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POPULATION AND SAMPLING TECHNIQUES

Because the study populations was big, sampling was used to come up with a small

size which was representative of the study population. The study employed stratified,

purposeful and convenient sampling strategies. Stratified sampling was used to identify

the stratum in the population. The researcher identified students, lecturers and

administrators as the relevant stratum and their actual representation in the 143

population. Sufficient number of the subject from each 105 respondents was then

selected. Stratified sampling ensured equal representation in an event where one or

more strata in the population had a low incidence relative to the other strata.

Ashley Crossman (2019) states that a stratified sample is one that ensures that

subgroups ’strata’ of a given population are each adequetly represented within the

whole sample population of a research study.

For example: One might devide a sample of adults into subgroups by age, like 18-29,

30-39, 40-49, 50-59, and 60 and above. To stratify this sample, the researcher would

then randomply select proportional amount of people from each age group. This is an

effective sampling technique for studying how a trend or issue might differ across

subgroups.

RESPONDENTS OF THE STUDY

The respondents for this study were comprised to selected students or 73% of total

population of selected students in Santa Cruz Integrated National High School, Santa

Cruz, Laguna.
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RESEARCH PROCEDURE

The researcher prepared a one set of questionnaire checked by the thesis adviser

followed by a letter of approval addressed to the Head of the said school so the

researcher was permitted to conduct a study in Santa Cruz Integrated National High

School, Sta. Cruz, Laguna. Before a letter of approval was personally delivered, a

notation by the adviser of selected students was made. As permission was granted,

the questionnaires were distributed personally by the researcher so as to answer

questions by the respondents.

RESEARCH INSTRUMENT

There is only one set of questionnaires issued to the selected students at Santa

Cruz Integrated National High School to answer the basic questions raised in this study.

To minimize guess work and to obtain more reliable responses from the subjects,

five-checklist type of questions was utilized.

The first draft of the instrument was submitted to the thesis adviser for

judgmental validation. The improved draft was then tried out to five respondents who

were not directly involved in this study. The result of this dry-run was 100 percent

responses which confirmed the validity and reliability of the major instrument for data

gathering.
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STATISTICAL STATEMENT

This study used the following statistical tools:

Percentage - This was used to describe the population of the study and to describe the

respondents in terms of personal profile to determine the frequency of responses to a

given indicator.

Weighted Average Mean - This was used also to determine the weighted mean of this

was also use to determine the central tendency of the respondents’ perception. To

obtain the weighted mean, the sum of the measures for each group was computed and

then added before dividing the sum by the total number of cases.

Standard deviation - was used to measure the variability of the group’s respondents.

T-Test - was used to test the effects between the independent reading skills of the

pupils and their academic performance.

FORMULA:

n
N= 2
1+n ( 0.05 )

Population: 143 students Respondent: 105 students

143
Solution: 143= 2
1+143(0.05)

143
143=
1+ 143(0.0025)
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143
143=
1+0.3575

143
143=
1.3575

143= 105.34069982 or

105 Respondents

STATISTICAL TREATMENT OF DATA

In this study, mean was used in determining the response of the respondents for

particular factors like the quality characteristics namely: taste, scent, texture, and

finished product.

Perception on the level of acceptability of the respondents were described and

reported using liker scale with the following descriptive equivalent:

Interpretation:

4.51-5.0 Highly Acceptable

3.51-4.50 Acceptable

2.51-3.50 Moderately Acceptable

1.51-2.50 Less Acceptable

1.0-1.50 Not All Acceptable

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