining Sample Size
• Sample size can be calculated using
Slovin’s equation in Pagoso (1993);
Atkinson (1996)
n- sample size
N-population
e- allowable error
BASIC
SAMPLING
TEC H NIQ U E S
PURPOSIVE SAMPLING
[Link]
CONVENIENCE SAMPLING
[Link]
Simple Random Sampling
Photo credit: [Link]
Stratified Random Sampling
Photo credit:
[Link]
Cluster Sampling
[Link]
Systematic Sampling
[Link]
Da ta
l e ct io n
Co l
Data Collection
The various instruments and
procedures for data collection
should be outlined and
extensively discussed.
Data Collection
Data collection approach to be
employed in a research study
depends
whether it is a
qualitative or
quantitative study.
Data Collection
Qualitative Study
Qualitative Data
Collection Methods
Quantitative Quantitative Data
Study
Collection Methods
It is most fruitful to use a variety of
data collection methods. By using
different sources and methods at
various points in the process, the
researcher can build on the strength of
each type of data collection and
minimize the weaknesses of any single
approach.
A multi-method
approach to evaluation
can increase both the
validity and the reliability
of evaluation data.
TRIANGULATION
Data Gathering Instruments
• Survey • Tests
Questionnaire • Document Studies
• Observation Method • Key Informant
• Interview Method • Case Studies
• Focus Groups
OBSERVATION
Observation
Checklist
TESTS
• Norm-referenced
tests
• Criterion-referenced
tests
• Assessment Tools
that will gauge the
performance of the
RUBRICS students
Example # 1
Improving Reading Comprehension Through
the Use of Higher Order Thinking Activities
Purpose
To improve the reading
comprehension of Grade 7
students
Sampling Design
Purposive sampling was employed in selecting
pupils- respondents of the study. The pupils who were
enrolled in Grade 7 class for the school year 2015-
2016.
However, in terms of the selection of participants of
the study, a total enumeration of the Grade 7 students
who underwent the PHIL-IRI and Metacomprehension
Strategy Index in English subject were involved.
Data Collection
This study employed the pre-experimental one-shot case
study.
To show evidence of a problem in reading comprehension
the teacher researcher orally surveyed his grade III pupils
using the Metacomprehension Strategy Index (MSI).
The second tool used was the PHIL- IRI Test administered
to the students in the 7th grade classroom in the first week of
July, 2015. This tool is sued to determine student growth in
reading comprehension.
The teacher observation checklist (Appendix C)
was used by the researcher to gather data
throughout the intervention. Beginning in October
2015, once a month, the researcher used checklist
to observe which reading comprehension
strategies were being used by the pupils in small
groups. This tool provides information of changes
on how all his pupils understand and use reading
comprehension strategies overtime.
Example # 2
Student’s Learning Styles and
Attitude Towards the Use of e-
tablet in Learning Science
RESEARCH QUESTIONS
1. What is the distribution of the students in
terms of learning styles?
2. What is the attitude of the students on the
use of e-tablet in learning Science
3. Is there a significant difference among the
attitude of the students towards the use of e-
tablet across their learning styles?
DAT in MS Excel
1. Click FILE Tab
2. Click OPTIONS
3. Click ADD-INS
4. Click ANALYSIS TOOLPAK
5. Click GO
6. Click ANALYSIS TOOLPAK and ANALYSIS TOOLPAK-VBA
7. Click OK
8. To check, go to DATA Tab
DATA ANALYSIS
