12

Week 1 | Day 1 to Day 4

Practical
Research 2
Quarter 2 – Module 1:
Quantitative Research
Design, Sampling Procedure
and Sample

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Practical Research 2 – Grade 12
Self-Learning Module (SLM)
Quarter 2 – Module 1: Quantitative Research Design, Sampling Procedure and Sample
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writer: Hazel Rose V. Corachea

Editor: Rowel Ll. Otero
Reviewer: Rowel Ll. Otero, Sherwin P. Uy, Alma E. Agulan, Niza B. Ponteras, Jean M.
Dizon, Ester R. Rodulfa, Alona Rose L. Jimenea
Illustrator: Alona Rose L. Jimenea
Layout Artist: GSCNHS SHS Research Department
Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent
Mario M. Bermudez, CESO VI – Asst. Schools Division Superintendent
Juliet F. Lastimosa, CID Chief
Sally A. Palomo, EPS - LRMS
Gregorio O. Ruales, EPS – ADM Coordinator
Luzviminda R. Loreno, EPS – SHS Coordinator

Printed in the Philippines by Department of Education – General Santos City

Office Address: Tiongson St., Lagao, General Santos City

Telefax: (083) 552-8909
E-mail Address: depedgensan@deped.gov.ph
 12

Week 1 | Day 1 to Day 4

Practical
Research 2
Quarter 2 – Module 1:
Quantitative Research
Design, Sampling Procedure
and Sample

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:

Welcome to the Practical Research 2 for Grade 12 Self-Learning Module (SLM) on

Quantitative Research Design, Sampling Procedure and Sample!

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 2 – Grade 12 Self-Learning Module (SLM) on

Quantitative Research Design, Sampling Procedure and Sample!

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 skill
into real life situations or concerns.

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 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 it!

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 What I Need to Know

We become researchers for different reasons. For some of us, it is a systematic

choice, often linked to higher-level study. Others somehow stumble into it to fulfill
the subject requirement or because it is the only way we can see forward with a
particular issue or problem. We all start with different levels of expertise, but one
thing is clear, and that is never as straightforward as it might appear at the start for
research writing needs planning and decision making.

All researchers make decisions about formulating the problem, selecting the
research design, choosing who and/or what to study, determining how to approach
participants, selecting a means to collect the data, choosing how to analyze the data,
interpreting and applying the analysis, and disseminating the findings. Thus, this
module will look into the process of selecting appropriate research design, choosing
who and what to study, and determining how to approach participants in more detail.

In this module, you will be able to:

• choose appropriate quantitative research design; and,
CS_RS12-IIa-c-1
• describes sampling procedure and sample.
CS_RS12-IIa-c-2

Specifically, you are expected to:

1. select appropriate quantitative research design;
2. describe the sampling technique and procedure used in various studies;
and,
3. plan for research design and sampling technique to be used in the study.

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 What I Know

Before we proceed to the lesson proper and activities provided in this module,
let us check first what you already know about the lesson to take.

Direction: Write the letter of your answer in the line provided before each number.

_____1. What is a research design?

a. A plan that describes how a research problem will be answered
b. A plan that describes what the variables will be
c. A plan that describes what the implications of the results will be
d. A plan that describes how to create a theory

_____ 2. In an event that the researcher wanted to know more about the cause and
effect relationship however the cause already exists and cannot be
manipulated, the type of research design appropriate for this is:
a. experimental c. correlational
b. developmental d. casual-comparative

_____ 3.What is the research design of the following study? A quantitative research
paper is entitled as “Philippines COVID -19 Number of Cases and its
Association with the Number of Deaths”
a. descriptive c. causal – comparative
b. correlational d. quasi – experimental

_____ 4. Convenience samples are:

a. those to which a researcher has the best access
c. those that are expected to produce the strongest results
d. based on a system of referrals
e. based on particular characteristics guiding the inclusion of
particular observations

_____ 5. Most similar system and most different system are examples of what type
of design?
a. quantitative c. observational
b. qualitative d. comparative

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 _____ 6. An experimental design is…?
a. A design in which the researcher can control the assignment of
values on an independent variable to test its effect on a dependent
variable
b. A design in which the researcher does not have control over
the assignment of values within an independent variable
c. A design in which the observations included in the study are
inherently similar to each other on a number of important
dimensions so that variation in an independent variable can be used
to explain variation in a dependent variable
d. A design in which the observations included in the study are very
different from one another, but manifest the same value on the
dependent variable under consideration

_____ 7. Probability samples are often considered superior to non-probability

samples because they:
a. use randomization that ensures that inferences between samples
and their population are as accurate as possible
b. have observations deliberately selected to match the research
population which makes it easier to generalize
c. have a larger amount of observations
d. have a smaller amount of observations

_____ 8. Teacher Hazel samples her class by selecting every third person on her
class list. Which type of sampling method is this?
a. simple random c. stratified
b. systematic d. cluster

_____ 9. Mr. Uy samples his class by selecting all students sitting at group 1 and
group 5 in his classroom. This sampling technique is called?
a. quota c. cluster
b. snowball d. purposive

_____ 10. Which uses descriptive research design?

a. A company that wants to evaluate the morale of its staff and its
association towards work productivity
b. A teacher who would like to determine the effect of differentiated
instruction in teaching Science
c. A specialty food group launching a new range of barbecue sauce
would like to understand what flavors of sauce are favored by
different sets of people
d. A school analyzed the NC II assessment performance of the
students and made a comparative analysis of the 3 – year
assessment performance

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 Lesson Quantitative Research
1 Design, Sampling Procedure
and Sample
Research design is needed
because it facilitates the smooth
sailing of the various research
operations, thereby making
research as efficient as possible
yielding maximal information
with minimal expenditure of
effort, time and money. It thus
has a significant impact on the
reliability of the results obtained and acts as a firm foundation for the entire
research. Quantitative research design relates to the design of a research project
which uses quantitative research methods. The design varies depending on the
method used.

In research design, population and sampling are two important terms.

Sampling yields significant research result. Therefore, it is essential to use the
most relevant and useful sampling technique to come up with a group to represent
the whole.

What’s In

In your previous lesson, you have learned to present literature review. So, let
us recall the key concepts you have studied in your previous module.

Activity 1: Memory Check

Directions: Read the following statements and check (/) the ones that state
about literature review presentation. Leave blank if it states
otherwise.

_________1. The literature review is a written overview of major writings and

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 other sources on a certain topic.
_________2. Sources covered in the review may include scholarly journal
articles, books, government reports, websites, and the like.
_________3. In reviewing the literature, you have to read and evaluate the
sources and to determine their suitability to the understanding
of topic at hand.
_________4. The major purpose of reviewing the literature is to critique what
has already been done that relates to your topic.
_________5. It is incumbent on you, as researcher, to know about the
contributions that others have made relative to your topic
because these previous works will provide framework for your
own work.

What’s New

With your learning journey in Quarter 1 - Module 8, you have understood

that a literature review assists in defining and limiting the scope of the topic, places
the research into a comprehensive context, guides the construction of operational
definitions, identifies potentially useful research methods and measurement
instruments, relates current research results to prior knowledge, and/or suggests
future research. Now, let us continue enriching your knowledge and skills in
research writing. Let us explore the quantitative research design, sampling
procedures and the sample.

Activity 2: 4 Pics 1 Word

Directions: In this game, you'll be shown 4 photos in a grid, all of which share a
word in common. Your goal is to figure out the common word based on
word length, which is provided to you, and a selection of possible letters.

1. R ___ ___ ___ A ___ ___ ___

___ E ___ ___ G ___

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 2. ___ ___ M ___ ___ ___ ___ G

What is It

What is your experience with research design and sampling methods? Have
you faced some challenges choosing your research design and sampling method?
The information below will help on that matter.

I. Quantitative Research Designs

Quantitative research design is aimed at discovering how many people think,

act or feel in a specific way. Quantitative projects involve large sample sizes,
concentrating on the quantity of responses, as opposed to gaining the more focused
or emotional insight that is the aim of qualitative research. The standard format in
quantitative research design is for each respondent to be asked the same
questions, which ensures that the entire data sample can be analyzed fairly. The
data is supplied in a numerical format, and can be analyzed in a quantifiable way
using statistical methods. Surveys can, however, be tailored to branch off if the
respondent answers in a certain way - for instance people who are satisfied or
dissatisfied with a service may be asked different questions subsequently.

The flowing are the quantitative research designs:

1. Descriptive Research Design. It seeks to describe the current status of

an identified variable. These research projects are designed to provide
systematic information about a phenomenon. The researcher does
not usually begin with a hypothesis, but is likely to develop one after
collecting data. The analysis and synthesis of the data provide the

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 test of the hypothesis. Systematic collection of information requires
careful selection of the units studied and careful measurement of
each variable.

• Leadership and Management Style of Business Managers among

Selected Fast Food Chains
EXAMPLES

• Environmental Practices of the Local Residents in Barangay

Lagao, General Santos City
• Level of Parents’ Awareness in the School Activities
• Extent in the Use of Online Sources for Teaching English in High
School

2. Developmental Research Design. This method is to investigate patterns

and sequences of growth and/or change as a function of time. Using
the development design, the researcher explores how characteristics
may change over time within a study group. Two types of development
designs include cross-sectional and longitudinal. In the cross-
sectional study, the researcher compares two different groups within
the same parameters. Whereas, the longitudinal study is commonly
used in child development research to better understand a
phenomena of particular age groups or to study a group over a
specific period of time (Leedy & Ormrod, 2001).
EXAMPLES

• Rate of Improvement in the Oral and Written Communication

Skills among Senior High School in Two Semesters
• Patterns of Change in the Number of Muchsarap Tea Customers
in the Last 10 Months

3. Correlational Research Design. It attempts to determine the

extent of a relationship between two or more variables using
statistical data. In this type of design, relationships between
and among a number of facts are sought and interpreted. This
type of research will recognize trends and patterns in data, but
it does not go so far in its analysis to prove causes for these
observed patterns. Cause and effect is not the basis of this
type of observational research. The data, relationships, and
distributions of variables are studied only. Leedy and Ormrod
(2001) felt that it is crucial to observe the extent to which a
researcher discovers statistical correlation between two
characteristics depending on some degree of how well those
characteristics have been calculated. Hence, validity and
reliability are important components that affect correlation

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 coefficients. Bold (2001) noted that the purpose of a
correlational study is to establish whether two or more
variables are related. Sometimes correlational research is
considered a type of descriptive research, and not as its own
type of research, as no variables are manipulated in the study.

• Relationship between Students’ Intelligence and Their Self-esteem

• STEM Students’ Entrance Examination Performance and Its
EXAMPLES

Relationship with their Academic Performance

• Types of Activities used in Teaching Mathematics and Their
Relationship towards Student’s Achievement
• Covariance of Smoking and Lung Disease among Adults
• Employees’ Fringe Benefits and Their Relationship towards Work
Productivity

4. Causal-Comparative Research Design. This attempts to establish

cause-effect relationships among the variables by observing some
existing consequences and searching back through the data for
plausible causal factors. Causal – comparative research is ‘ex post
facto” in nature, which means that the data are collected after all
events of interest have occurred. The researcher then takes one or
more effects (dependent variables) and examines the data by going
back through time, seeking out causes, relationships and their
meanings.

• Factors Characterizing Students having Excellent or Below Average

Grades in Major Subjects Using the Scholastic Records and
EXAMPLES

Demographic Profile
• Attributes of Effective Leaders based on Performance Evaluation
and Personal Files
• Online Learning Modality vs. Modular Learning Modality on
Learners’ Comprehension Skill

5. Experimental Research Design. It is often called true experimentation,

uses the scientific method to establish the cause-effect relationship
among a group of variables that make up a study. The true
experiment is often thought of as a laboratory study, but this is not
always the case; a laboratory setting has nothing to do with it. A
true experiment is any study where an effort is made to identify and
impose control over all other variables except one. An independent
variable is manipulated to determine the effects on the dependent
variables. Subjects are randomly assigned to experimental
treatments rather than identified in naturally occurring groups.

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 • Effect of Positive Reinforcement on Attitude toward School
• Effect of Teaching Using Collaborative Group Strategy on Students’
EXAMPLES

Achievement
• Effect of Support System on Children Scheduled for Surgery on the
Amount of Cooperation
• Internet Advertising: Its Effect towards Business Sales
• Long Term Ketogenic Diet: Its Effect on Weight
• Effect of Organic Matters on the Growth of Eggplant

6. Quasi - Experimental Research Design. These types of design

are very similar to true experiments, but with some key
differences. An independent variable is identified but not
manipulated by the experimenter, and effects of the
independent variable on the dependent variable are measured.
The researcher does not randomly assign groups and must use
ones that are naturally formed or pre-existing groups.
Identified control groups exposed to the treatment variable are
studied and compared to groups who are not. When analyses
and conclusions are made, determining causes must be done
carefully, as other variables, both known and unknown, could
still affect the outcome.

• Effectiveness of Work Immersion in Developing Marketable Skills

among Students
EXAMPLES

• Effect of Delinquency Social Problem on Students’ Academic

Performance
• Effect of Taking Multivitamins on a Students’ School Attendance
• Effectiveness of Differentiated Instruction and Inquiry - Based in
Teaching Organization and Management to ABM Students

Have you chosen a design for your study? What approach to the problem will
be taken? You have to remember that the decisions about choice of a research
design are further influenced by the research problem or issue being studied, the
personal experiences of the researcher, and the audience for whom the researcher
writes. The choice of the appropriate study design depends upon the way the
research question is stated.

It is important to note here that different study designs may be applicable

for the same research problem, but it is the way that the research question is
framed that determines which study design is most appropriate. It should also be
added that there are many grey areas in which researchers may differ in opinion
about the type of study design, but the important factors to consider include the
research question as well as the way the subjects were selected for the study.

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 II. Sampling Procedures and Sample

In research writing, it is very

important that the researcher knows to
explain how and where the population or
respondents are taken. Sampling
procedures are methods by which
researchers can derive a sample from the
population. Naturally, if the aim of a
certain study is to learn things about a
certain population, the optimum
methodology is to test all members of that
population. However, as a rule you simply
cannot do this, since it can be prohibitively time – consuming, expensive and
ultimately pointless.
Sampling is a process or technique of choosing a sub-group from a
population to participate in the study (Ogula, 2005). There are two major sampling
procedures in research. These include non – probability and probability sampling.

1. Non-probability Sampling. This is a sampling technique in which each

unit in a population does not have a specifiable probability of being
selected. In other words, nonprobability sampling does not select
their units from the population in a mathematically random way. As
a result, nonrandom samples typically produce samples that are not
representative of the population. This also means that are ability to
generalize from them is very limited.

Types of Non-probability Sampling Techniques

a. Haphazard, Accidental, or Convenience Sample. A sampling
procedure in which a researcher selects any cases in any manner
that is convenient to be included in the sample. Haphazard
sampling can produce ineffective, highly unrepresentative
samples and is not recommended. When a researcher
haphazardly selects cases that are convenient, he or she can
easily get a sample that seriously misrepresents the population.
Such samples are cheap and quick; however, the systematic
errors that easily occur make them worse than no sample at all.
b. Quota Sampling. It is an improvement over haphazard sampling. In
quota sampling, a researcher first identifies relevant categories of
people (e.g., male, female; under age of 30, over the age of 30),
then decides how many to get in each category. Thus, the number
of people in various categories of the sample is fixed.
c. Purposive or Judgmental Sample. It is an acceptable kind of
sampling for special situations. It uses the judgment of an expert

7
 in selecting cases or it selects cases with a specific purpose in
mind. Purposive sampling is used most often when a difficult-to-
reach population needs to be measured.
d. Snowball Sampling. It is also called network, chain referral, or
reputational sampling. It is a method for identifying and sampling
the cases in a network. It begins with one or a few people or cases
and spreads out on the basis of links to the initial cases.

2. Probability Sampling. A sampling technique in which each unit in a

population has a specifiable chance of being selected. The
motivation behind using probability sampling is to generate a
sample that is representative of the population in which it was
drawn. Random sampling does not guarantee that every random
sample perfectly represents the 23 population. Instead, it means
that most random samples will be closed to the population most of
the time, and that one can calculate the probability of a particular
sample being accurate.

Types of Probability Sampling Techniques

a. Simple Random. In simple random sampling, a researcher develops
an accurate sampling frame, selects elements from the sampling
frame according to a mathematically random procedure, and then
locates the exact element that was selected for inclusion in the
sample.
b. Systematic Sampling. Elements are randomly selected using a
sampling interval. The sampling interval (i.e., Kth is some
number) tells the researcher how to select elements from a
sampling frame by skipping elements in the frame before
selecting one for the sample. For example, a researcher would
have a list of 1,000 elements in her or his population. Let’s
assume the sample size is 100. In this case, the researcher would
select every 10th case. There are two tricks to this that must be
followed: first, the sample frame must have the elements ordered
in a random way and second; the starting point (the point at
which the first element is selected for inclusion into the sample)
must be determined randomly.
c. Stratified Sampling. In stratified random sampling, a researcher
first divides the population into subpopulations (strata: defined
as a characteristic of the population, for example, female and
male on the basis of supplementary information). After dividing
the population into strata, the researcher draws a random sample
from each 25 subpopulation. In general, it produces samples that
are more representative of the population than simple random
sampling if the stratum information is accurate.

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 d. Cluster Sampling. Cluster sampling addresses two problems:
researchers lack a good sampling frame for a geographically
dispersed population and the cost to reach a sampled element is
very high. Instead of using a single sampling frame, researchers
use a sampling design that involves multiple stages and clusters.
A cluster is a unit that contains final sampling elements but can
be treated temporarily as a sampling element itself. In other
words, the researcher randomly samples clusters, and then
randomly samples elements from within the selected clusters;
this has a big practical advantage. He or she can create a good
sampling frame of clusters, even if it is impossible to create one
for sampling elements. Once the researcher gets a sample of
clusters, creating a sampling frame for elements within each
cluster becomes more manageable.

What’s More

Eventually, you are ready to prove your understanding about the topic and this
can be realized by getting involved in the following activities.

Activity 3: What’s the Design?

Directions:
A. Research title is one of the considerations in choosing the research
design of the study. Choose an appropriate research design for the
following research titles.
______________________1. Strategic Management of Gadget Anchor Stores in
KCC Mall of Gensan
______________________2. Effect of a New Treatment Plan on Breast Cancer
______________________3. Electric vs. Gas Oven on the Quality of Baked
Products
______________________4. Senior High School Learners’ Aptitude Test and Their
Academic Performance in Calculus Subject
______________________5. Effect of Part-Time Employment on the Achievement
of High School Students

B. Read the following research study descriptions and determine

the appropriate research design to be utilized for each study.
______________________6. This study aims to determine the level of guardian’s
supervision and its relationship towards students’
academic performance. Specifically, this will seek to
answer the following questions: (1) What is the level

9
 of supervision of the students’ guardians in terms of
school activities; and, social interaction? (2) What is
the students’ academic performance in the first
semester of the SY 2019-2020? (3) Is there a
significant relationship between the level of
supervision of the students’ guardians in terms of
school activities and social interaction and their
academic performance?

______________________7. The purpose of this study is to determine the

influence of activity based learning on students’
achievement in comparison to passive learning and
detect students’ views towards activities. A pre-test
and post-test will be used in the research with a
sample of 24 male students from 12th grade.
They will divided into two groups, namely; control
and experimental group. The first group will have the
traditional learning and the second group will be
taught through activity based learning strategy.
After that, focus group interviews will be held
with 8 participants from experimental group to
gather qualitative data.

______________________8. This study intends to describe the level of customers’

satisfaction in the selected fast food chains in
General Santos City. Specifically, this will find
answer to the question “What is the level of
customers’ satisfaction in the selected fast chains in
General Santos City in terms of service, price, taste,
food value, and atmospheric quality?

______________________9. This study will be conducted to find out the

effectiveness of project-based learning (PBL) for
teaching English in high school. In this study, there
will be group of learners who will be randomly
selected and considered as subject for the study. The
group will be pre and post tested. The group will be
taught through project-based learning technique by
the researcher. After the treatment, a post test will
be conducted and difference of the mean academic
achievement score will be observed.

______________________10. This study primarily aims to determine the

relationship between intelligence and aging.
Specifically, this will examine whether 20-year-olds
become less intelligent with age over time. To this
end, a researcher will give an intelligence test to
individuals when they are 20 years old, again when

10
 they are 30 years old, and then again when they are
40 years old.

Activity 4: My Technique, My Procedure

Direction: Describe the procedures to follow for each sampling technique.

Sampling Techniques Procedures

1. Convenience Sampling

2. Quota Sampling

3. Snowball Sampling

4. Simple Random Sampling

5. Systematic Sampling

6. Stratified Sampling

11
 What I Have Learned

You are doing a great job! Now, do the activities below to check whether you
have learned the essential ideas about the topic discussed.

Activity 5: Points to Puzzle

Direction: Circle the clues found in the crossword puzzle and write them in
the box under the proper category.

S D E S C R I P T I V E W Z L

C O M S E F G A S W N O E A A

L L H E B N E I C O N I N N T

A C L U S T E R I P U O F W N

I N L G D A H P N E I C R E E

E X P E R I M E N T A L F A M

F O E P W N C V A G E D N R P

F B S H E E A L U F T O A T O

R Q O U T A E L S I I R S S L

D S R D B R F A I T R T E F E

P O U A R P U R P O S I V E V

H A N O S E S M N E S I F S E

A R C U M S T R A T I F I E D

Sampling Procedures/
Research Designs
Techniques

12
 What I Can Do

You have just learned about quantitate research design, sampling procedures
and sample, and that makes you ready for more learning activities.

Activity 6: Design and Sampling Lay - out

Direction: Describe the research design of the study, respondents, sampling

procedure, and the sampling used. Specific instructions are provided to
guide in coming up with a coherent write up. Do not write anything in
the shaded box.

Title of Proposed Study:

Research Design:

Sampling Technique:
Literature Support
Discussion Provide a literature support for your
discussion.
1. Give details of the chosen
research design.

2. Present the variables of the study.

3. State the reason(s) for choosing

the design.

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4. Cite the respondents of the study.
Identify what specific
characteristics that they possess
which qualify them to become
respondents.

5. What sampling method will you

use? Justify your decision for
choosing it.

6. Give a detailed description of the

steps when choosing the
respondents.

Assessment

Activity 7: Word Bank Power

Direction: Choose the appropriate research design and sampling

technique/procedure to be used for the following research studies.
Choose your answer form the Word Bank.

WORD BANK
Quota Causal - Comparative Descriptive Quasi-Experimental
Convenience Systematic Correlational Snowball
Purposive Experimental Stratified Simple Random

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______________________1. Niza plans to conduct a study that involves cosmetics.
She wanted to know the preference of cosmetic use among
adolescents, young adult, middle adult and the late adult
women. The research design of her study would be:

______________________ 2. The researcher would like to conduct survey in most

watched TV show. He was told to interview 500 people
living in certain areas. And, out of every 100 persons,
they are going to interview 60 housewives, 25 husbands
and 15 children in the age of 18. What type of sampling
technique will be applied?
______________________ 3. Michael randomly grouped the participants into two and
tested the effects of his new product towards their
endurance. His study uses this type of research design:

______________________ 4. A sample will be selected from the senior high school

learners for analyzing the time management of working
students. The researchers will then purposely select the
working students and they will be considered the
respondents of the study. What type of sampling
technique is referred in the situation?

______________________ 5. What type of research design will be used? Members of

the health team introduce a new admission system and
wish to study the efficiency of its implementation as
compared to the previous admission system which is
still being practiced in other departments. In this study,
it is not feasible to conduct randomization.

______________________ 6. Teacher Jean measured the mathematical reasoning

ability of young learners who were enrolled in public
school and compared to the scores with a group of
similar learners who were enrolled in private school.
What type of research design was used?

______________________ 7. Mhiko wants to know the relationship between the level

of anxiety experienced during examinations and the
examination performance among senior high school
students of General Santos City National High School.
This study will utilize a research design which is:

______________________ 8. A company inspected every 50th car on a manufacturing

line in order to carry out quality control. What type of
sampling technique was used?

______________________ 9. One person in the population will be contacted and will

be asked to identify other persons. The selection process

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 stops when there is no new person is identified. The type
of sampling technique utilized is:

_____________________ 10. The population is all 250 employees whom have an equal
chance of being chosen. The names of 25 employees will
be chosen out of a hat from a company of 250
employees. What sampling technique will be utilized?

Additional Activities

You have come this far. Well done! To enrich your knowledge and skills of
the concepts learned, do this final activity.

Activity 8: Chart Your Learning Journey

Direction: Let us reflect with your learning journey in this module. Write what you’ve
learned in this module and fill out the columns in the K-W-L Chart.

What I Know What I Want to Know What I Learned

Evidently, you have actively engaged in various tasks that help you improve
your understanding of the target concepts, and at the same time, develop your skills
in choosing appropriate research design, sampling procedures and sample.
Definitely, you are now ready to embrace your next learning journey.
Congratulations!

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 17
What I Know What’s New What’s More
1. a What’s In Activity 2 Activity 3
2. d Activity 1
3. b 1. Research Design
/ 1. A. 1. Descriptive
4. a
2. Sampling 2. Experiment
5. d / 2. 3. Causal -
6. a
Comparative
7. a / 3.
4. Correlational
8. b
4. 5. Experimental
9. c
10. c / 5. B. 6. Correlational
7. Quasi-
Experimental
8. Descriptive
9. Experimental
10. Developmental
Activity 4
Answers may vary.
What I Have Learned Assessment Additional Activities
Activity 5 Activity 7 Activity 8
1. Descriptive
Sampling 2. Quota Answers may vary.
Research 3. Experimental
Procedures/
Design 4. Purposive
Techniques
Descriptive Stratified 5. Quasi-Experimental
Experimental Purposive 6. Causal - Comparative
Correlational Cluster 7. Correlational
Developmental Quota 8. Systematic
9. Snowball
10. Simple Random
What I Can Do
Activity 6
Answer may vary.
Answer Key
References
DepEd Teaching Guide in Practical Research 2

DepEd Curriculum Guide in Practical Research 2

Otero, Rowel Ll. (2016), Practical Research 2 Worktext

Bueno, David C. (2016), Practical Quantitative Research Writing for Senior High
School

https://www.wssu.edu/about/offices-and-departments/office-of-sponsored-
programxs/pre-award/_Files/documents/develop-quantitative.pdf

https://www.scribbr.com/methodology/sampling-methods/

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd – Division of
General Santos City with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on DepEd’s
Most Essential Learning Competencies (MELC). This is a supplementary
material to be used by all learners in General Santos City in all public schools
beginning SY 2020-2021. The process of LR development was observed in
the production of this module. This is version 1.0. We highly encourage
feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – Division of General Santos City

Learning Resource Management System (LRMS)

Tiongson Street, Brgy. Lagao, General Santos City

Telefax No.: (083) 552-8909

Email Address: depedgensan@deped.gov.ph

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