PRACTICAL RESEARCH 1

2nd QUARTER
Module 2 11
Sampling Procedures and Their
Types

Most Essential Learning Competency

 Describes sampling procedure and sample (CS_RS11-IVa-c-2)

To the Learners

Before starting the module, I want you to set aside the things that are
not needed and can disturb you in this lesson. Read and understand the
simple instructions below so that you will be able to meet the objectives.
Enjoy and have fun.

1. Follow carefully all the contents and instructions indicated in every

pages of this module.
2. Note down all the important concepts about the topic.
3. Perform all the activities in the module.
4. Let your parents/guardian assess your answers using the answer key
card.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

The Writer
 Expectations
LESSON 2. Sampling Procedures and its Types

The researcher needs a sample that is appropriate to the research

question and to the theoretical aims of the study, and that provides an
adequate amount of data to fully analyze the topic and answer the research
questions. In this lesson, you will describe a sample and the different sampling
procedures.

Specifically, this module will help you to:

1. identify the two (2) categories of sampling;

2. distinguished the right sampling procedures to be used in every research
problem or topic; and
3. value the importance of choosing the right sampling procedures in
conducting a research.

Pre-Test
MATCHING TYPE

Directions: Match the terms in column A with the correct description on

column B. Write the letter of the correct answer on the blank provided before
the number.

Column A Column B

_____ 1. Convenience sampling A. The sample is the nth

member of the participant.

_____2. Quota sampling B. The sample is used by

researcher to measure the
age distribution of persons
residing in a given locality.

_____3. Judgmental sampling C. The researcher has set the

criteria of how the sample is
chosen.

_____4. Purposive sampling D. The sample are the

potential users of a new
recreational facility that is

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 limited to those persons who
live within the vicinity.

_____5. Cluster sampling E. The sample is subdivided

into classes or categories.

F. The sample participants

include people on the street.

Looking Back
A. Directions: Arrange the jumbled words and write your answers on the

space provided.

1. LOYGONMEONPHE ______________________________
2. NORGYHPAETH _________________________________
B. Directions: Read and understand each item. Write your answer on the
space provided before the number. Explain your choice in a complete
sentence in another sheet of paper.

_____3. If a researcher aims to investigate the lived experiences of a political

detainee or an illegal immigrant, as well as the significant remarks of the
research participant, which of the following quantitative design will mostly
choose:

A. Case Study C. Historical Study

B. Discourse Analysis D. Phenomenology

_____4. If a researcher would like to study the way of life of the Mangyans, their
folkways and mores, which of the following designs s/he use?

A. Case Study C. Historical Research

B. Ethnography D. Grounded Theory

_____5. Which of these is not a topic of interest in a qualitative research?

A. Aspects of Human Behavior C. Scientific findings and

Discoveries
B. Human Situations D. Social Phenomenon

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 Brief Introduction
Qualitative researchers focus on how the sample or small collection of
cases, units, or activities illuminates key features of social life. The purpose of
sampling is to collect cases, events, or actions that clarify and deepen
understanding.

Sampling methodologies or procedures can be classified under two (2)

general categories: probability sampling and non-probability sampling. A
probability sampling is mostly used in quantitative research and non-
probability sampling is used in qualitative research (Prieto et.al, 2017).

NON-PROBABILITY SAMPLING

According to Prieto et.al (2017), the three common types of non-

probability samples are convenience sampling, quota sampling and judgmental
sampling. These are mostly used in qualitative research.

A. Convenience Sampling

Convenience sampling involves choosing respondents at the convenience

of the researcher. Examples of convenience samples includes people-in-the-
street interviews; the sampling of people to which the researcher has easy
access/such as a class of students; and studies that use people who have
volunteered to be questioned as a result of an advertisement or another type of
promotion.

Snowballing or friendship pyramiding are parts of convenience sampling.

This kind of sampling is based on an analogy of a snowball, which begins with
small but becomes larger as it is rolled on wet snow and picks up additional
snow. This is a multistage technique, it begins with one or a few people or
cases and spread out on the basis of links to the initial cases. The sample is
built up through the linkages.

B. Quota Sampling

This type samples a population that has been subdivided into classes or
categories. It differs from stratified and cluster sampling in that the classes in
both are mutually exclusive and are isolated prior to sampling. Thus, the
probability of being selected is known, and members of the population selected
to be sampled are not arbitrarily disqualified from being included in the result.

An example of a quota sampling would be a survey in which the

researcher desires to obtain a certain number of respondents from various
income categories.
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C. Judgmental Sampling
In this kind of sampling, the researcher uses his/her own “expert”
judgment. An example of this type would be a study of potential users of a new
recreational facility that is limited to those persons who live within the vicinity.
The process of selecting a sample involves the researchers carefully picking and
choosing each individual to be a part of the sample. The researcher’s knowledge
is primary in sampling process as the members of the sample are not randomly
chosen.

PROBABILITY SAMPLING

In addition, Prieto et.al (2017) stated the four (4) basic types of
probability sampling mostly used in quantitative research are:

A. Simple Random Sampling

B. Stratified Random Sampling
C. Cluster Sampling
D. Systematic Sampling, and
E. Purposive Sampling
A. Simple Random Sampling
In conducting this kind of sampling procedure, the researcher must have
the list of all members of the population of interest. From the list, the sample is
drawn so that each person has an equal chance of being drawn. To avoid
researcher’s bias, a computerized sampling programs or random number tables
may be used. Reducing bias enables the researcher to estimate sampling error
derived through statistical calculations.
B. Stratified Random Sampling
This involves categorizing the members of the population into mutually
exclusive and collectively exhaustive groups. An example would be determining
the average income earned by vendors in a city. To obtain more precise
estimates, the researcher may stratify the samples by barangays.
C. Cluster Sampling
The groups are defined in order to maintain the heterogeneity of the
population. Clusters are representative samples of the population as a whole.
After the clusters are established, a simple random sample of the clusters is
drawn and the members of the chosen clusters are sampled. A cluster sample
might be used by the researcher attempting to measure the age distribution of
persons residing in a given locality.
D. Systematic Sampling
The researcher selects every nth members after randomly selecting the
first, through nth element as starting point. For example, if the researcher
decides to sample every 20th member of the population, a 5 % sample, the
starting point of the sample is randomly selected the first 20 members of the

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sampling frame. This kind of sampling may spread the members selected for
measurement more evenly across the entire population. For example, a survey
of tourists entering a top tourist destination in a country could be conducted by
sampling every 10th visitor.

Other Kinds of Sampling

1. Criterion Sampling – selection is based on specific characteristics. For

example, students who have dyslexia or those who are left-handed.
2. Homogeneous Sampling - selection of the participants who have similar
experiences, attitudes or outlook. For example, working students,
children of OFW’s, commercial models, student leaders, scholars or
grantees, Pokemon enthusiasts, and others.
3. Maximum Variation Sampling – the objective of the selection is to attain
more in-depth views from a big number of participants. In this type of
sampling, common themes or patterns are more palpable. For example, a
researcher is investigating why people don’t complete their prescribed
course and thinks that socioeconomic class may be a reason. They survey
one rich community and one poor community (Glen, 2016).
4. Intensity Sampling – the objective of the selection is to sample the same
characteristics repetitively. This is particularly useful in the
phenomenological research design.
5. Deviant Case Sampling – a researcher uses deviant case sampling (also
called extreme case sampling) when he or she seeks cases that differ from
the dominant pattern or from the predominant characteristics of other
cases. For example, a researcher is interested in studying high school
dropouts. Previous research suggested that the majority of dropouts come
from families who have low income, single parent or unstable,
geographically mobile, and racial minorities. The family environment is
one in which parents and/or siblings have low educations or are
themselves dropouts (Neuman, 2007).
E. Purposive Sampling

The primary factor in qualitative data collection is purposive sampling

which can be done while in the process of collecting data or while doing the
interpretation or data analysis. Depending upon the research design used,
sample can be big or small. Aside from the size of the sample, it is important
that the researcher has set criteria of how research participants are chosen –
age, sex, socio-economic status, specific attributes or experience, etc.

Neuman (2007) emphasize that purposive sampling is appropriate in

three (3) situations: 1.) A researcher uses it to select unique cases that are
especially informative. For example, a researcher wants to use content analysis

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to study magazines to find cultural themes. He or she selects specific popular
women’s magazines to study because it is trend setting.

2.) A researcher selects members of a difficult-to reach specialized

population. For example, the researcher wants to study prostitutes. It is
impossible to list all prostitutes and sample randomly from the list. Instead, he
or she uses subjective information and experts to identify a sample of
prostitutes for inclusion in the research project.

3.) A researcher wants to identify particularly types of cases for in-depth

investigation. The purpose is to generalize to a larger population than it is to
gain a deeper understanding.

Activity 1
Directions: Summarize the sampling procedures discussed by creating a
GRAPHIC ORGANIZER. Use the space below.

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 Activity 2
Writing Exercises

Directions: Read and understand the following questions and write your
answers in 3 to 5 sentences.

1. How does purposive sampling differ from random sampling?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What is the difference between the probability sampling from non-
probability sampling?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Express in your own words the meaning of convenience sampling.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Activity 3
Directions: Think of 2 simple researches that you want to conduct in the
future and choose the appropriate sampling techniques for each. Explain why
you choose that particular sampling procedure. Write your answers on the table
provided.

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 Remember
In qualitative research, a sample is the smaller set of cases a researcher
selects from a large group and generalizes the population. Three things must be
clear to the researcher;

 How much data does he/she needs?

 How does he/she select the sample?
 How he/she will get participants if human participants are needed?

The primary goal of sampling is to get a representative sample, or a small

collection of units or cases from a much larger collection or population, such
that the researcher can study the smaller group and produce accurate
generalization about the larger groups (Neuman, 2007).

Check Your Understanding

Directions: Read and understand each item. Write and explain your answers
on another sheet of paper and attach it on this page.

1. As you choose samples for your study ABOUT THE PREFERRED

MODALITY IN DELIVERING THE LESSON, you include only people who
are available or willing to participate in the research.
2. As you choose samples for your study ABOUT THE SUCCESS OF THE
WORKING STUDENTS, you include only students whose parents are
working abroad.
3. As you choose samples for your study ABOUT THE EXPERIENCES OF
PERSON WITH DISABILITY, you decide to include persons who are blind.

Post Test

Directions: Match items in Column A with the correct description in Column B.

Write your answer provided before the number.

Column A Column B
_____ 1. Probability sampling A. It is mostly used in quantitative
research.
_____ 2. Simple Random Sampling B. The objective of the selection is
to sample the same
characteristics repetitively.

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_____3. Systematic sampling C. The sample is drawn so that
each person has the equal
chance of being drawn.
_____4. Intensity sampling D. It is mostly used in qualitative
research.
_____5. Non-probability sampling E. The researcher selects every nth
member after randomly selecting
the first.

Reflection

Directions: Write your reflective learning on Sampling Procedures and its Type
by answering the following questions.

1. The sampling procedures and its types guide me to…

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What have I learned in this lesson?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What other examples can I think of to explore more on the sampling
procedures and its types?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What learnings can I contribute to help my family, friends and
community?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What character traits have I developed upon learning this lesson?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. What is my conclusion in this lesson?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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