Senior High School

Practical Research 1
Quarter 4 – Module 22

SAMPLING PROCEDURE AND

SAMPLE
Practical Research 1 – Grade 11
Quarter 4 – Module 22: SAMPLING PROCEDURE AND SAMPLE
First Edition, 2020

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Practical Research 1
Quarter 4 – Module 22

SAMPLING PROCEDURE AND

SAMPLE
Introductory Message
For the facilitator:
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 at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
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 Let’s Try This before moving on to the
other activities.
3. Read the instructions 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
done.
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 it!

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 Information about this ADM learner’s material

I. Objectives: The learner demonstrates understanding of

Ia. Content Standards
Ib. Performance Standards
. Ic. Learning Competency
II. Content / Topic
the description of sample
The learner is able to describe qualitative
research designs, sample, and data collection
and analysis procedures
The learner describes sampling procedure
and sample
CS_RS11-IVa-c-2
Understanding Data and Ways to
Systematically Collect Data/ Sampling
Procedure and Sample

Good day! This module for Practical Research 1

will help you in describing sampling procedure and
sample. You have learned how to choose qualitative
research design appropriately, this time you will learn
the suitable number of samples and its sampling
techniques for a qualitative study.
After this lesson, you will learn and able to
describe the appropriate sampling procedure/ technique
and sample in your own research study.
For questions and clarifications, feel free to ask
your parents or contact your teacher.

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 At the end of this module, you should be able to:
1. describe sampling procedure and sample; and
2. determine the type of sampling procedure for a given
situation.

Introduction

The word sampling refers to the method or process of selecting

participants or people to participate in the discussion to yield data for a
research study. The chosen ones constitute the sample through which
you will derive facts and evidence to support the claims or conclusion
offered by your research problem. The bigger group from where you
choose the sample is called population (Paris, 2013).
The way in which we select a sample of individuals to be research
participants is critical. How we select participants will determine the
population to which we may generalize our research findings. The
procedure that we use for assigning participants to different treatment
conditions will determine whether bias exists in our treatment groups
(Baraceros, 2016).
If we do a poor job at the sampling stage of the research process,
the integrity of the entire project is at risk. If we are interested in the
effect of TV violence on children, which children are we going to
observe? Where do they come from? How many? How will they be
selected? These are important questions. Each of the sampling
techniques will be described in this module (Boyd, 2001).

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Making Words Meaningful
Instruction: Choose the letter of the word that corresponds in meaning
to the italicized word in the sentence.
1. A small sample slice is enough to determine the taste of the whole
cake.
a. target c. representative
b. whole d. clue
2. The online library offers a high degree of convenience to the
students.
a. marketability c. display
b. availability d. reward
3. If your trusted online seller does not sell phone accessories, ask
him for a referral.
a. popularize c. mark
b. represent d. recommendation
4. The physical bullying committed by the students is a purposive act.
a. intentional c. remember
b. compose d. keep
5. You need to meet your sales quota, or you'll be put on probation.
a. whole c. target
b. count d. total

With the keywords that you have discovered, I am

very sure that you can easily describe sampling

procedure/ technique and sample.

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Instruction
Guide Questions:
1. List down the italicized words in each of the items above.
_______________________________________________________
_______________________________________________________
_______________________________________________________
2. What is the use of these words in collecting information?
_______________________________________________________
_______________________________________________________
_______________________________________________________

Sampling Procedure and Sample

Types of Sampling Procedure/ Technique:

1. Convenience Sampling. Also known as accidental sampling.

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 This involves selecting people for your research who are available
(convenient) for study. It is clearly a not a random sample, as not all
people in the population have an equal chance of being selected. This
type of sampling technique is applicable if the researcher does not know
the location of the participants. He just collects the participants who are
available during the time of interview.

2. Snowball Sampling. Also known as chain referral sampling.

A core group of participants is initially sampled for the

research project. These participants are then asked to identify
others who might be eligible to participate. This is applicable if the
researcher does not know the profile of the participants due to
confidentiality reason.

3. Purposive Sampling. Also known as judgmental sampling.

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 It is the deliberate choice of respondents due to the qualities
the respondents possess. It is a non-random technique that does
not need underlying theories or a set number of participants. This
is applicable if the research study or issue is particular to a group
of individuals whore are already identified in the research problem.
4. Quota Sampling

Involves selecting research respondents based on their

membership in a particular subgroup or stratum, however, samples
from each stratus do not need to be random samples. This is
applicable when there is the large difference in the number
participants according to their group of strata.

POPULATION vs. SAMPLE

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Population – the universe of people to which the study could be
generalized.

Sample – finite number of participants selected from the population, that

is, a subset or part of the population.

Sampling – The process of selecting the sample or the study units from
a previously defined population.

How Big Should the Sample Be?

For the qualitative studies, different authors gave varying sample

requirement:
❑ Polkinghorne (1989) recommended sample of five (5) to twenty
five (25).
❑ Boyd (2001) suggests research saturation can typically be
attained with two (2) to ten (10) participants.
❑ Moustakas (1994) suggested at least six (6).
❑ Creswell (2007) recommends a qualitative study involves “long
interviews with up to 10 people”.

Sampling Inclusion and Exclusion Criteria

1. Whom do you want to include?

a. Who are your participants? What are their characteristics?
2. Whom do you want to exclude?
a. What are the limitations of your study?
For Example: The Study on the Plight of Indigenous Students
Inclusion:
❑ Senior High School IP students
❑ Females
❑ All ages

❑ District 1 only

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Exclusion:
❑ Junior High School IP students
❑ Males
❑ Districts 2 and 3

Wow! It is nice to know that you already have a good

understanding on the types of sampling procedure/

technique and sample. At this point, you will apply

the types of sampling procedure/ technique. Are you

ready to do the next activity?

Applying Learned Concepts

Instruction: Describe how each of the the type of sampling procedure/

technique will be performed.

Types of Sampling Description

Procedure/ Technique
Convenience

Snowball

Purposive

Quota

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 Congratulations for the great work! It seems

that you have now the skills in describing the

type of sampling procedure/ technique and

sample.

1. The following are the types of sampling procedure/ technique in

qualitative research:
a. Convenience
b. Snowball
c. Purposive
d. Quota
e. Sequential
2. Sample is a representative of the whole population.
3. There is no fix number of sample in qualitative research.

4. In choosing the appropriate type of sampling procedure/ technique,

the following must be considered:
a. Nature of the problem
b. Objective of the study
c. Nature of the participants

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Instruction: Provide what are asked in each item.
1. Recall the identified problem in Module No. 8
2. Describe the sampling procedure in your chosen problem.
3. Describe the number of samples and their characteristics in your
chosen problem.
4. Fill-in the Table below.
Item Description Reason
Identified Problem

Appropriate Sampling
Procedure

Number of Sample

Characteristics of
Samples

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Rubrics for Let’s Do This and Let’s Test Ourselves

Areas of Exceeds Meet Do not Meet

Assessment Expectations Expectations Expectations
Idea 5 3 1
(5 points) Very informative Somewhat Gives no new
and in original informative and information and
manner organized and in a ideas are vague or
consistent manner unclear
Organization 3 2 1
(3 points) Strong and well Organized at the No or lack of
organized at the beginning, middle organization at all
beginning, middle and end of the parts of the answer
and end of the answer
answer
Grammar Usage 2 1 0
and Mechanics No spelling, Few spelling and So many spelling,
(2 points) punctuation or punctuation errors, punctuation and
grammatical errors minor grammatical grammatical errors
errors that it interferes
with the meaning

Answer Key

Let’s Try This

1. C 4. A
2. B 5. C
3. D

References:

Baraceros, E.L. (2016). Practical Research 1. Manila, Philippines,

Philippines: Rex Bookstore.

Boyd, C.O. (2001). Qualitative method of research. In P.L. Munhall (Ed),

Nursing research: A Qualitative Perspective. Sudburry, MA: Jones
and Bartllett.

Creswell, J. W. (2007). Qualitative inquiry and research design:

Choosing among five approaches (2nd ed.). Thousand Oaks, CA:
Sage Publications, Inc.

Moustakas, C. (1994). Phenomenological research methods. Sage

Publications, Inc. Thousand Oaks, CA.
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Paris, R. (2013). Becoming qualitative researchers: An introduction (3rd
ed.). Pearson Education. Boston.

Polkinghorne (1989). Establishing Rigor in Qualitative Research. The

Decision Trail. Journal of Advanced Nursing, 19, 976-986.

For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: lrms.davaocity@deped.gov.ph

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