RIZAL TECHNOLOGICAL UNIVERSITY

COLLEGE OF BUSINESS AND ENTREPRENEURIAL TECHNOLOGY

Advanced Statistics

Name: Gmef Syme Ferrrera

Section: CBET-19-502E

Activity 4 – Practice Tasks Sampling Techniques

Instructions: Collect at least five (5) research articles about different topics and
prepare an output by designing a comparison of sampling techniques. Fill out the matrix
below for your comparisons.

Sampling
No. Title of the Article Sample Size Reasoning
Techniques
1 Educational chatbots for Stratified Sampling was used
project-based learning: in this article to select
investigating learning learners to participate in the
outcomes for a team- Stratified 60 study. Out of the 60
based design course sampling participants participants, only 11 were
male, 49 were female, and
such distribution is typical for
this learning program.
2 Predicting students at Cluster 91 Cluster Sampling was used
risk of academic failure Sampling candidate in this article to select
using ensemble model learners to participate in the
during pandemic in a study. As a result, the
distance learning system records of 2.045 student’s
data set were evaluated in
this study.
3 A novel taxonomy of Simple random 105 Simple random sampling
student-generated video sampling student was used in this article to
styles select learners to participate
in the study. To define a new
taxonomy of videos that
takes into account those
made by students, we will
start from some styles
collected in the literature.
4 Adaptive e-learning Stratified 118  Stratified sampling was
environment based on sampling students used in this article to select
learning styles and its learners to participate in the
impact on development study. The research sample
 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF BUSINESS AND ENTREPRENEURIAL TECHNOLOGY
Advanced Statistics
students' included two
engagement classes (118
students), selected randomly
from the learning skills
department
5 Blended Learning Cluster 238 Cluster Sampling was used
Effectiveness: The Sampling respondents in this article to select
Relationship between learners to participate in the
Student Characteristics, study. The researchers
Design Features and grouped the university's
Outcomes population into three schools
and one directorate.

References:

1. Kumar, J.A. Educational chatbots for project-based learning: investigating learning

outcomes for a team-based design course. Int J Educ Technol High Educ 18, 65
(2021). https://doi.org/10.1186/s41239-021-00302-w

2. Karalar, H., Kapucu, C. & Gürüler, H. Predicting students at risk of academic failure
using ensemble model during pandemic in a distance learning system. Int J Educ
Technol High Educ 18, 63 (2021). https://doi.org/10.1186/s41239-021-00300-y

3. Arruabarrena, R., Sánchez, A., Domínguez, C. et al. A novel taxonomy of student-

generated video styles. Int J Educ Technol High Educ 18, 68 (2021).
https://doi.org/10.1186/s41239-021-00295-6

4. El-Sabagh, H.A. Adaptive e-learning environment based on learning styles and its
impact on development students' engagement. Int J Educ Technol High Educ 18,
53 (2021). https://doi.org/10.1186/s41239-021-00289-4

5. Kintu, M. J. (2017, February 6). Blended learning effectiveness: the relationship

between student characteristics, design features and outcomes - International
Journal of Educational Technology in Higher Education. SpringerOpen.
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-
017-0043-4?
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