PRACTICAL

RESEARCH 2
Quarter 2 – Module 2:
Describing Sampling Procedure
and Sample
Practical Research 2 – Grade 12
Alternative Learning Delivery
Quarter 2 – Module 2: Describing Sampling Procedure and Sample
First Edition, 2020

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Published by the Department of Education

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Writer: Christopher DC. Francisco

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 PRACTICAL
RESEARCH 2
Quarter 2 – Module 2:
Describing Sampling Procedure
and Sample
Introductory Message
For the facilitator:

Welcome to the Practical Research 2 for Grade 12 Alternative Delivery Mode

(ADM) Module on Nature of Inquiry and Research; characteristics, strengths,
weaknesses, and kinds of quantitative research!

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 Practical Research 2 for Grade 12 Alternative Delivery Mode

(ADM) Module on Nature of Inquiry and Research; characteristics, strengths,
weaknesses, and kinds of quantitative research!

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. 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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
What I Know lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you
What’s In link the current lesson with the previous
one.
In this portion, the new lesson will be
introduced to you in various ways; a story,
What’s New
a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding
What’s More and skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into
process what you learned from the lesson.
This section provides an activity which will
What I Can Do
help you transfer your new knowledge or
skill into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.
In this portion, another activity will be
Additional Activities given to you to enrich your knowledge or
skill of the lesson learned.
This contains answers to all activities in
Answer Key the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do i

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master Practical Research 2. 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 composed of a lesson, namely:

● Lesson 1 – Describing Sampling Procedure and Sample

After going through this module, you are expected to:

1. describe different sampling procedure and sample;

2. determine at least specific and commonly used sampling procedures and

sample;

3. decide on the most appropriate sampling procedure and sample for your
research proposal.

What I Know

Directions: Read and analyze the statements below. Write your answer on a separate
sheet of paper.

1. What research design aims to describe a cause from already existing effects?

A. Descriptive Research Design C. Quasi-Experimental Research

B. Correlational Research Design D. Documentary Analysis

2. What research design is often conducted in a controlled setting with

corresponding research treatment?

A. Correlational C. Survey Research

B. Documentary Analysis D. Experimental

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3. What sampling technique is used when the researcher would like to consider
giving an equal chance to the member of the accessible population being selected
as part of the study?

A. Simple Random Sampling C. Systematic Sampling

B. Stratified Sampling D. Cluster Sampling

4. When can we consider a research sample as the “best”?

A. representative of the population C. conveniently represented

B. systematically chosen D. purposely selected

5. What is the main objective of using stratified random sampling?

A. sample was chosen proportionately drawn from the different categories of

the population
B. sample is taken from an accessible population than the target population
C. every individual will be given an equal chance to be selected
D. those who will possibly respond to treatment are chosen

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 Lesson
Describing Sampling Procedure
1 and Sample

What’s In

Remember when you were taught how to write your scope and delimitation
during the first quarter, you stated the subjects, participants, or respondents of your
study. You also described their characteristics which qualify them to be the source
of your research data.

The next question you have to answer is, how many of the subjects,
participants, or respondents should be selected as a source of data? This lesson will
teach you how to describe sampling procedures in quantitative research. Note that
the sampling procedure should be aligned to your chosen research design. Since you
have already decided the research design of your study, then you are ready for this
lesson.

Directions: Read and analyze the statements below. Write your answers on a
separate sheet of paper.

1. Which of the following is not considered as definition of Case Study?

a. in-depth research
b. Uses respondents ranging from one to a small size of less than 10.
c. gathers relatively limited data
d. made over a considerable period of time.

2. It refers to the study on the efficiency or effectiveness of policies, instruments, or

the variables that may be considered.

a. Assessment and Evaluation Studies

b. Case Study
c. Tracer Studies
d. Survey research

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3. What research design is used to gather relatively limited data from relatively large
number of cases. It seeks to gather information about the prevailing conditions or
about the variables under study?

a. Assessment and Evaluation Studies

b. Case Study
c. Tracer Studies
d. Survey research

4. What research design is used when one wants to follow up the development of
certain conditions or particular sets of people?

a. Assessment and Evaluation Studies

b. Case Study
c. Tracer Studies
d. Survey research

5. Which of the following is not considered as definition of Correlational Design?

a. Comparing result
b. explores the relationship between two or more variables
c. Having predictor and criterion variables
d. Variables consist of X and Y.

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 What’s New

Direction: Based on the given picture below, what do you think will be the
difference of Population and Sample?

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 What is It

Population and Sample

The first step in determining the sample size is identifying the population of
the topic of interest. The population is the totality of all the objects, elements,
persons, and characteristics under consideration. It is understood that this
population possesses common characteristics about which the research aims to
explore.

There are two types of population: target population and accessible

population. The actual population is the target population. Example of this are all
Senior High School Students enrolled in Science, Technology, Engineering, and
Mathematics (STEM) in the Division of City of Malolos. While the accessible
population is the portion of the population in which the researcher has reasonable
access, for example all Senior High School enrolled, STEM strand at Marayon Science
High School – X.

When the whole population is too costly or time-consuming or impractical to

consider, then, a sample representative is identified. Sampling pertains to the
systematic process of selecting the group to be analyzed in the research study. The
goal is to get information from a group that represents the target population. Once a
good sample is obtained, the generalizability and applicability of findings increases.

The representative subset of the population refers to the sample. All the 240
Senior High School Students enrolled in Science, Technology, Engineering, and
Mathematics (STEM) Strand in a school, for example, constitute the population; 60
of those students constitute the sample. A good sample should have characteristics
of the represented population – characteristics that are within the scope of the study
with fair accuracy.

Generally, the larger the sample, the more reliable the sample be, but still, it
will depend on the scope and delimitation and research design of the study.

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 The most commonly used way of computing the sample size is through the
use of Slovin’s formula.

N
_________
n=
1 + N (e2)
Where: N (population) = 400
e (margin of error) = 0.05

400
______________
n=
1+ [400 (.052)]

400
________________
n=
1+ [400 (.0025)]

______
400
n=
1 +1

400
____
n=
2

n = 200 (no. of participants)

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Probability Sampling
Probability sampling involves the use of a random selection process to select
a sample from members or elements of a population. The main goal of this sampling
technique is to examine the representativeness elements of populations. It can be in
the form of simple random, stratified, cluster, or systematic.

A. Simple random
It is a way of choosing individuals in which all members of the accessible
population are given an equal chance to be selected. There are various ways of
obtaining samples through simple random sampling. These are fishbowl technique,
roulette wheel, or use of the table of random numbers. This technique is also readily
available online.
In other words, this is the where the researcher can assign a number to each
member of the population and select the sample through a table of random numbers.

B. Stratified
The same with simple random sampling, stratified random sampling also gives
an equal chance to all members of the population to be chosen. However, the
population is first divided into strata or groups before selecting the samples. The
samples are chosen from these subgroups and not directly from the entire
population. This procedure is best used when the variables of the study are also
grouped into classes such as gender and grade level.
Thus, the researcher divides the population into subgroups or strata. A
simple random sample is taken from each of these subgroups.

C. Cluster
This refers to sampling when groups rather than people are selected randomly
from cluster. This procedure is usually applied in large-scale studies, geographical
spread out of the population is a challenge, and gathering information will be very
time-consuming. Similar to stratified random sampling, cluster sampling also
involves grouping of the population according to subgroups or clusters. It is a method
where multiple clusters of people from the chosen population will be created by the
researcher in order to have homogenous characteristics.

D. Systematic
Samples in this type can be obtained through listing of population. This
procedure is as simple as selecting samples every nth (example every 2nd, 5th) of the
chosen population until arriving at a desired total number of sample size. Therefore,
the selection is based on a predetermined interval. Dividing the population size by
the sample size, the interval will be obtained. For example, from a total population
of 75, you have 25 samples; using systematic sampling, you will decide to select every
3rd person on the list of individuals.

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 What’s More

Activity 1
Direction: Make your own Venn Diagram of Population and Sample. You may
answer it in a separate sheet of paper.

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Activity 2
Direction: Match Column A to Column B. Write only the letter of the correct answer
on a separate sheet of paper. Answers can be repeated.

A B

_________1. It is a way of choosing individuals in A. Simple Random

which all members of the accessible population are B. Stratified
given an equal chance to be selected. C. Cluster
_________2. This procedure is as simple as selecting D. Systematic
samples every nth of the chosen population until
arriving at a desired total number of sample size.
_________3. It gives an equal chance to all members
of the population to be chosen.
_________4. Sampling wherein when groups rather
than people are selected random selection from
cluster.
_________5. It is where the researcher can assign a
number to each member of the population and select
the sample through a table of random numbers.
_________6. This procedure is best used when the
variables of the study are also grouped into classes
such as gender and grade level.
________7. It is a method where multiple clusters of
people from the chosen population will be created by
the researcher in order to have homogenous
characteristics.
________8. In this sample the selection is based on a
predetermined interval. Dividing the population size
by the sample size, the interval will be obtained.
________9. This procedure is usually applied in large-
scale studies, geographical spread out of the
population is a challenge, and gathering information
will be very time-consuming.
________10. In this sampling procedure, the
researcher divides the population into subgroups or
strata. A simple random sample is taken from each
of these subgroups.

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 What I Have Learned

Directions: As you have learned from this lesson, answer each question
comprehensively. Write your answers on a separate sheet of paper

1. What do I know about the population and sample of the study?

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2. I have learned that when determining the sample size of the study….
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3. Now I know that sampling procedures involve…..

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4. Based on your own understanding, define the given sampling procedures below.
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 A. Simple Random__________________________________________________
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B. Stratified________________________________________________________
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C. Cluster_________________________________________________________
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D. Systematic______________________________________________________
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5. What is the importance of knowing and understanding the different sampling

procedures in writing a research?
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 What I Can Do

Solve this problem! Write your answers on a separate sheet of paper.

1. Assuming that you are going to conduct a survey in a particular province and you
are going to compute the sample size from a population of 10 million using
stratified sampling, compute the sample size using the Slovin’s formula with 5%
level of significance and allocate it per barangay under the following
considerations:

a. Only persons aged 10 years old and up are included in the survey and
this represents 80% of the population of the province

b. Only males are included in the survey and male represents 70% of the
populations

c. The province has 3 major towns, A, B, and C.

d. The population of towns A, B, and C are 25% 30% and 45% of the total
population of the province respectively

e. Towns A, B, and C have 3, 4, and 5 barangays respectively

f. Distribution of the population of town A is 30%, 30%, and 40% to

barangay 1, barangay 2, and barangay 3 respectively

g. Distribution of the population of town B is 20%, 22%, 25% and 33% to

barangay 1 barangay 2, barangay 3, and barangay 4 respectively

h. Distribution of the population of town C is equal among its 5 barangays.

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2. The Philippine Molecular Laboratory and Research Center was able to produce a
potent vaccine known as “VIDA” for COVID 19 infection. Unfortunately, only 4,590
ampule of vaccines were produce for clinical trials for adult. The government
selected adult individuals in the National Capital Region with a breakdown: Manila
having 1,300 adult, Caloocan having 350 cases, Manila 5,450, Navotas, 890,
Valenzuela 1,005, Quezon City 953, San Juan 435, Makati 659, Marikina 345,
Paranaque 213, Muntinlupa 197 and Pasay 554. How will you draw the sample
distribution of vaccine?
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3. Determine the number of samples needed in a quantitative research with a

population of 3,545 with a sampling error of 0.05.

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 Assessment

Directions: Read and analyze the statements below. Write your answers on
a separate sheet of paper.

1. Mrs. Trahan samples her class by using fishbowl technique in selecting 5 girls and
7 boys. This type of sampling is called______________.
A. Stratified
B. Systematic
C. Simple
D. Cluster

2. Mrs. Santos samples her class by selecting every third person on her class list.
Which type of sampling method is this?
A. Stratified
B. Systematic
C. Simple
D. Cluster

3. Mr. Marcelo samples his class by selecting all students sitting at group 1 and
group 5 in his classroom. This sampling technique is called?
A. Stratified
B. Systematic
C. Simple
D. Cluster

4. Teacher Reyes samples her class by picking 10 numbers from her hat and each
number is assigned to a students. This is _________________ random sampling.
A. Stratified
B. Systematic
C. Simple
D. Cluster

5. Farmer Joe separates his apple tree farm into 10 regions. He counts the number
of apples produced in just one of the regions and uses that estimate to predict
the number of apples produced on the whole farm. This is _______ sampling.
A. Stratified
B. Systematic
C. Simple
D. Cluster

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6. Farmer Joe's apple tree farm is set up in 100 rows. He counts the number of
apples produced on every 10th row to estimate the number apples produced on
the whole farm. This is _____________ sampling.
A. Stratified
B. Systematic
C. Simple
D. Cluster

7. Farmer Joe randomly picks 100 trees using a random number generator to
estimate the number of apples produced by his apple trees. This is
______________ sampling.
A. Stratified
B. Systematic
C. Simple
D. Cluster

8. Farmer Joe separates his farm into 10 regions. He then randomly selected 5
trees from each region to estimate the number of apples produced on his apple
tree farm. This is _____________ sampling.
A. Stratified
B. Systematic
C. Simple
D. Cluster

9.In order to use samples to estimate something from the population, the sample
should be _________________ the population.
A. Exactly the same as
B. Nothing like
C. Representative of
D. Larger than

10. When one examines the entire population instead of a subgroup of the
population, this is called a______________.
A. Universal sampling
B. Census
C. Bias
D. Population

11. Which of the following is NOT part of the sampling design process?
A. Refining the research question.
B. Defining of the population of the study.
C. Determining the relevant sample frame.
D. Specifying the sampling unit.

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12. Which of the following is NOT true of probability sampling?
A. It is possible to specify the probability of selecting any particular sample of a
given size.
B. The number of elements to be included in the sample set can be pre-specified.
C. The results will always be more accurate than non-probability sampling.
D. Estimates are statistically projectable to the population.

13. What are the distinguishing features of simple random sampling?

A. A sampling frame must be compiled in which each element has a unique
identification number.
B. Random numbers determine which elements are included in the sample.
C. Each element in the population has a known and equal probability of
selection.
D. All of the above.

14. Which of the following is NOT a criterion for the selection of stratification
variables in stratified sampling?
A. The strata should be mutually exclusive and collectively exhaustive so that
every population element should be assigned to one and only one stratum.
B. Stratification variables should be easy to measure and apply.
C. Stratifications variables should not be closely related to the characteristic of
interest.
D. Across the strata, the elements should be as heterogeneous as possible.

15. Which of the following statements is TRUE?

A truly random sample of the general population would be obtained by:
A. Selecting every 20th individual from a list of patients registered with a GP.
B. Selecting an individual from every fourth house on a street.
C. Allocating each individual with a unique number and using a computer to
randomly generate numbers for selection.
D. Selecting individuals from different groups or strata.

Additional Activities

After submitting your Sampling Procedure and Sample part of your research
paper, once it is corrected in accordance with the guidelines given you may start
incorporating it to your research proposal paper.

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 18
What I know Assessment
1. C 1. C
2. D 2. B
3. A 3. D
4. A 4. C
5. A 5. D
6. B
What’s In 7. C
1. C 8. D
2. C 9. C
3. D 10. A
4. C 11. A
5. A 12. C
13. D
What’s More 14. B
Activity 2 15. C
1. A
2. D
3. B
4. C
5. A
6. B
7. C
8. D
9. C
10. B
Answer Key
References
Creswell, John W.(2012) Educational research : planning, conducting, and
evaluating quantitative and qualitative research. Pearson: Boston.
Francisco, Christopher DC. (2020) Action Research Made Easy: A Primer for School
Administrators and Teachers. Batangas: Instabright Publications.
SIS International Research. (n.d.). What Is Quantitative Research? | SIS
International Research. Retrieved July 25, 2020, from
https://www.sisinternational.com/what-is-quantitative-research/

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Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

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