A B C D E F G H I J K

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SAMPLING
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Presented by:
15 Dr. Maximo Muldong
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 A B C D E F G H I J K

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3 POPULATION
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A population refers to the entire group or set of
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7 individuals or items to which the researchers
8 would like to generalize the results of the study. A
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population is further distinguished by its role in
11 the study.
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 A B C D E F G H I J K

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3 Consider the following examples:
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Research Problem: The Effects of Multimedia Instruction
6 on the Mathematical Achievement of First Year High
7 School Students in the Division of City Schools, Manila
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11 Target Population: All first year high school students in
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the Division of City Schools, Manila
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 A B C D E F G H I J K

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3 Consider the following examples:
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Accessible Population: All first year high school students
6 in the pilot high schools, Division of City Schools, Manila
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Sample: Ten percent of the first year students in the pilot
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of high schools, Division of City Schools, Manila
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 A B C D E F G H I J K

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3 SAMPLE
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5 A sample is a group of individuals in a research study on
6 which information or generalization about the population
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is drawn. It is essential that researchers describe the
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population and the sample in sufficient detail so that
10 others can determine the applicability of the findings to
11 their own situations.
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 A B C D E F G H I J K

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3 Determining Sufficient Sample Size from the
4 Population
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A common practice of some researchers who are

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3 Determining Sufficient Sample Size from the
4 Population
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6 They base the sample size on their subjective
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decision. This would often result to either too large or
9 too small sample sizes. To avoid such problem, two
10 formulas is determining sufficient sample size will be
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discussed herein.
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 A B C D E F G H I J K

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5 THE SLOVIN’S THE LYNCH’S
6 FORMULA FORMULA
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 A B C D E F G H I J K

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3 The Slovin’s Formula
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-Is the most common formula used in determining
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the sufficient sample size.
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8 where:
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n = sample size
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N = population size
12 e = the desired margin of error which is
13 usually 0.05
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 A B C D E F G H I J K

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Example:
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Compute the sufficient sample size of a target population
7 consisting of 1,524 sixth-graders in a given school district.
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10 Given:
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12 N = 1,524 e = 0.05
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 A B C D E F G H I J K

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Computation:
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Therefore, the researcher shall randomly choose 317
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participants from the population.
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 A B C D E F G H I J K

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The Lynch’s Formula
4 -Another formula that can be used to determine the
5 size of the sample.
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where:
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Z = the value of the normal variable (1.96) for a
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reliability level of 0.95
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P = the largest possible proportion (0.50)
10 d = sampling error (0.05)
11 N = population size
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n = sample size
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 A B C D E F G H I J K

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Example:
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6 Using the information given in the preceding example
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(Slovin’s), determine the adequate sample size using the
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Lynch formula.
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 A B C D E F G H I J K

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Computation:
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Therefore, the researcher shall randomly choose 307 participants from
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the population.
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 A B C D E F G H I J K

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3 EXERCISES
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I. Instruction:Determine the sample size using
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(a) Slovin’s formula, and (b) Lynch’s formula.
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Population Size (N) Slovin’s Formula Lynch’s Formula
9 1. 5,000
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2. 1,625
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3. 10,000
13 4. 15,000
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 A B C D E F G H I J K

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3 EXERCISE
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I. Instruction:Determine the sample size using (a) Slovin’s
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formula, and (b) Lynch’s formula.
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Population Size (N) Slovin’s Formula Lynch’s Formula
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6. 13,000
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10 7. 13,500
11 8. 16,000    
12 9. 17,000    
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10. 20,000    
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 A B C D E F G H I J K

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The term “sampling” as used in
4 research, refers to the process of
5 selecting the participants of a
6 research study. Sampling can be
7 classified into two basic types:
SAMPLING
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nonprobability and probability.
9 DESIGN
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 A B C D E F G H I J K

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3 Nonprobability type Probability type
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5  There is no way in  Each member of the
6 estimating the population does have
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probability that each an equal chance of
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individual or element being chosen as
10 will be included in the representative sample.
11 sample.
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 A B C D E F G H I J K

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3 Probability Sampling
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5 Simple Random Sampling
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7 The basic type of most popular sampling design is the
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simple random sampling where each and every member of
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the population has an equal and independence chance of
11 being chosen. As such, it is considered the best sampling
12 design.
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 A B C D E F G H I J K

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● In the lottery technique or fishbowl
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method, each population unit is
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assigned a number that is written on a
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slip of paper. The physically identical
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Lottery techniques or slips of papers are put into a bowl or a
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fishbowl method box and mixed thoroughly. Then the
samples are drawn one at a time until
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the desired sample size is reached.
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 A B C D E F G H I J K

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3 ● This is a modified form of
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simple random sampling. It
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involves selecting every kth
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Systematic Sampling element in the population
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until the desired number of
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10 sample is obtained.
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 A B C D E F G H I J K

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3 ● The value of k (sampling
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interval) is determined by
6 dividing the population size
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Systematic Sampling (N) by the sample size (n) The
8 quotient is then rounded off to
the next integer.
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 A B C D E F G H I J K

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3 ● This is the process of
4 subdividing the population into
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subgroups or strata and drawing
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7 Stratified Random members at random from each
subgroup or stratum in the same
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Sampling
9 proportion as they exist in the
10 population.
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 A B C D E F G H I J K

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EXAMPLE
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Determine the sample size for each year level given the data in TABLE
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1.2.
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6 TABLE 1.2
7 Computation of Sample Sizes According to Year Level
8 Year Level Population Size Per Sample Size Sample Size per year
9 Year Level Calculation level
10 First Year 750 750 x
____ = 111.19 111
11 2300
12 Second Year 600 600 x 341 = 88.96
____ 89
13 2300
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 A B C D E F G H I J K

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EXAMPLE
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Year Level Population Size Per Sample Size Sample Size per year
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Year Level Calculation level
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Third Year 550 550 x
____ 341 = 81.54 82
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2300
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Fourth Year 400 400 x 341 = 59.30
____ 59
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2300
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10 TOTAL 2300 341
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n =_________________
2,300
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1 + 2,300 (0.0025)
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= 340.74074
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n = 341
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 A B C D E F G H I J K

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2 ● The selection of groups or
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clusters of subjects rather than
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individuals is known cluster
6 sampling. This sampling design
7 Cluster Random is used when the population is
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Sampling very large and widely spread out
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over a wide geographical area.
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 A B C D E F G H I J K

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● Just as simple random
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sampling is more effective with
6 larger number of subjects, so is
7 Cluster Random cluster random sampling more
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Sampling effective with larger number of
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clusters.
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 A B C D E F G H I J K

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● The advantages of cluster sampling are it
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can be used when it is difficult or
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impossible to select a random sample of
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individuals, aside from being far easier to
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implement. And frequently less time-
7 Cluster Random consuming. Its disadvantage is that there is
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Sampling a far greater chance of selecting a sample
9 that is not representative of the population.
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 A B C D E F G H I J K

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3 • This designs is an extended version of
4 cluster sampling. It involves several
5 stages in drawing the representative
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sample from the population. The
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population units are grouped into
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hierarchy of elements, and sampling is
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done successively. Multi-Stage
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Sampling
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 A B C D E F G H I J K

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3 For example, in a nationwide research, regions are
selected at the first stage, provinces at the second
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stage, cities and municipalities in the third stage,
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barangays of the sample cities and municipalities
6 at the fourth stage and finally, individual
7 respondents within the barangays at the fifth
8 stage. At each stage, simple random, systematic
or stratified random sampling designs may be
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used. Multi-Stage
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Sampling
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 A B C D E F G H I J K

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3 Non-probability Sampling
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Convenience Sampling
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7 This design is resorted to when it is extremely difficult to
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select a random sample. Thus, a researcher simply takes
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the closest persons (convenience sample) who are
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 A B C D E F G H I J K

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Purposive Sampling
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This design is also known as judgmental sampling. A
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purposive sample is a sample selected because the
8 individuals have special qualifications of some sort.
9 Usually, this set of qualifications meets the purposes of
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the researcher study.
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 A B C D E F G H I J K

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Snowball Sampling
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5 This design requires identification of a few persons whose
6 qualifications met the purposes of the study. Those persons
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serve as informants leading the researcher to other
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individuals who qualify for inclusion in the sample who in
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turn, lead to more persons who can be interviewed. This
11 process goes on until the desired number of respondents is
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 A B C D E F G H I J K

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Analyzing and
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Interpreting
Data
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 A B C D E F G H I J K

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Data analysis and interpretation is the process of assigning
4 meaning to the collected information and determining the
5 conclusions, significance, and implications of the findings. The
6 steps involved in data analysis are a function of the type of
7 information collected, however, returning to the purpose of the
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assessment and the assessment questions will provide a structure
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for the organization of the data and a focus for the analysis.
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 A B C D E F G H I J K

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3 The analysis of NUMERICAL (QUANTITATIVE) DATA is
4 represented in mathematical terms. The most common
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statistical terms include:
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• Mean – The mean score represents a numerical
11 average for a set of responses.
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 A B C D E F G H I J K

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7 • Standard deviation - The standard deviation represents the
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distribution of the responses around the mean. It indicates the
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degree of consistency among the responses. The standard
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deviation, in conjunction with the mean, provides a better
12 understanding of the data. For example, if the mean is 3.3
13 with a standard deviation (StD) of 0.4, then two-thirds of the
14 responses lie between 2.9 (3.3 – 0.4) and 3.7 (3.3 + 0.4).
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 A B C D E F G H I J K

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• Frequency distribution – Frequency distribution indicates the
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frequency of each response. For example, if respondents
9 answer a question using an agree/disagree scale, the percentage
10 of respondents who selected each response on the scale would
11 be indicated. The frequency distribution provides additional
12 information beyond the mean, since it allows for examining the
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level of consensus among the data.
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 A B C D E F G H I J K

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6 Higher levels of statistical analysis (e.g., t-test,
7 factor analysis, regression, ANOVA) can be
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conducted on the data, but these are not frequently
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used in most program/project assessments.
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 A B C D E F G H I J K

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6 Higher levels of statistical analysis (e.g., t-test,
7 factor analysis, regression, ANOVA) can be
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conducted on the data, but these are not frequently
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used in most program/project assessments.
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 A B C D E F G H I J K

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The analysis of NARRATIVE (QUALITATIVE) DATA is conducted by
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organizing the data into common themes or categories. It is often
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more difficult to interpret narrative data since it lacks the built-in
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structure found in numerical data. Initially, the narrative data appears
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to be a collection of random, unconnected statements. The
8 assessment purpose and questions can help direct the focus of the
9 data organization. The following strategies may also be helpful when
10 analyzing narrative data.
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 A B C D E F G H I J K

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3 Focus groups and Interviews:
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• Read and organize the data from each question
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separately. This approach permits focusing on one
8 question at a time (e.g., experiences with tutoring
9 services, characteristics of tutor, student responsibility in
10 the tutoring process).
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 A B C D E F G H I J K

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3 Focus groups and Interviews:
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• Group the comments by themes, topics, or categories.
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This approach allows for focusing on one area at a time
8 (e.g., characteristics of tutor – level of preparation,
9 knowledge of content area, availability).
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 A B C D E F G H I J K

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3 Documents
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• Code content and characteristics of documents into
7 various categories (e.g., training manual – policies and
8 procedures, communication, responsibilities).
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 A B C D E F G H I J K

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Observations
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• Code patterns from the focus of the observation (e.g.,
7 behavioral patterns – amount of time engaged/not
8 engaged in activity, type of engagement, communication,
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interpersonal skills).
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 A B C D E F G H I J K

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Qualitative vs.
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Quantitative Research
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10 Differences, Examples & Methods
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 A B C D E F G H I J K

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● Quantitative research is expressed in
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numbers and graphs. It is used to test
or confirm theories and assumptions.
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This type of research can be used to
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establish generalizable facts about a
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Quantitative topic.
8 ● Common quantitative methods
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Research include experiments, observations
10 recorded as numbers, and surveys with
11 closed-ended questions.
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 A B C D E F G H I J K

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● Qualitative research is expressed in words.
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It is used to understand concepts, thoughts
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or experiences. This type of research enables
5 you to gather in-depth insights on topics
6 that are not well understood.
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Qualitative ● Common qualitative methods include
interviews with open-ended questions,
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Research observations described in words, and
literature reviews that explore concepts and
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theories.
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 A B C D E F G H I J K

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The differences between quantitative and qualitative research
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Quantitative research Qualitative Research
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7  Focuses on testing  Focuses on exploring
8 theories and hypotheses ideas and formulating a
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theory or hypothesis
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 A B C D E F G H I J K

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The differences between quantitative and qualitative research
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Quantitative research Qualitative Research
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7  Analyzed through math  Analyzed by
8 and statistical analysis summarizing,
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categorizing and
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interpreting
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 A B C D E F G H I J K

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The differences between quantitative and qualitative research
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Quantitative research Qualitative Research
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 Mainly expressed in
7  Mainly expressed in
numbers, graphs and
8 words
9 tables
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 Requires many respondents  Requires few
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 A B C D E F G H I J K

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The differences between quantitative and qualitative research
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Quantitative research Qualitative Research
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7  Closed (multiple choice)  Open-ended questions
8 questions  Key terms:
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10  Key terms: testing, understanding, context,
11 measurement, objectivity, complexity, subjectivity
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replicability
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 A B C D E F G H I J K

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Data collection methods
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4 Quantitative and qualitative data can be collected using various methods.
5 It is important to use a data collection method that will help answer your
6 research question(s).
7 Many data collection methods can be either qualitative or quantitative.
8 For example, in surveys, observations or case studies, your data can be
9 represented as numbers (e.g. using rating scales or counting frequencies)
10 or as words (e.g. with open-ended questions or descriptions of what you
11 observe).
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 A B C D E F G H I J K

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2 ● Surveys: List of closed or multiple
3 choice questions that is distributed to a
4 sample (online, in person, or over the
5 phone).
6 ● Experiments: Situation in which
7 Quantitative Data variables are controlled and manipulated
to establish cause-and-effect
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Collection Methods relationships.
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● Observations: Observing subjects in a
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natural environment where variables
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can’t be controlled.
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 A B C D E F G H I J K

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● Interviews: Asking open-ended questions
3 verbally to respondents.
4 ● Focus groups: Discussion among a group of
5 people about a topic to gather opinions that can
be used for further research.
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● Ethnography: Participating in a community or
7 Qualitative Data organization for an extended period of time to
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Collection Methods closely observe culture and behavior.
9 ● Literature review: Survey of published works
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by other authors.
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 A B C D E F G H I J K

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When to use qualitative vs. quantitative research
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A rule of thumb for deciding whether to use qualitative or
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quantitative data is:
7 Use quantitative research if you want to confirm or test
8 something (a theory or hypothesis)
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Use qualitative research if you want to understand
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something (concepts, thoughts, experiences)
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 A B C D E F G H I J K

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3 Quantitative Research Approach
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5
You survey 300 students at your university and ask them questions
6 such as: “on a scale from 1-5, how satisfied are your with your
7 professors?”
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9 You can perform statistical analysis on the data and draw
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conclusions such as: “on average students rated their professors
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4.4”.
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 A B C D E F G H I J K

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3 Qualitative Research Approach
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5 You conduct in-depth interviews with 15 students and ask them open-ended
6 questions such as: “How satisfied are you with your studies?”, “What is the
7 most positive aspect of your study program?” and “What can be done to
8 improve the study program?”
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10 Based on the answers you get you can ask follow-up questions to clarify
11 things. You transcribe all interviews using transcription software and try to
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find commonalities and patterns.
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 A B C D E F G H I J K

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3 Mixed Methods Approach
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You conduct interviews to find out how satisfied students are with their
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studies. Through open-ended questions you learn things you never
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thought about before and gain new insights. Later, you use a survey to
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test these insights on a larger scale.
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It’s also possible to start with a survey to find out the overall trends,
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followed by interviews to better understand the reasons behind the trends.
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 A B C D E F G H I J K

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3 Analyzing Quantitative Data
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Quantitative data is based on numbers. Simple math or more advanced
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statistical analysis is used to discover commonalities or patterns in the data. The results
6 are often reported in graphs and tables.
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8  Applications such as Excel, SPSS, or R can be used to calculate things like:
9  Average scores
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 The number of times a particular answer was given
 The correlation or causation between two or more variables
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 The reliability and validity of the results
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 A B C D E F G H I J K

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3 Analyzing Qualitative Data
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Qualitative data is more difficult to analyze than quantitative data. It
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consists of text, images or videos instead of numbers.
7  Qualitative content analysis: Tracking the occurrence, position and
8 meaning of words or phrases
9  Thematic analysis: Closely examining the data to identify the main
10 themes and patterns
11  Discourse analysis: Studying how communication works in social
12 contexts
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