Q3-M7_3Is_Population-and-Sampling-Methods.pdf

Inquiries,Investigations
and Immersion
Quarter 3 – Module 7:
Population and Sampling Methods

Inquiries, Investigations and Immersion
Alternative Delivery Mode
Quarter 3 – Module 7: Population and Sampling Method
First Edition, 2020
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Inquiries,
Investigationsand
Immersion
Quarter 3 – Module 7:
Population and Sampling Method

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in
each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.
Thank you.

1
What I Need to Know
This module will help student researchers to understand the different types
of population and sampling in quantitative and qualitative research. The
student-researchers would need to narrow down the population and build a
sample to collect data.
The module is divided into two lessons:
• Lesson 1 – Population and Sampling for Quantitative research
• Lesson 2 – Population and Sampling for Qualitative research
After going through this module, you are expected to:
1. describe how probability sampling differs from non-probability
sampling;
2. define generalizability and describe how it is achieved in probability
samples;
3. identify the various types of probability samples and provide a brief
description of each;
4. define non-probability sampling and describe instances in which a
researcher might choose a non-probability sampling technique; and
5. describe the different types of non-probability samples;

2
What I Know
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following is the BEST choice as an essential question for a
research paper about life on planets?
a. Why would being the closest
or farthest planet from the
sun affects the ability to
sustain life?
b. Why is there no life on the
moon?
c. What are the planets we
know have life on them?
d. What factors affect a planet’s
ability to sustain life?
2. Identify the Population: Magsaysay National High School randomly
selected 230 teachers to find out which technology resource is the most
effective. Thirty teachers chose Safari Montage, 45 selected Learn Zillion,
100 chose Ed Puzzle, and 55 chose Kahoot. GCPS concluded that all
teachers prefer Ed Puzzle.
a. 200 teachers
b. 100 teachers
c. 55 teachers
d. all teachers
3. A survey will be given to 100 students randomly selected from the Grade
11 classes at Magsaysay National High School. What is the sample
population of the study?
a. 100 students
b. all grade 11 in MNHS
c. all senior high students of
MNHS
d. all the senior
4. Ideally, samples for qualitative research should follow the concept of ______.
a. interpretivism
b. population
c. saturation
d. sampling
5. Simple random sampling is a ______ sampling method.
a. confusing
b. non-probability
c. probability
d. target population

4
Lesson
1
Population and Sampling for
Quantitative Research
On module 6, we discussed about the different research designs. Research designs
are the plans of your research study. They are needed because they facilitate the
smooth sailing of the various research operations, thereby making research as
efficient as possible yielding maximal information with minimal expenditure of effort,
time and money. Now let us have a review on the previous lessons.
What’s In
Read, analyze, and answer the given topic and answer the questions that follow.
Write your answers on your notebook.
Research Topic: Investigating Age and Sleep Patterns
Research has shown that the human body clock is very important in determining
sleep and wake patterns. Your task is to design a study that investigates the
relationship between ages and sleep duration.
Question:
1. What kind of research design is used in the study? Justify your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Participants
In terms of sampling, who will be your target population and what type of
sampling will you use? Justify your choices.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Notes to the Teacher
This module will prepare the students on learning how to
understand the different types of population and sampling
for quantitative and qualitative research.

5
What’s New
Identify the following statements as P for population and S for sample. Write your
answers on your notebook.
1. 𝟓𝟒% of the respondents to the poll at a university indicated that wealth is
needed to be distributed more evenly among the people.
2. Are students in the Sabangin National High School proficient on the
national assessment in Mathematics? In 2018, schools were evaluated after
all the examinations taken by the students in the SNHS. More than 𝟓𝟐% of
those students was at or above proficient on the said assessment.
3. Does talking on mobile phones while driving distract people? Researchers
measured the reaction times of 𝟑𝟖 studied participants as they talked on
mobile phones and found that the average level of distraction from their
driving was rated 𝟐. 𝟐𝟓 out of 𝟓.
4. A survey with1353 Filipino household respondent found that 8% of the
households own a computer.
5. A recent survey of 2625 elementary school children found that 28% of the
children could be classified as obese.
What is It
To answer the research questions, it is expected that you should be able to
collect data from all cases. However, it would be impossible to do so especially
for a large population of sample. Thus, there is a need to select a sample size.
This lesson presents the steps to go through to conduct sampling.
Furthermore, as there are different types of sampling techniques or methods,
as a student-researcher, you need to understand the different ways to select
the proper sampling method for your study. This lesson presents the different
types of sampling techniques. There are two types of sampling methods:
probability sampling and non-probability sampling. Each of these methods
includes different types of techniques of sampling. Let us first discuss
probability sampling.
Quantitative researchers like you are often interested in being able to make
generalizations about groups larger than their study samples. While there are
certainly instances when quantitative researchers rely on nonprobability
samples (e.g., when doing exploratory or evaluation research), quantitative
researchers tend to rely on probability sampling techniques. The goals and
techniques associated with probability samples differ from those of
nonprobability samples. You will explore those unique goals and techniques
in this lesson.

6
When you conduct a research with a large group of people, it is rarely possible
to collect data from every person in that group. Instead, you select a sample.
Based on the definition we discussed a while ago; a sample is the group of
individuals who will participate in the research. Drawing valid conclusions
from your results, you must carefully decide how you will select a sample that
is representative of the group.
Let us answer this research question: What is the prevalence of HIV in the
adult Filipino population?
The best response to this question will be obtained when we test every adult
Filipino for HIV. However, this is logistically difficult, time consuming,
expensive, and difficult for a single researcher – do not forget about ethics of
conducting such a study. The government usually conducts an exercise
regularly to measure certain outcomes in the whole population –the census.
However, as researchers, we often have limited time and resources. Hence, we
will have to select few adult Filipinos who will give consent to become part of
the study. We will test them for HIV and present out results (as our estimation
of HIV prevalence). These selected individuals are called as “sample.”Hope that
you have selected the appropriate sample that is required to answer your
research question.
As student researcher, you should clearly and explicitly mention the sampling
method in the manuscript. The description of these helps the reviewers and
readers in assessing the validity and generalizability of the results.
Furthermore, as researchers you should also acknowledge the limitations of
your sampling method and its effects on estimated obtained in the study. Try
to answer now the activities on the next part of this module and see how you
will have your sample size.
As with most recruiting methods, sampling is the beginning tool to determine
if the person or respondent is qualified for the research study. Most of us
spontaneously undergo the process of sampling. If some of us tried some new
clothes in the market which are trendy and stylish, other people in the group
may assume that this could be the newest trend or fashion. The basic idea of
sampling is to draw inferences about the population by selecting some of its
elements. Some sampling terminologies are given below:
Population. It is any complete group (i.e., people, sales territories, stores, etc.)
sharing a common set of characteristics. It can be defined as including all
people or items with the characteristic one wish to understand and draw
inferences about them.
Sample. It is a subset or a part of a larger population. It is “a smaller (but
hopefully representative) collection of units from a population used to
determine truths about that population” (Creswell, 2015).

7
Once the research question and the research design have been finalized, it is
important to select the appropriate sample for your study. The method by
which you select the sample is the sampling method. Again, there are two
essential types of sampling methods: (1) probability sampling which is based
on chance events (such as random numbers, flipping a coin etc.); and (2) non-
probability sampling which is based on researcher's choice, population that is
accessible and available.
Random sampling method (such as simple random sample or stratified
random sample) is a form of probability sampling. It is important to
understand the different sampling methods used in research. The method
used should be mentioned clearly in the research paper. As researcher, you
should not misrepresent the sampling method in the manuscript such as
using the term “random sample” when the researcher has used convenience
sample. The sampling method will depend on the research question.
For instance, the researcher may want to understand an issue in greater
detail for one population rather than worry about the teen aged pregnancy of
these results. In such scenario, the researcher may use random sampling for
the study.
Sampling is a statistical procedure that is concerned with the selection of
certain individual observation from the target population. It helps in making
statistical inferences about the population. Sampling design refers to the
technique or procedure used by the researcher for selecting items as samples
from the population or universe.
Designing the sample calls for three decisions:
• Who will be surveyed? (the sample)
• How many people will be surveyed? (sample size)
• How should the sample be chosen? (sampling)
Types of Samples for Quantitative Research
Probability samples are a type of sample wherein members of the population
have equal chance to be selected as subject in the research. (See figure 1)
Subtypes of probability samples
• Simple random sample. Every member of the population has a known
and equal chance of being selected.
• Stratified random sample. Population is divided into mutually
exclusive groups such as age groups and random samples are drawn
from each group.
• Cluster (area) sample. The population is divided into mutually
exclusive groups such as blocks, and the researcher draws a sample
of the group to interview.
• Systematic sampling is where every case after a random selection is
selected. For example, if surveying a sample of consumers, every fifth

8
consumer may be selected from your sample. The advantage of this
sampling technique is its simplicity.
Figure 1. Sampling Techniques for Quantitative Research
Simple
Random
Sampling
PROBABILITY SAMPLING
TECHNIQUES
Simple
Random
Sampling
Stratified
Sampling
Cluster
Sampling
Systematic
Sampling

9
What’s More
Match the pictures in Column A with their corresponding sampling technique
found in column B. Write your answers on your notebook.
Column A Column B
1.
2.
3.
4.
What I Have Learned
Fill in the blanks with the correct terms to complete the following
statements. Answers may be more than one word. Write your answers on
your notebook. (2points each)
1. In a research design, ___________and ________ are two important terms. A
population is a group of individuals that share common connections.
2. A __________is a subset of the population.
3. The _________ is the number of individuals in a sample.
4. The ___________representative the sample of the population, the more
confident the researcher can be in the quality of the results.
5. In_______________, the aim is to identify a sample that resembles the
population from which it was drawn.
6. There are four types of probability samples including __________,
__________, __________, and ______________.
a. Sampling methods
b. Simple Random Sample
c. Systematic sample
d. Stratified Sample
e. Cluster Sample

9
What I Can Do
In this activity, you will apply the basic concepts of population and sampling
techniques. First, you need to analyze the paragraph and then answer what
are asked. Write your answers on your notebook. (5points each)
The current Corona Virus (COVID-19) pandemic has impacted and changed
lives on a global scale since its emergence and spread from China in late 2019.
It has caused millions of infections, and thousands of deaths worldwide.
However, the control of this pandemic still remains unachievable. Therefore,
this study assessed the knowledge, attitude, and perceptions of senior high
school students towards the COVID-19 pandemic. A total of 1,500
respondents were included in this preliminary report. A survey of knowledge,
attitude, and perceptions towards the 2019 Corona virus pandemic in the
Bataan province found that majority of the respondents had a61.6%
satisfactory knowledge of the disease while the attitude of most respondents
towards instituted preventive measures were 68.9% satisfactory and only 22%
of the respondents were satisfied with their country’s handling of the
pandemic.
Formulate the Research Questions of the study: _____________________
Identify Population of the study: _______________________________
Identify the Sample size of the Study: _____________________

10
Lesson
2
Population and Sampling for
Qualitative Research
Common sense and research both involve an attempt to understand various aspects
of our world. However, research but arguably not common sense, involves an explicit,
systematic approach to finding things out, often through a process of testing out our
preconceptions.
This process begins with deciding on your research question as student-researcher.
Again, it is necessary to conduct your literature review and to decide on a research
design which addresses the research question. Decisions made at this point include
considering what kind of data you will be collected, and who will be invited to
participate.
In our first lesson, measurements tell you how often or how many people were
selected for the study. Your research question involves exploring how much or how
often something happens. It is probably appropriate to use quantitative research.
If the research question involves exploring how people experience something or what
their views are, exploring a new area where issues are not yet understood or properly
identified (e.g., before developing questionnaire items), assessing whether a new
service is implementable, and looking at ‘real-life’ context, or a sensitive topic where
you need flexibility to avoid causing distress, the study needs to be discussed
through qualitative research. Qualitative research attempts to broaden and/or deepen
our understanding of how things came to be the way they are in our social world. The
activities on this module will help you better understand the non-probability
sampling for your qualitative study.
What’s In
Read each statement carefully. Identify if the statement is a Non-Probability
Sampling or Probability Sampling. Write your answers on your notebook.
1. Sample selection based on the subjective judgment of the researcher.
2. Not everyone has an equal chance to participate.
3. The researcher does not consider sampling bias.
4. Useful when the population has similar traits.
5. The sample does not accurately represent the population.
6. Finding respondents is easy.
7. The sample is selected randomly.
8. Everyone in the population has an equal chance of getting selected.
9. Used when sampling bias must be reduced.
10. Useful when the population is diverse.

11
What’s New
In a non-probability sample, individuals are selected based on nonrandom
criteria, and not every individual has a chance of being included. This type of
sample is easier and cheaper to access but it has a higher risk of sampling
bias. You cannot use it to make a valid statistical inference about the whole
population.
Nonprobability sampling techniques are often appropriate for exploratory and
qualitative research. In these types of research, the aim is not to test a
hypothesis about a broad population, but to develop an initial understanding
of a small or under-researched population.
What is It
Qualitative student-researchers typically make sampling choices that enable
them to deepen understanding of whatever phenomenon it is that they are
studying. In this lesson, we will examine the strategies that qualitative
researchers typically employ when sampling as well as the various types of
samples that qualitative researchers are most likely to use in their work.
Non-probability sampling refers to sampling techniques for which a person’s
(or event’s or researcher’s focus) likelihood of being selected for membership
in the sample is unknown. Because we do not know the likelihood of selection,
we do not know with non-probability samples whether a sample represents a
larger population or not.
In most cases, it is acceptable because representing the population is not the
goal with non-probability samples. The fact that these samples do not
represent a larger population does not mean that they are drawn arbitrarily
or without any specific purpose in mind.
In the following discussion about the types of non-probability samples, we will
take a closer look at the process of selecting research elements when drawing
a non-probability sample. But let us first consider why a student-researcher
like you might choose to use a non-probability sample.
Non-probability samples are ideal when we are designing a research project.
For example, if we are conducting survey research, we may want to administer
our survey to a few people who seem to resemble the folks we are interested
in studying in order to work out kinks in the survey. We may also use a non-
probability sample at the early stages of a research project, if we are
conducting a pilot study or exploratory research.

12
This can be a quick way to gather an initial data and help us get ideas of the
lay of the land before conducting more extensive study. From these examples,
we can see that non-probability samples can be useful for setting up, framing,
or beginning research but remember that it is not only the early-stage
research that relies on and benefits from non-probability sampling
techniques.
There are number and variety of instances in which the use of non-probability
samples make sense. We will examine several specific types of non-probability
samples in the next discussions. See concept explanation below for better
understanding. See Figure 2 for better understanding.
Figure 2. Non-probability Sampling
Types of Nonprobability Samples
There are several types of non-probability samples that researchers use.
These include purposive samples, snowball samples, quota samples, and
convenience samples. While the latter two strategies may be used by
quantitative researchers from time to time, types of nonprobability samples
are more typically employed in qualitative research because they are both
non-probability methods.
To draw a purposive sample, a researcher must begin with specific
perspectives in mind that he or she wishes to examine and then seeks out
research participants who will cover the full range of perspectives.
For example, if you are studying students’ satisfaction with their living
conditions on school, you will want to be sure to include students who stay
in each of the different types or locations of on-school in your study. If you
only include students from 1 of 10 housing conditions, you may miss
important details about the experiences of students who live in the other 9
homes of which you didn’t include in your study.
Non-probability
Sampling Methods
purposive
sampling
snowball
sampling
qouta
sampling
convenience
sampling

13
While purposive sampling is often used
when one’s goal is to include participants
who represent a broad range of
perspectives, purposive sampling may
also be used when a researcher wishes to
include only people who meet very narrow
or specific criteria. For example, in her
study of the Paradox of Research: The
Learning Engagement of Senior High
Students in Magsaysay National High
School, A Grounded Theory, L. Dela Cruz (2019), used purposive sampling to
the senior high students. The Recherche Grounded Theory: prior learning
experience, values towards interpersonal communication, understanding of
research process, social relationships with group mates and peers, and
financial matters. However, the researcher encountered difficulties in
undertaking group/partner research projects.
Meanwhile, there are qualitative researchers who sometimes rely on snowball
sampling techniques to identify study participants. In this case, a researcher
might know one or two people she would like to include in her study but then
relies on those initial participants to help identify additional study
participants. Thus, the researcher’s sample builds and becomes larger as the
study continues where a snowball builds and becomes larger as it rolls
through the snow.
Snowball sampling is a strategy which is useful when a researcher wishes to
study some stigmatized group or behavior.
Snowball sampling is sometimes referred
to as chain referral sampling. One
research participant refers another, and
that person refers another, and that
person refers another—thus a chain of
potential participants is identified. In
addition to using this sampling strategy
for potentially stigmatized populations, it
is also a useful strategy to use when the
researcher’s group of interest is likely to be difficult to find, not only because
Example: You are researching experiences of homelessness in your city. Since there
is no list of all homeless people in the city, probability sampling is not possible. You
meet one person who agrees to participate in the research, and she puts you in
contact with other homeless people that she knows in the area.

14
of some stigma associated with the group, but also because the group may be
relatively rare.
Quota sampling is another nonprobability sampling strategy. This type of
sampling is actually employed by both
qualitative and quantitative researchers,
but because it is a nonprobability
method, it is included in this lesson.
When conducting quota sampling, a
researcher identifies categories that are
important to the study and for which
there is likely to have variation.
Subgroups are created based on each
category and the researcher decides how
many people (or documents or whatever element happens to be the focus of
the research) to include from each subgroup and collects data from that
number for each subgroup.
Finally, convenience sampling is another non-probability sampling strategy
that is employed by both qualitative and
quantitative researches. To draw a
convenience sample, a researcher
simply collects data from those people
or other relevant elements to which he
or she has most convenient access.
This method, also sometimes referred to
as haphazard sampling, is most useful
in exploratory research. It is also often
used by journalists who need quick and
easy access to people from their population of interest. If you have ever seen
brief interviews of people on the street on the news, you have probably seen a
haphazard sample being interviewed. While convenience samples offer one
major benefit—convenience—we should be more cautious about generalizing
from research that relies on convenience samples.
Example: Hypothetically, a researcher wants to study the career goals of male and
female employees in an organization. There are 500 employees in the organization,
also known as the population. To understand better the population, the researcher
will need only a sample, not the entire population. Further, the researcher is
interested in particular strata within the population. Here is where quota sampling
helps in dividing the population into strata or groups.

15
What’s More
Read and analyze each question and statement below then choose the correct
answer. Write your answers on your notebook.
1. Which is not a feature of qualitative sampling?
a. Samples tend to be small and studied intensively.
b. Participants are selected randomly.
c. Sample members are not pre-specified.
d. Sample selection is driven by conceptual ideas rather than for
representativeness.
2. It is called as volunteer sample, most easy, economical, and not
preferred approach even in qualitative study.
a. Convenience sampling
b. Purposive sampling
c. Quota Sampling
d. Snowball sampling
3. It selects cases that will most benefit the study, several diverse
approaches to meet conceptual and substantive needs of research,
sampling for representativeness or comparative value.
b. Purposive sampling
c. Quota Sampling
d. Snowball sampling
4. Probability sampling is rarely used in qualitative research because:
a. It is very old-fashioned.
b. It is often not feasible
c. Qualitative researchers are not trained in statistics.
d. Research questions are more important than sampling.
5. The minimum sample size for qualitative interviewing is:
a. 30
b. 31
c. 60
d. It is hard to say.

16
What I Have Learned
Carefully read each statement or question below then fill in the blanks with
the correct answer. Answers may be more than one word. Write your
answers on your notebook. ( 2points each)
1. Nonprobability samples might be used when researchers are
conducting_______________, by evaluation researchers, or by
researchers whose aim is to make some theoretical contribution.
2. A_________________, also referred to as a judgmental or expert sample,
is a type of nonprobability sample.
3. ________________is defined as a nonprobability sampling technique in
which the samples have traits that are rare to find.
4. ________________as a nonprobability sampling method in which
researchers create a sample involving individuals that represent a
population. Researchers choose these individuals according to specific
traits or qualities.
5. Convenience sampling is a type of ___________________in which people
are sampled simply because they are "convenient" sources of data for
researchers.
What I Can Do
Answer each question in a clear and organized paragraph. Each paragraph
should include a clear and precise (1–2 sentences) that directly addresses
the question promptly. Each short answer question is worth a total of 5
points. Use the rubric for this assessment to evaluate your response. Write
your answers on your notebook.
1. Imagine that you are about to conduct a study of people’s use of gadgets
in answering their modules in your barangay. Explain how you could
employ each of the nonprobability sampling techniques described
previously to recruit a sample for your study.
2. Of the four nonprobability sample types described, which seems to be
the strongest for you and which seems to be the weakest? Explain your
answer.

17
Assessment
Directions: Choose the letter of the best answer. Write your answers on your
notebook.
1. What is the main difference between probability and non-probability
sampling?
a. Probability sampling
involves the need for the
computation of a sample
via certain equations.
b. Randomization is involved
in probability sampling.
c. Non-probability sampling
is preferred in qualitative
research.
d. Non-probability sampling
is more appropriate for
interviews.
2. During the conduct of his survey, Lucas chose his respondents by
ensuring that they are those who can provide him the needed data for
his study. The type of non-probability sampling that he utilized is
known as:
b. Judgment sampling
c. Snowball sampling
d. Quota sampling
3. Ideally, samples for qualitative research should follow the concept of
______.
a. approximate
b. interpretivism
c. saturation
d. sampling
4. A type of probability sampling where the researcher randomly selects
groups from an assemblage then considers the population for each
selected group to be engaged in the study.
a. Cluster sampling
b. Simple random sampling
c. Stratified random
sampling
d. Systematic sampling
5. A type of non-probability sampling where the required sample and
sample per stratum is determined and complied, however, it lacks
randomization in the selection of the respondents for the study.
d. Quota sampling
6. Maricel determines her respondents by asking people as to who would
be most suited for her study. Through this, she is referred from one
respondent to the other. What type of non-probability sampling has
been utilized?
d. Quota sampling

18
7. Which of the following is an example of random sampling technique?
a. Taking the name of every
person in a telephone book.
b. Generating a list of numbers
by picking numbers out of a
hat and matching these
numbers to names in the
telephone book.
c. Generating names by five on
the list of everybody in your
phonebook.
d. Taking every 10th or 20th
name from a list of
everybody in the telephone
book.
8. Quantitative research only works if:
a. You talk to the right
number of people
b. You talk to the right type
of people
c. You ask the right
questions and analyze the
data you get in the right
way
d. all of the above
9. Cluster sampling is often preferred to other random sampling strategies
because it:
a. can be used when a
sampling frame is not
available.
b. is more complicated than
simple random sampling.
c. equally represents all
groups in the population.
d. allows you to easily
identify subgroups in the
population.
10. Convenience samples are frequently used in student research because
they:
a. Are more appropriate for
statistical analysis.
b. Are preferred by
instructors.
c. Take less time and
money.
d. Yield representative
samples.

19
Additional Activities
Select the appropriate sampling methods or techniques for the research
questions given below. Write your answers on your notebook.. (2 points each)
Random
Sampling
Convenience
Sampling
Systematic
sampling
Snowball
Sampling
Stratified
Sampling
Quota
Sampling
1. You want to study and understand the rice consumption pattern across
Dinalupihan. While it might not be possible to cover every household, you
could draw meaningful insights by building your sample from different
districts or villages (depending on the scope). What sampling technique will
you use?
2. Suppose a supermarket in Orani wants to study the buying habits of their
customers. The student-researchers will choose every 10thor15th customer
entering the supermarket and conduct the study. What sampling technique
will they use?
3. If 38% of the population is college-educated and 62% of the population has
not been to college, then 38% of the sample is randomly selected from the
college-educated subset of the population and 62% of the sample is
randomly selected from the non-college-going population. What kind of
sampling method do they use?
4. This method is often used during preliminary research efforts to get a gross
estimate of the results, without incurring the cost or time required to select
a random sample.
5. You need the sample to reflect certain features that are difficult to find. You
want to conduct a survey of people who go jogging in a certain park every
morning. What sampling method is appropriate for this study?

20
Answer Key
What’s
New
(Qualitative)
1.
B
2.
A
3.
B
4.
B
5.
D
What’s
In
(Quantitative)
Depends
on
the
answer
of
the
student.
See
rubrics
for
grading.
What’s
New
(Quantitative)
1.
𝟓𝟒%
would
be
a
sample
statistic.
2.
𝟓𝟐%
would
be
a
population.
3.
the
𝟐.
𝟐𝟓
out
of
𝟓
would
be
a
sample
statistic.
4.
Population
5.
Sample
What
I
Know
1.
A
2.
A
3.
B
4.
C
5.
C
Assessment
1.
C
2.
B
3.
C
4.
A
5.
D
6.
C
7.
D
8.
D
9.
A
10.
C
What’s
More
(Quantitative)
1.
Simple
Random
Sample
2.
Systematic
sample
3.
Stratified
Sample
4.
Cluster
Sample
What’s
In
(Qualitative)
1-6.
Nonprobability
Sampling
7-12.
Probability
Sampling
What
I
have
learned
(Quantitative)
1.
Population
sampling
2.
Sample
3.
Sample
size
4.
More
5.
Probability
sampling
6.
Random,
stratified,
cluster,
and
systematic
sample
What
I
have
learned
(Qualitative)
1.
Exploratory
research
2.
Purposive
sampling
3.
Snowball
sampling
4.
Quota
Sampling
5.
Non
-
probability

21
Rubric for Essay Evaluation
CRITERIA 1 2 3 4
Format
Includes typed
final, prewrite
or outline,
marked draft,
and works
cited in
prescribed
format.
Includes
typed final,
prewrite or
outline,
marked
draft, and
works cited
in
prescribed
format.
Includes typed
final, prewrite/
outline, draft,
and works
cited, but
insufficient
editing of draft;
several errors
in prescribed
format.
Missing
prewrite/outline
, draft or works
cited;
insufficient
editing of draft
or outline;
numerous
errors in
format.
Idea
Development
Writing shows
unusual
insight
understanding
.
Writing
shows
strong, clear
understandi
ng.
Writing shows
adequate
understanding
but may be too
general or
superficial.
Writing shows
little or no
understanding
of text.
Organizational
Pattern
Strong,
interesting;
clear
beg/middle/en
d; strong
thesis that is
marked on
draft.
Organized;
clear
beg/middle/
end; clear
thesis that
is marked
on draft.
Somewhat
organized;
attempt at
beg/middle/en
d; thesis is
weak or unclear
- not marked
on draft.
No attempt at
organization;
lacks clear
beg/middle/
end; thesis
lacking or
inappropriate -
not marked on
draft.
Sentence
Structure and
Language
Correct and
varied.
Correct, but
lacks
variety.
Sometimes
incorrect and
lacks variety.
Frequent errors
and lacks
variety.

22
References
Baraceros E., “Quantitative Data Collection” Practical Research 2, 2016 pp.
55-61
Creswell J.W. “Qualitative and Quantitative Data & design Research Design
(Qualitative, Quantitative and Mixed Method) 4th ed Publisher: SAGE
Publications, Inc; 4th edition (2018) pp 132-144
Daniel Stockmeyer, “Design and Methods of Quantitative Research”
Quantitative Methods for the Social Sciences: A Practical Introduction
with Examples in SPSS and Stata Springer International Publishing
(2018) pp. 77-90
Larry B. Christensen, et al, “Research Designs” Research Methods, Design,
and Analysis12th ed Global Edition 2019 pp. 53-59
Noran K. Denzin, & Yvonna S. Lincoln “Data Collection in Qualitative
Research,” The SAGE Handbook of Qualitative Research SAGE
Publications, Inc (2017) pp. 189-201
Norman K. Denzin, & Yvonna S. Lincoln, “Data and types of Research Data
Collecting
and Interpreting Qualitative Materials SAGE Publications, Inc, by (2012)
pp 43-55
Illustrations and Pictures: retrieved fromwww.dreamstime.com/convenience-
sample- grab-accidental-sampling

For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan- Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph

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