TEACHING GUIDE IN STATISTICS AND PROBABILITY

Submitted by: Juan Jobelle Santos Acosta

LESSON: SAMPLING TECHNIQUES

OVERVIEW OF THE LESSON

In this lesson, learners will work as a group to identify the properties, advantages and
disadvantages of sampling techniques as well as its appropriate use in the real-life setting.
LEARNING COMPETENCIES
At the end of the 60-minute discussion, the students will be able to:
 define sampling techniques
 distinguish probability sampling to non probability sampling
 identify the appropriate sampling technique to be used
LESSON OUTLINE
A. Introduction
B. Motivational Activity on Sampling Techniques
C. Lesson Proper
a. Definition and Importance of Sampling Techniques
b. Types of Sampling Techniques
b.1 Probability Sampling
b.1.1 Simple Random Sampling
b.1.2 Stratified Sampling
b.1.3 Systematic Sampling
b.1.4 Cluster Sampling
b.2 Non Probability Sampling
b.2.1 Incidental Sampling
b.2.2 Purposive Sampling
b.2.3 Quota Sampling
b.2.4 Snow Ball Sampling
D. Practice
E. Evaluation

KEY CONCEPTS:
Sampling Techniques, Sample, Population, Probability and Non Probability Sampling.
DEVELOPMENT OF THE LESSON

A. Introduction

In previous lessons, learners were determined basic concepts on sampling like sample,
population, and sample size. They also determine the sample size , given the population size
and margin of error or the concept is known as the “Slovin’s formula”. Moreover, sample
size is used to minimize time, money, and effort in doing survey.

B. Motivation Activity

1. Let the students write their names in a small piece of paper. They will put the small
piece of paper in a bowl. The teacher will draw a name in the bowl and the chosen
person will be given a prize.
2. The teacher will also get their attendance sheet numbered from 1-24, and ask a
student a number, The chosen number will be used as an interval for determining
who can be awarded.
3. The teacher will also give a prize to his student who is a graduate in a masteral
program and ask the first student if he/she can recommend another student who also
graduated in a masteral program.

C. Lesson Proper

1. By soliciting responses to the students, they will come up the definition of sampling
technique and its importance in getting samples.

2. The teacher will present different situation showing different ways to get a sample,
the students will have a brainstorming on how the following differs from the others.

a. The Teacher randomly selects 20 boys and 15 girls from a batch of learners to
be members of a group that will go to a field trip.
b. A sample of 10 mice are selected at random from a set of 40 mice to test the
effect a certain medicine.
c. The people in a certain seminar are all members of two of five groups are
asked what they think about the president.
d. A barangay health worker asks every four house in the village for the ages of
the children living in those households.
e. A psychologist asks his patient, who suffers from depression, whether he
knows other people with the same condition, so he can include them in his
study.
f. A brand manager of a toothpaste ask ten dentists that have clinic closest to his
office whether they use a particular brand of toothpaste.
g. A crew in Jollibee are tasked to give a survey form about the improvement of
their product at least 50 persons per day.
h. The students give questionnaire for eveth 3rd person entering the gate
3. By Socratic method, students will distinguish the similarities and differences of
probability and non-probability sampling.
4. Through an interactive collaboration of teacher and student, they will discuss the
types of probability sampling and non-probability sampling and their advantages and
disadvantages.
Probability Sampling

If data is to be used to make decisions about a population, then how the data is
collected is critical. For a sample data to provide reliable information about a population of
interest, the sample must be representative of that population.Selecting samples from the
population using chance allows the samples to be representative. If a sample survey involves
allowing every member of the population to have a known, nonzero chance of being selected
into the sample, then the sample survey is called a probability sample. Probability samples
are meant to ensure that the segment taken is representative of the entire population.

Basic Types of Probability Sampling

a. Simple random sampling (SRS) involves allowing each possible sample to have an equal
chance of being picked and every member of the population has an equal chance of being
included in the sample. Selection may be with replacement (selected individual or unit is
returned to frame for possible reselection) or without replacement (selected individual or unit
isn’t returned to the frame). This sampling method requires a listing of the elements of the
population called the sampling frame.

b. Stratified sampling is an extension of simple random sampling which allows for different
homogeneous groups, called strata, in the population to be represented in the sample. To
obtain a stratified sample, the population is divided into two or more strata based on common
characteristics. A SRS is then used to select from each strata, with sample sizes proportional
to strata sizes. Samples from the strata are then combined into one. This is a common
technique when sampling from a population of voters, stratifying across racial or socio-
economic classes. If the answer to both questions is yes, then stratified sampling is
necessary.

c. In systematic sampling, elements are selected from the population at a uniform interval that
is measured in time, order, or space. Typically, there is firstly, a decision on a desired sample
size n. The frame of N units is then divided into groups of k units: k=N/n. Then, one unit is
randomly selected from the first group, with every kth unit thereafter also selected.

d. Cluster sampling divides the population into groups called clusters, selects a random
sample of clusters, and then, subjects the sampled clusters to complete enumeration, that is
everyone in the sampled clusters are made part of the sample.

2. Non-probability Sampling.
a. In convenience sampling, sample units expedient to the sampler are taken.
b. Purposive sampling pertains to having an expert select a representative sample based on
his own subjective judgment.
c In Quota Sampling, sample units are picked for convenience but certain quotas (such as the
number of persons to interview) are given to interviewers. This design is especially used in
market research.
d. In Snowball Sampling, additional sample units are identified by asking previously picked
sample units for people they know who can be added to the sample. Usually, this is used
when the topic is not common, or the population is hard to acces
D. PRACTICE

The teacher will give problem sets, and let the student identify the appropriate sampling
technique to be used
1. A sample of 2,000 was sought to estimate the average achievement in science of fifth
graders in a city’s public schools. The average fifth grade enrollment in the city’s
elementary schools is 100 students. Thus, 20 schools were randomly selected and within
each of those schools all fifth graders were tested.

2. A researcher is interested in maximum-security inmates. She groups inmates by the type

of crime committed, determines the percentage of the total in each crime category, and
uses that percentage to determine the number of inmates randomly selected from each
group.
3. A researcher has a population of 100 third grade children from a local school district from
which a sample of 25 children is to be selected. Each child’s name is put on a list, and
each child is assigned a number from 1 to 100. Then the numbers 1 to 100 are written on
separate pieces of paper and shuffled. Finally, the researcher picks 25 slips of paper and
the numbers on the paper determine the 25 participants.

4. A sociologist conducts an opinion survey in a major city. Part of the research plan calls
for describing and comparing the opinions of four different ethnic groups: African
Americans, Asian Americans, European Americans, and Native Americans. For a total
sample of 300, the researcher selects 75 participants from each of the four predetermined
subgroups.

E. EVALUATION

1. The students will explain briefly the importance of sampling technique to him/her as
a student and also list down the advantage and disadvantage of the different sampling
technique
2. The student will identify if the given situation uses an appropriate sampling
technique or not.