Module 2: Data

Management
 Lesson 2: Sampling

LEARNING OUTCOME(S):

At the end of lesson, you are expected to:

• Identify the appropriate sampling technique in a certain

situation

• Apply the different techniques of sampling in real world

situation
2.1 SAMPLING
Sampling is the process of
selecting units (e.g., people,
organizations) from a population of
interest so that by studying the sample
we may fairly generalize our results back
to the population from which they were
chosen.
Statistical Terms in Sampling
In the first figure, the
person is responding to
a survey instrument and
gives a response of '4'.
When we look across the
responses that we get
for our entire sample,
we use a statistic (2nd
picture)

Sampling is done to get an estimate for the population we

sampled from.
If you measure the entire population and calculate a value
like a mean or average,
we don't refer to this as a statistic, we call it a parameter of
the population (3rd picture).
Probability Sampling
A probability sampling method is any method of
sampling that utilizes some form of random selection.
(picking a name out of a hat, or choosing the short
straw)

Simple Random Sampling

The simplest form of random sampling is called simple
random sampling.
Objective: To select n units out of N such that each
sample has an equal chance of being selected.
Procedure: Use a table of random numbers, a
computer random number generator, or a mechanical
device to select the sample.
Stratified Random Sampling, also sometimes called
proportional or quota random sampling, involves dividing
your population into homogeneous subgroups and then
taking a simple random sample in each subgroup.
Systematic Random Sampling
Here are the steps you need to follow in order to
achieve a systematic random sample:
 number the units in the population from 1 to N
 decide on the n (sample size) that you want or need
 k = N/n = the interval size
 randomly select an integer between 1 to k
 then take every kth unit
Cluster (Area) Random Sampling
Multi-Stage Sampling
-it is the combination of all the simple
methods described earlier in a variety
of useful ways that help us address our
sampling needs in the most efficient
and effective manner possible.
Nonprobability Sampling
The difference between nonprobability and
probability sampling is that nonprobability
sampling does not involve random selection
and probability sampling does.

Two types:

1. Accidental, Haphazard or Convenience Sampling -

sometimes called the "man on the street" (or, the
"person on the street"
2. Purposive Sampling - sample with a purpose in mind
Quota Sampling
In quota sampling, you select people nonrandomly
according to some fixed quota.

Two types of quota sampling:

1. Proportional quota sampling you want to

represent the major characteristics of the population
by sampling a proportional amount of each.

2. Nonproportional quota sampling is a bit less restrictive. In

this method, you specify the minimum number of sampled
units you want in each category.
Snowball Sampling

In snowball sampling, you begin by identifying

someone who meets the criteria for inclusion in your
study. You then ask them to recommend others who
they may know who also meet the criteria. Although
this method would hardly lead to representative
samples, there are times when it may be the best
method available. Snowball sampling is especially
useful when you are trying to reach populations that
are inaccessible or hard to find.
ACTIVITY 3 SAMPLING

1. Describe the sampling technique used in the following situation

a. A certain school has 5000 students. Each student was asked if

he or she had one or more social media accounts. The survey
found out that 20 out of 100 students did not have any social media
accounts.
______________________________________________________
______________________________________________________
___________________________________________________

b. In a university with 5000 students, a psychologist is studying the

sleep patterns of the students. She decides to start by asking a
sample of 500 students
______________________________________________________
______________________________________________________
___________________________________________________
 ACTIVITY 4
SAMPLING in REAL WORLD APPLICATION
(RUBRIC IN APPENDIX D)

Let’s DO this!

1. Open this link Riccucci, N, et.al (2018), Representative

Bureaucracy, Race, and Policing: A Survey Experiment, Journal of
Public Administration Research and Theory,
https://doi.org/10.1093/jopart/muy023, Pages 506-518
After reading, identify the SAMPLING used in the journal. Describe
the sampling technique used. Explain the procedures used.
Note: You can also use the journal that you have used in the first
activity.

Sampling Used
________________________________________________________
________________________________________________________

Describe the sampling technique used and explain the procedures

used.
________________________________________________________
________________________________________________________
________________________________________________________
Lesson 3
Organizing and Presenting of Data

LEARNING OUTCOME(S):
At the end of lesson, you are expected to:
 Identify the appropriate graph and/or table for a specific
type of variable
 Organize collected data using graph and table
3.1 T EXTUAL PRESENTATION OF DATA

Data presented in paragraph or in sentences are

said to in textual form. This includes enumeration of
important characteristics, emphasizing the most
significant features and highlighting the most striking
attributes of the set of data.
Example
The data are Math test scores of 15 students out of 50
items: 47, 48, 49,42, 42, 36, 38, 40,35,50,44,45,50,50.
Make a simple analysis by writing findings and drawing
conclusions.
Writing the data in numerical order may help to analyze
the data
35,36,38,40,42,42,44,45,45,47,48,49,50,50,50

Findings:
The lowest score is 35, and the highest is 50. Three
students got a perfect score of 50; one got 35, 36,
38,40,44,47.48 and 49 while 2 got 42 and 45”. If the
passing mark is 70%, it shows that nobody failed in
the test.

Conclusion: “I therefore conclude that the students

perform well in the test.”
3.2 T ABULAR PRESENTATION OF DATA
Tables are useful for clear presentation and comparison
of large numbers of data items. They also allow data to
be presented at a level of detail which cannot usually be
determined from a text.
Raw data is collected through research, through actual
scores or values from a questionnaire, survey or
assessment. To organize the data can be done through a
series of data tables.
https://www.easybiologyclass.com/frequency-distribution-table-definition-with-examples-ppt/
Tables or Frequency Distribution Table

- either categorical variables (sometimes called

qualitative variables) or quantitative variables
(sometimes called numeric variables).
What is a Frequency Distribution
Table?

Frequency tells you how often something happened.

The following table shows the students’ preferred brand
of mobile phone. The left column shows the categorical
variable (Brand) and the right column is the
frequency.

Brand Frequency
Samsung 14
Huawei 11
Iphone 7
Oppo 19
LG 9
Total 60
How to make a Frequency Distribution Table:
Examples
Example 1
Tally marks are often used to make a frequency
distribution table. For example, let’s say you survey a
number of households and find out how many pets they
own. The results are 3, 0, 1, 4, 4, 1, 2, 0, 2, 2, 0, 2, 0,
1, 3, 1, 2, 1, 1, 3. Looking at that string of numbers; a
frequency distribution table will make the data easier to
understand.
Steps
1. To make the frequency distribution table, first write
the categories in one column (number of pets)
Number of Pets Tally Frequency
(x) (f)
0
1
2
3
4
2. Next, tally the numbers in each category (from the
results above). For example, the number zero appears four
times in the list, so put four tally marks “||||”:
Number of Pets Tally Frequency
(x) (f)
0 IIII
1 IIII I
2 IIII
3 III
4 II
3. Finally, count up the tally marks and write the
frequency in the final column. The frequency is just the
total. You have four tally marks for “0”, so put 4 in the last
column: Number of Pets Tally Frequency
(x) (f)
0 IIII 4
1 IIII I 6
2 IIII 5
3 III 3
4 II 2
 How to Draw a Frequency Distribution Table
(with continuous variable)

List of IQ scores (continuous data) for a gifted classroom in a

particular elementary school.

The IQ scores are: 118, 123, 124, 125, 127, 128, 129, 130, 130, 133,
136, 138, 141, 142, 149, 150, and 154. The IQ score is continuous;
we can still construct a frequency distribution table, which will give a
better picture of your data than a simple list, however, a class interval
or classes serves as the categories.

How to Draw a Frequency Distribution Table in continuous data:

Steps. Part 1: Choosing Classes
Step 1: Figure out how many classes (categories) you need.
 Pick between 5 and 20 classes. For the list of IQs above, we picked
5 classes.
 Make sure you have a few items in each category. For example, if
you have 20 items, choose 5 classes (4 items per category), not 20
classes (which would give you only 1 item per category).

Note: There is a more mathematical way to choose classes. The

formula is √ . You would round up the answer to the next integer. For
example, √ will be rounded up to become 5.
Part 2: Sorting the Data Step 2: Subtract the minimum data value
from the maximum data value. For example, our IQ list above had a
minimum value of 118 and a maximum value of 154, so: 154 – 118 =
36

Step 3: Divide your answer in Step 2 by the number of classes you

chose in Step 1. 36 / 5 = 7.2

Step 4: Round the number from Step 3 up to a whole number to get

the class width. Rounded up, 7.2 becomes 8.

Step 5: Write down your lowest value for your first minimum data
value: The lowest value is 118

Step 6: Add the class width from Step 4 to Step 5 to get the next
lower class limit: 118 + 8 = 126

Step 7: Repeat Step 6 for the other minimum data values (in other
words, keep on adding your class width to your minimum data values)
until you have created the number of classes you chose in Step 1. We
chose 5 classes, so our 5 minimum data values are
118
126 (118 + 8)
134 (126 + 8)
142 (134 + 8)
150 (142 + 8)

Step 8: Write down the upper class limits. These are the highest
values that can be in the category, so in most cases you can subtract
1 from the class width and add that to the minimum data value. For
example: 118 + (8 – 1) = 125 118 – 125 126 – 133 134 – 141 142 –
149 150 – 157
3. Finishing the Table Up Step 9: Add a second column for the number
of items in each class, and label the columns with appropriate
headings:
IQ Number
118-125
126-133
134-141
142-149
150-157
Step 10: Count the number of items in each class, and put the total in
the second column. The list of IQ scores are: 118, 123, 124, 125, 127,
128, 129, 130, 130, 133, 136, 138, 141, 142, 149, 150, 154.
IQ Number
118-125 4
126-133 6
134-141 3
142-149 2
150-157 2
Total 17
The Frequency Distribution Table

Rules to remember in constructing tables

 Tables should have the following labels:

 Table number: for easy reference; written on the top of the table
 Table title: to briefly explain the contents of the table; title follows the
table number
 Column headers: to describe the entry in each column
 Row classifier: to classify rows
 Source notes: to acknowledge the sources of data
 Frequency: to show the number of entries per category
 Total frequency: to have general picture of the total population
 Percentage frequency: for quick view of the characteristics of the
data set
 Table Number
Table Title
Table 3a. Column Header
Distribution of Students in ABS High School
According to Year Level
Row Classifier Year Level No. of Students Percent (%)
(Frequency)
Freshmen 350 32
Sophomore 300 27
Junior 250 23
Senior 200 18
Total: 1100 100
Source: ABS High School Registrar

Source Note
Example (Continuous variable with few values)
Construct an ungrouped frequency distribution table for the age of 50
service crews at McDollibee Restaurant.

21 18 22 19 18 18 19 19 25 20
22 18 23 24 19 25 18 21 24 25
23 19 21 23 20 18 21 23 20 24
25 21 20 22 20 20 21 22 23 23
18 24 21 21 21 19 19 18 21 21
Since the youngest is 18 and the oldest is 25, the range is: R = 25 -
18 = 7. Therefore, an ungrouped frequency distribution table is
feasible.
 Table 3b. The Frequency Distribution
Table for the Age of 50 Service Crews at McDollibee

Age Frequency Percent (%)

18 8 16
19 7 14
20 6 12
21 11 22
22 4 8
23 6 12
24 4 8
25 4 8
Total 50 100
Findings:
 Basic findings are those which you can see directly from the table;
 Sixteen percent (16%) of the service crew at McDollibee is 18 years
old.
 Fourteen percent (14%) of the…….is 19 years old.
 Twelve percent (12%) of the …..is 20 years old.
 Twenty-two percent (22%) of the …….. is 21 years old.
 Eight percent (8%) of the ….. is 24 years old.
 Eight percent (8%) of the ….. is 25 years old.

Additional findings are those which you cannot see directly from the
table.
 The average age of the 50 service crews at McDollibee is 21 and
the standard deviation is 2.18
 The range of the ages is 7 since the youngest service crew is 18
while the oldest is 25.
 Thirty two or 64% of the service crews are 21 years old and below.

Conclusion
I therefore conclude that McDollibee prefers employees who are 21
years old and below.
Data Type Tabular Presentation
Nominal/Ordinal Frequency distribution table
listing each category
Discrete with few values Frequency distribution table
(range is below 10) listing each value as the
Continuous with few values category
(range is below 10)
Discrete data with many Frequency distribution table
values (range is 10 and with classes or class
above) interval
Continuous data with many
values (range is 10 and
above)
 ACTIVITY5
Let’s DO this

Group activity

 Organize each variable (see Appendix A) in the provided data

file using frequency table. Then, write 3 findings from the table
presented

 You can either write or encode your answers.