Practical Research 1

Quarter 2 – Module 2:
Sampling Techniques in
Qualitative Research
Practical Research 1 – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 2: Sampling Technique in Qualitative Research
First Edition, 2020

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Practical Research 1
Quarter 2 – Module 2:
Sampling Techniques in
Qualitative Research
Introductory Message
For the facilitator:

Welcome to the Practical Research 1 – Grade 11 Alternative Delivery Mode

(ADM) Module on Sampling Techniques in Qualitative 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 1 – Grade 11 Alternative Delivery Mode

(ADM) Module on Sampling Techniques in Qualitative Research!

The hand is one of the most symbolized part 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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in 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 instruction 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

iv

3
 What I Need to Know

This module is designed to let the students be familiarized on the different

sampling techniques in qualitative research. Furthermore, they be able to
determine when and what is the appropriate sampling techniques to be used in a
study.

At the end of the module, it is expected that students will imbibe the following
competencies:

1. chooses appropriate qualitative research design (CS_RS11- IVa-c-1)

2.

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 What I Know

Write T if the statement is true but write F if the statement is false.

1. ______ Convenience sampling is a purposeful sampling that identifies participants

through particular criteria based from the needs of the study.
2. ______ Sampling technique is a type of non-probability sampling wherein the sample
is taken from a group or people who are easy to contract or to reach.
3. ______ Snowball sampling is a non-probability sampling known as judgmental,
selective, or subjective sampling.
4. ______ Probability sampling is any method of sampling that uses different forms of
random selection.
5. ______ Criterion sampling is a purposive sampling wherein the researcher identifies
only one (1) or two (2) participants and the rest are recruited through the referrals of
the previous participants.
6. ______ Non-probability relies on the subjective judgement of the research.
7. ______ Critical case sampling refers to the process of selecting a representative group
from the population being studied.
8. ______ Criterion sampling is a purposive sampling wherein the researcher
deliberately chooses participants based on their capability in providing the necessary
data for the research.
9. ______ In purposive sampling, researcher relies on his/ her own judgement when
choosing participants through predetermined standards.
10. ______ Sampling technique is the process by which samples will be selected.
This can be probability or non-probability sampling technique.

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 Lesson
Common Non-Probability
1 Sampling Techniques

Choosing the right participants in conducting research is an important

element of research. On this part, the researcher is subjectively given chance to
choose their right participants in an objective manner. It is subjective because the
researcher out of careful examination of the context of will choose the the
participants of the study. It is an objective because it will not only be decided out of
intuition or opinion alone but also based on the sampling techniques prescribed by
the research design or popular practice of some experts. We call this process as
sampling techniques.

The word sampling refers to the process of selecting a representative group

from the population being studied (Taherdoost, 2018). The selected individual/s
who will serve as main source of the data or who will take part in the study is
called sample (Mujere, 2016). On the other hand, technique is the manner or way
the samples will be taken. Therefore, sampling technique is the process by which
samples will be selected (Lopez & Whitehead, 2013). This can be probability or non-
probability sampling technique. Probability sampling is any method of sampling
that uses different forms of random selection. On the other hand, non-probability
relies on the subjective judgement of the research.

Quantitative and qualitative research method use sampling technique.

Commonly, quantitative research utilized probability sampling. You will discuss
this in your Statistics class. On the other hand, qualitative research employs non-
probability sampling (Elmusharaf, Farrokhi, & Mahmoudi-Hamidabad, 2012). On
this lesson you will learn the two (2) common non-probability sampling techniques
in qualitative research.

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 What’s In

Identify what is the best research design for the following research titles. Write A
for phenomenological study, B for ethnography, C for grounded theory and D for
case study.

1. ______ Lived experience of the grade 11 students whose parent is a Person

With Disabilities (PWD)

2. ______ Case study of the single mother with young adult sibling

3. ______ Practices of the Magbikin Aeta on circumcision: Ethnographic study

4. ______ Lived experiences of novice teachers on classroom management

5. ______ Exploring on the challenges of seasoned teachers on classroom

bullying
6. ______ Case Study: Perception of young female students on courting

7. ______ Lived experiences of research teachers on helping students with

writing difficulties

8. ______ A phenomenological study on familyhood of young couples

9. ______ Case study of the impact of online games to behavior of the students

10.______ Lived experience of the students whose family is under quarantine

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 Notes to the Teacher
This module prepares the students to appreciate research through
its connection to the experience of the students and importance of
research to humanity.

What’s New

Do you know how many participants will be on your research? Is the number
enough to provide essential information? Like Bok and Nonoy, you need to decide.
You need to decide how many will participate on your research. This topic talks
about common non-probability sampling techniques. This will help you decide how
many participants will be on your research.

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 What is It

There are many non-probability samplings utilized in different qualitative

researches by experts. However, the right choice of sampling is subjectively
depending on the decision of the research based on requirements of his/her
research. In coming up with appropriate sampling technique to be carried out in
the research, he/ she has to carefully examine the parameters of the research. This
would tell the researcher what is the appropriate non-probability sampling to be
used.

These are the two (2) common non-probability sampling used in qualitative
research:

1. Convenience Sampling. This sampling technique is a type of non-probability

sampling wherein the sample is taken from a group or people who are easy to
contract or to reach (Etikan, 2016).

Example 1

You are conducting research about the lived experience of the grade 11 student
who suffered from Covid 19. You need at least four (4) participants. It so happened
that your brother and three (3) of your neighbors are hospitalized for a month
because of it. Using convenience sampling, you can choose your brother and your
three (3) neighbors as participants of the study.

Application for Example 1

Lived Experience of grade 11 Covid 19 patients

You only cousin neighbors

know these…

You can write it like this:

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 This research employs a non-probability sampling to determine the
participants of the study. Using connivence sampling, four (4) participants
are chosen. According to Patton (1990), this sampling is used wherein they
are chosen because they are convenient sources of data. The participants
are represented by Covid 19 patient 1, 2, 3, and 4 respectively.

Example 2

You are conducting a case study about the challenges of working senior high
school students in your community. However, you know only few of them. It so
happened that you have two (2) cousins who are in grade 11 and working as a crew
in a food chain in your community. Using convenience sampling, you can choose
them as your participants of your research.

Application for example 2

Challenges of grade 12 working student in a rural community

Local Food Chain

cousin 2

You only
know these… Part time crew cousin 1

You can write it like this:

This research employs a non-probability sampling to determine the

participants of the study. Using connivence sampling, two (2) participants
are chosen. According to Patton (1990), this sampling is used wherein they
are chosen because they are convenient sources of data. The participants
are represented by crew 1 and crew 2 respectively.

2. Purposeful or Purposive Sampling. It is a non-probability sampling known as

judgmental, selective, or subjective sampling (Patton, 1990). On this sampling,
researcher relies on his/ her own judgement when choosing participants
through predetermined standards. Some of its examples are criterion, critical
case, and snowball sampling.
2.1. Criterion Sampling. It is a purposeful sampling that identifies
participants through particular criteria based from the needs of the study

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 (Suri, 2011). It can be based on profile experience, or the concern of the
research.
Example 1:
Suppose you are conducting research about the perception of the elders of the
Magbukon tribe in Duale, Limay about education. You can use criterion sampling
by setting criteria in choosing your participants. The criteria can be 1) your
participants have to be a recognized elder of the tribe and 2) the participants have
to be an elder in Magbukon community in Duale, Limay. After satisfying those
criteria, they can be chosen as participants of the study.

Application for example 1

Ethnographic study tribal perception on education of the

Magbukon tribe in Bataan

Criteria
1. Recognized
Elder
2. Belong to the
Magbukon tribe
You will choose of Limay
participants
according your set
criteria 15 participants

Application for example 1

You can write it like this:

This research employs a non-probability sampling to determine the

participants of the study. Using criterion sampling, fifteen (15) participants
are chosen. According to Patton (1990), this sampling is used wherein
criteria is set to determine the possible participants of the study. The first
criterion is that the participant has to be a recognized elder of a village
regardless of sex. Second criterion is that he or she belongs to the
Magbukon tribe from the municipality of Limay. They are represented by
elder 1 to elder 15 respectively.

Example 2

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Suppose you are conducting a grounded theory on leadership framework of grade
11 class presidents in your school. You can use criterion sampling by setting
criteria in choosing your participants. The criteria can be 1) participants have to be
grade 11 student, 2) they have to be the class president, and 3) they need to be an
enrolled student at your school. After satisfying those criteria, they can be chosen
as participants of the study.

Application example 2

Leadership Framework of top performing grade 11 class

presidents of a school: Grounded theory

Criteria

1. Class president
2. Recognized
effective class
You will choose president 30 participants
participants
according your set
criteria

You can write it like this:

This research employs a non-probability sampling to determine the

participants of the study. Using criterion sampling, thirty (30) participants
are chosen. According to Patton (1990), this sampling is used wherein
criteria is set to determine the possible participants of the study. The first
criterion is that the participant has to be the class president regardless of
sex, section and grade level. Second criterion is that he or she is a
recognized effective class president. They are represented by class
president 1 to class president 30 respectively.

2.2. Critical Case Sampling. It is a purposive sampling wherein the

researcher deliberately chooses participants based on their capability in
providing the necessary data for the research (Coyne, 1997).
Example 1
Suppose you are conducting a case study about the emotional satisfaction of
Mobile Legends to the senior high school students of a school. You can use critical
case sampling by deliberately choosing your brother, and cousin who you know as
online gamers specifically, Mobile Legend.

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Application for example 1

Emotional Satisfaction of Mobile Legend to the senior high

school students

Have the Online Gamer

Knowledge Mobile legend
and
Experience
You know about Mobile
who can give Legend
information

brother cousin

You can write it like this:

This research employs a non-probability sampling to determine the

participants of the study. Using critical case sampling, two (2) participants
are chosen. On this sampling technique, possible participants are chosen
based on their knowledge of the research topic (Patton,1990).

Example 2

Suppose you are conducting a phenomenological study on the experience of

married male teachers on implementing discipline in the classroom. It so happened
that you know male teachers in your school. Using critical case sampling, you can
choose teachers as your participants.
Application for example 2

Lived Experience of the married male teachers on classroom

discipline in a senior high school

Male Teachers
Have the
Knowledge on
the topic
You know
who can give
information 6 Married Male Teachers

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 You can write it like this:

This research employs a non-probability sampling to determine the

participants of the study. Using critical case sampling, six (6) participants
are chosen. On this sampling technique, possible participants are chosen
based on their knowledge of the research topic (Patton,1990). These are
married teachers who are teaching in a school. They are represented by
male teacher 1 to male teacher 6.

2.3. Snowball Sampling or Chain Sampling. It is a purposive sampling

wherein the research identify only one (1) or two (2) participants and the rest
are recruited through the referrals of the previous participants (Patton,
1990).

Example 1

Suppose you are conducting an ethnographic study on entrepreneurial philosophy

of a Muslim entrepreneurs in your town. It so happened that you only know one –
the father of your best friend. Using snowball sampling, you can ask the father of
your best friend to refer you to other Muslim entrepreneurs that he knows.

Application for example 1

Entrepreneurial philosophy of a Muslim businessman in a

town

referral 1
referral 2
You only know Father of your
one. friend who is a
businessman

referral 3
Six (6) Participants

You can write it like this:

This research employs a non-probability sampling to determine the

participants of the study. Using snow ball sampling, six (6) participants are
chosen. On this sampling technique, participants are chosen by means of
referral (Patton,1990). Thus, a participant is asked to provide list of other
Muslim entrepreneur who can be part 11 of the study.
Example 2

Suppose you are conducting a phenomenological study on the struggles of a single

parent living in a rural area. It so happened that you only know one – your sister.
Using snowball sampling, you can ask your sister if she know anybody who has the
same situation as she did.

Application for example 1

Lived Experience on parenthood challenges of the single

parent of a rural barangay

referral 1
You only know Your sister
one.
referral 2

referral 3 Five (5) Participants

You can write it like this:

This research employs a non-probability sampling to determine the
participants of the study. Using snow ball sampling, five (5) participants
are chosen. On this sampling technique, participants are chosen by means
of referral (Patton,1990). Thus, a participant is asked to provide list of other
Muslim entrepreneur who can be part of the study. They are represented by
mother 1 to mother 5

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 What’s More

Choose the best sampling technique on the following research scenario. Write A for
convenience sampling, B for criterion sampling, C for critical case and D for
snowball sampling.

1. ______You are conducting a case study research. Your participants are the
married senior high school students and you have set some criteria on
selecting your participants, what sampling technique you are going to use?
2. ______You are conducting a phenomenological study about the lived
experiences of the senior high school students involved in church activities
but you only know one. What sampling technique you are going to use?
3. ______You are conducting a grounded theory research and because it is
impossible to go to other barangay, you resulted to choose participants you
know. What sampling technique you are using?
4. ______You are conducting an ethnographical study and you choose only
participants who can provide necessary data to your study, what sampling
technique you are using?
5. ______You are conducting a phenomenological research and you ask your
participants to recommend who else can participate to your study, what
sampling technique you are using?

What I Have Learned

On this lesson you have learned about the two (2) common non-probability
sampling. These are connivence sampling and purposive sampling. Convenience
sampling is used wherein the sample is taken from a group or people who are easy
to contract or to reach. On the other hand, purposive sampling relies on his/ her
own judgement when choosing participants through predetermined standards.
Under purposive sampling are criterion, critical case, and snowball sampling.

13
Criterion sampling identifies participants through particular criteria based from the
needs of the study. Likewise, critical case sampling chooses participants based on
their capability in providing the necessary data for the research. On the other
hand, snowball sampling identifies participants through the referrals of the
previous participants.

What I Can Do

Identify what is a possible sampling technique (connivence, criterion, critical case,

snowball sampling) to be used on the following research scenario then explain why
it is the suited sampling technique.

1. You are conducting a phenomenological study about the challenges of students

who are currently enrolled in Shield Metal Arc strand and you only know three (3)
student who is currently taking it. What will be the suitable sampling technique to
be used? Why?

__________________________________________________________________________________
__________________________________________________________________________________

2. You are conducting a case study about young entrepreneurs of your school. You
need to have six (6) participants and there are criteria that your population need to
comply before they are chosen to be part of the study. What will be the suitable
sampling technique to be used? Why?

__________________________________________________________________________________
__________________________________________________________________________________

Assessment

Identify what is a possible sampling technique (convenience, criterion, critical case,

snowball sampling) to be used on the following research scenario then explain why
it is the suited sampling technique.

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1. You are conducting a case study about the challenges of students who are
currently enrolled in Alternative Learning System (ALS) and you only know one (1)
student who is currently taking it. What will be the suitable sampling technique to
be used? Why?

__________________________________________________________________________________
__________________________________________________________________________________

2. You are conducting a case study about the bullying inside the classroom. You
need to have six (6) participants and there are criteria that your population need to
comply before they are chosen to be part of the study. What will be the suitable
sampling technique to be used? Why?

__________________________________________________________________________________
__________________________________________________________________________________

3. You need to have at least thirty (30) participants in your ethnographic study
about the perception of the teenager Badjao about education. You are reminded by
the teacher-adviser to choose only those who can provide you information about
your research concern. What will be the suitable sampling technique to be used?
Why?

__________________________________________________________________________________
__________________________________________________________________________________

4. You are conducting a phenomenological study about the challenges of new

teachers in implementing discipline inside the classroom. You need to have at least
three (3) participants. Your triplet sisters are newly hired teachers in the
Department of Education. What will be the suitable sampling technique to be used?
Why?

__________________________________________________________________________________
__________________________________________________________________________________

5. You are conducting a case study about senior high school students who are
employed as construction worker during summer. Your brother who is grade 12
student is working as construction worker every summer and he has three (3)
classmates who are doing the same. What will be the suitable sampling technique
to be used? Why?

__________________________________________________________________________________
__________________________________________________________________________________

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 Additional Activities

Write True if the statement is true but if the statement is false, underline the words
that made it wrong.

1. _________ Snowball sampling technique is a type of non-probability sampling

wherein the sample is taken from a group or people who are easy to contract
or to reach.
2. _________ In convenience sampling, the researcher relies on his/ her own
judgement when choosing participants through predetermined standards.
3. _________ Purposive sampling is a purposeful sampling that identifies
participants through particular criteria based from the needs of the study.
4. _________ Critical case sampling is a purposive sampling wherein the
researcher deliberately chooses participants based on their capability in
providing the necessary data for the research.
5. _________ Criterion sampling is a purposive sampling wherein the research
identifies only one (1) or two (2) participants and the rest are recruited
through the referrals of the previous participants.

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Answer Key

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References
Coyne, I. T. (1997). Sampling in qualitative research. Purposeful and theoretical
sampling: Merging or clear boundaries? Journal of Advanced Nursing, 26(3),
623–630. https://doi.org/10.1046/j.1365-2648.1997.t01-25-00999.x
Elmusharaf, K., Farrokhi, F., & Mahmoudi-Hamidabad, A. (2012). Qualitative
sampling techniques. Theory and Practice in Language Studies, 2(4), 784–792.
Retrieved from
http://www.academypublication.com/issues/past/tpls/vol02/04/20.pdf
Etikan, I. (2016). Comparison of convenience sampling and purposive sampling.
American Journal of Theoretical and Applied Statistics, 5(1), 1.
https://doi.org/10.11648/j.ajtas.20160501.11
Lopez, V., & Whitehead, D. (2013). Sampling data and data collection in qualitative
research. ResearchGate. Retrieved from
https://www.researchgate.net/publication/255950308
Mujere, N. (2016). Sampling in research. ResearchGate.
https://doi.org/10.4018/978-1-5225-0007-0.ch006
Patton, M. (1990). Qualitive evolution and research methos. In Sage.
Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative
Research Journal. https://doi.org/10.3316/QRJ1102063
Taherdoost, H. (2018). Sampling methods in research methodology: How to choose
a sampling technique for research. SSRN Electronic Journal.
https://doi.org/10.2139/ssrn.3205035

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Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
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Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102