LEARNING ACTIVITY SHEET

QUARTER: 2/ SEMESTER: First (Week 1-3)

Name: ___________________________________________________ Score:

_______

Grade & Section: ______________________ Subject: PRACTICAL RESEARCH 2

Name of Teacher: ___________________________________ Date: _____________

I. Title: Sampling Techniques

II. Type of Activity: Concept notes with formative activities

LAS for summative assessment ( Written Work Performance Task)

III. MELC: Describes sampling procedure and sample (CS_RS12-IIa-c-2).

IV. Learning Objective/s:

 Define sampling procedure and sampling;

 Identify related concepts regarding sampling and sample;
 Compute sample given a population; and
 Determine sample based on research design and purpose.

V. Reference/s:
Faltado, R. et al. 2016. Practical Research 2 (Quantitative Research for Senior
High School. LORIMAR Publishing, Cubao, Quezon City.
Leavy, P. 2016. Research Design (Quantitative, Qualitative, Mixed Methods,
Arts- Based, and Community Based Participatory Research Approaches.
The Guilford Press, New York.
VI. Concept Notes
Sampling Procedure and Sample
Sampling is the process of selecting and getting the respondents of the study
with the minimum cost such that resulting observations will be representative of the
entire population. The ultimate purpose of all the sampling designs is to imitate the
behavior of the entire population based on a few observations only. By studying the
sample, you may fairly generalize your results in Statistics known as the family of the
laws of large numbers that will ensure the validity of the various sampling plans.
Sampling addresses the questions, “Who or what is in your study? Where are
you getting your data or content?” Typically, discussions of sampling center around who
is in your study- the subjects, respondents, participants, or collaborators; however, in
studies that involve the use of non- living data (e.g. content analysis of text or images),
it is question of what is in your study.

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 Sampling is the process of getting information from a proper subset of
population. The fundamental purpose of all sampling plans is to describe the population
characteristics through the values obtained from a sample as accurately as possible. It
is therefore evident that if one were to draw conclusions based on a small sample then
the sample must imitate the behavior or characteristics of the original population as
closely as possible.
A sampling plan is a detailed outline of which measurements will be taken at
what times, on which material, in what manner, and by whom that support the purpose
of an analysis. Sampling plans should be designed in such a way that the resulting data
will contain representative sample of the parameters of interest and allow for all
questions, as stated in the research objectives to be answered.
The following are the steps involved in developing a sampling plan:
1. identify the parameters to be measured, the range of possible values, and the
required resolution;
2. design a sampling scheme that details how and when samples will be taken;
3. select sample sizes;
4. design data storage formats; and
5. assign roles and responsibilities.
Once the sampling plan has been developed, it can be verified and then passed
on to the responsible parties for implementation.
For quantitative analysis, the sample’s composition must accurately represent
the target population, a requirement that necessitates a careful sampling plan. Among
the issues to consider are these five questions:
1. From where within the target population should we collect samples?
2. What type of samples should we collect?
3. What is the minimum amount of sample for each analysis?
4. How many samples should we analyze?
5. How can we minimize the overall variance for the analysis?
When you collect any sort of data, especially quantitative data, whether
observational, through surveys or from secondary data, you need to decide which data
to collect and from whom. This is called the sample. There are a variety of ways to
select your sample. Make sure that it gives you results that will be reliable and credible.
Given a population frame, the first question that a researcher often asks is the question
of sample size. How large a sample must one take in order to be certain that the values
calculated from this sample will not be too far from the actual values of the population
parameters? Unfortunately, this question cannot be answered as stated. We need to
know more. For example, if we know that the underlying population is normally
distributed then if we have some estimate of the variability of the population such as the
sample variance S2, then the formula for the sample size is:
n=4s 2 / e 2
where e error tolerance (about .05 or .01) for a confidence coefficient of a= .05.
For a= .01, then the formula becomes:

n= s 2 / e2 9

2
 In the event of lack of knowledge about the behavior of the population, the Slovin’s
formula may be applied:
2
n= N/(1+N e )
where N= population size and e= error balance
Example: Find the sample size required for a population size N=1000 if an error of
e= .05 is tolerated.
Answer: Here, n= (1000)/(1+(1000)(1000)(.05)(.05)
n= 286
Our sampling plan calls for the behavior of the sample to follow the behavior of
the population. Suppose that our population categorized by sexes behaves as follows;
Sex Frequency Percentage
Male 350 35.00
Female 650 65. 00
Total 1000 100. 00

Then our sample frame must follow this behavior. If e= .05 then our sample size is
286. Thus, 35% of 286 must be males and 65 % must be females. Our sampling table
will be as follows:
Sex Frequency Percentage
Male 100 35. 00
Female 186 65.00

We will therefore randomly select 100 male respondents and 186 female
respondents.
The logic of this plan can be carried forward for two- way, three- way and
multifactor tables. For example, if the following population distribution is observed by
level of high school students:
SEX
Male Female Total
Junior High School 200 350 550
Senior High School 150 300 450
TOTAL 350 650 1000

It follows that 200/ 1000= 20% of our population are males with JHS and so on. Our
sampling plan calls for 20% x= 286=57, males from this category. The complete
sampling plan is shown:

SEX

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 Male Female Total
Junior High School 57 100 157
Senior High School 43 86 129
TOTAL 100 186 286

We will therefore select 57 males who are JHS and 100 females who are JHS: 43
males who are SHS and 86 females who are SHS.
Sampling Plan for Experimental Research
As we move on to sampling plan for experimental research, we shall now discuss
the minimum sample size required in the following designs:
a. Two- Factor Designs. Suppose that the experiment calls for the use of two
factors, factor A and factor B, each taking two levels. To measure the interaction of
factors A and B, there must be at least two observations per combination of the factor
levels. Thus, the minimum sample size is:
n≥2xaxb.
b. Three- Factor Designs. If factors are to be considered, Factor A, Factor B, and
Factor c, with levels a, b, c, respectively, then to measure the interaction effects of the
three factors, we require two observations per combination of the factor levels. The
minimum sample size is, therefore,
n≥2xaxbxc.
*We assume that the entries for all are combined through an appropriate random
mechanism. The extent to which generalizations can be made from the results of a
research depends much on the sampling technique used and how appropriate it is.
If the research findings are not generalizable to some degree beyond the sample
used on the study, then the research cannot provide new knowledge, cannot
advance education as a science and is largely a waste of time. Sampling should be
carefully designed for satisfactory generalizations.
Whether you realize it or not, you have already been exposed to the idea of
sampling in daily life. For example, consider the many political polls you have seen on
TV that say things like 60% of Americans are in favor of some particular social policy, or
60% of Americans support the President and thinks he is doing a good job, or 60%
voters feel strongly about question 1 on the ballot. Certainly, you know they did not poll
every single American. It would be impossible. Instead, they came up with a sample of
Americans that is intended to represent the general population. To do so, they engaged
in the process of sampling.
If you are thinking about a research project you might undertake, then you already
may be thinking about who will be in your study. For example, if you are interested in
studying under- age drinking in college, you won’t be able to study every single college
student, so you will have to come up with a smaller group to study. You may start by
narrowing down your sampling pool to your campus and then find additional ways to
narrow the final sample. Likewise, if you are interested in learning about the qualities
that draw some college students to social activism, you won’t be able to study all
college students, so you will need to narrow down your field. You may start by
narrowing it down to two local colleges and the students who participate in a particular
formal club or activism program at their school. Depending on the nature of your study,
you may narrow down the participants even further.

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 Sampling is the process by which you select a number of individual cases from a
larger population. The first thing you need to do is determine the elements in your
study. An element is the kind of person, group, or non- living item in which you are
interested (sometimes the word unit or case is used). Next, you have to identify the
population. A population is a group of elements about which you might later make
claims. For example, if you are interested in exploring the qualities that draw some
college students to social activism, the element in your study is individual college
students involved in social activism. The population you might later make claims about
is all college students who engage in social activism. Once you have identified the
element you are interested in and the population, you will need to determine the study
population (sometimes called the sampling frame). The study population is the group
of elements from which you actually draw your sample. So, if the population you are
interested in is “all college students who engage in social activism,” clearly it would be
impossible to draw a sample from that population, which is not only large but diffuse.
Therefore, you create a study population. Your study population may consist of all
students at two identified local colleges who are engaged in a specific club or program
after school. You then draw a sample from the study population. A sample is the
number of individual cases that you ultimately draw and from which/ whom you
generate data.
How do you determine what sample size should be? How many individual cases
do you need? Sample size varies dramatically, from studies involving a single case to
those involving thousands. Guiding questions to determine what size is appropriate are:
* How many cases do you need to answer your research questions or
hypotheses?
* What available resources do you have (monetary and time)?
* What research method or methods are you using?
* What are the corresponding norms when using that particular method?
Quantitative research favors larger sample sizes. For example, in survey
research, accuracy increases with larger samples. However, you must also consider
the additional costs often associated with larger samples. There are sample size
calculators available online that be used to determine the ideal sample size for a
particular study (e.g. http://surveysystem.com; http://fluidsurveys.com; or just Google
sample size calculator for options). Commonly, through the use of Slovin’s Formula, the
sample size can also be determined. Finally, you need a few values to plug in:
1. Population size. The total number of elements in the population about which
you will later make claims. You can approximate this number if you are not certain.
2. Confidence level. Expressed as a percentage, this value tells you how
confident you can be in your results. Researchers use 90%, 95%, or 00%. It is standard
practice to use 95%, which is what I recommend.
3. Margin of error or confidence of interval. All surveys have errors. This number,
expressed as a percent, indicates how much error you are willing to accept. It is
standard practice to use 5%, which is what I recommend (this indicates that the survey
results will be accurate within a plus or minus 5% range).
Qualitative and arts-based approaches favor smaller sample size. There are no
hard- and- fast rules for sample sizes. It is a question of how many data are needed to
address your questions. Researchers need to provide a rationale or justification of the
sample as sufficient to meet the research purpose (Roller & Lavrakas, 2015). In some
projects, a single case may be all that is needed (e.g., in some oral history or auto-
ethnography projects), whereas in other cases, you may need 20 or more participants
(e.g., in some focus group projects).

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 In interview or focus group studies, one generally begins planning sample size
upfront, although again, there are no rigid guidelines. Consider this advice for interview
studies: “Interview as many subjects as necessary to find out what you need to know”
(Kvale & Brinkmann, 2008). Although researchers have proposed some very loose
guidelines (e.g., Svend Brinkmann (2013) suggests that qualitative interview studies
typically have np more than 15 participants), these guidelines are somewhat erroneous,
as each study will differ. Margaret Roller and Paul J. Lavrakas note that sample size
should be considered during two phases of the research process in interview studies:
research design and data collection (their suggestions can be applied to other forms of
qualitative research, including ethnography and content analysis). During research
design, Roller & Lavrakas (2015) suggest considering four factors:
1. The breadth, depth, and nature of the research topic or issue.
2. The heterogeneity of homogeneity of population of interest.
3. The level of analysis and interpretation required to meet research objectives.
4. Practical parameters such as the availability of and access to interviewees,
budget for financial resources, time constraints, as well as travel and other logistics
associated with conducting face-to-face interviews.
In addition to the aforementioned considerations, it is also important to avoid
generating unnecessary data. During data collection, you revisit the question of sample
size. You do not need “more” simply for the sake of more. Valuable data contribute to
new learning. When additional data do not yield additional insights, you have reached
the saturation point. Once you have reached this point, you ris inundation and
redundancy from additional data (Coffey, 1999). Theoretical saturation occurs when
you select a small group of participants while within a population from whom to collect
data, and then select another group from the population and learn nothing new from the
additional participants (Agar, 1996). Qualitative researchers employing Grounded
Theory with any method often use saturation to determine when to stop data collection
(Robson, 2011; Roller & Lavrakas, 2015). Grounded Theory involves cycles of
collecting and analyzing data in order to adapt to new learning.
There are numerous ways that you might go about drawing a sample. All
sampling procedures fit into two umbrella categories: probability sampling and non-
probability sampling. These general categories of sampling have different strengths
and thus are appropriate in different kinds of projects, based on your goals.
1. Probability Sampling. This relies on probability theory and involves the use
of any strategy in which samples are selected in a way that every element in the
population has a known and non-zero chance of being selected. This means that the
chance that each element in the population will be included in the sample can be
statistically determined, and the chance of inclusion, no matter how small, will be a
number above zero. Each element has some chance of inclusion.
Probability sampling strategies are typically used in quantitative research, and
may also be used in the quantitative phase of mixed- methods research. These
samples are useful when researchers want to generalize their findings to a larger
population. The results of studies that rely on probability sampling are typically
statistical in nature.
The following subsections describe the main types of probability sampling
strategies:

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a. Simple Random Sampling (SRS). This is a sampling strategy in which every
element in the study population has an equal chance of being selected. Meaning, this is
the basic probability sampling design, in which the sample is selected by the process
that does not only give each element in the population a chance of being included in the
sample, but also makes the selection of every possible combination of the desired
number of cases equally likely. The sample is selected in one of two ways: by means of
a table of random numbers or by using the lottery technique.
b. Systematic Random Sampling. This is a sampling strategy in which the first
element in the study population is selected randomly and then every kth element, after
the first element, is selected. For example, if your study population is an activism club
membership list, comprised of students at multiple colleges, you may randomly select
#18 on the list. Then if you decide that k=5, you would select every fifth student on the
list after 18 (so 23, 28, 33 and so on, until you reach the end of the list).
Systematic random sampling is affected by drawing units at regular intervals
from a list. The starting point or the first units to be taken is a random choice. It differs
from one simple random sampling where each member of the population is not chosen
independently. Once the first member has been selected, all the other members of the
random sample are automatically determined. The population list in the systematic
sampling must be in random order.
c. Cluster Sampling. This is a multi- stage sampling strategy. First, pre- existing
clusters are randomly selected from a population. Next, elements in each cluster are
sampled (in some cases, all elements in each cluster are included in the sample). For
example, if your population is all over college students who participate in activism clubs,
you might get a list of all universities in the Northeast with such clubs. Then you would
randomly select several of those schools- each serving as a cluster- and the students in
activism clubs at those schools would comprise your sample.
Cluster sampling is a technique in which the unit of sampling is not the individual
but the naturally occurring group of individuals. The technique is used when it is more
convenient to select individuals from a defined population. It considers a universe
divided into N mutually exclusive sub- groups called clusters. It has simpler frame
requirements. A random sample of n cluster is selected and their elements are
completely enumerated. It is administratively convenient to implement and its main
advantage is saving time and money.
d. Stratified Random Sampling. This is a sampling strategy in which elements in the
study population are divided into two or more groups based on a shared characteristic
(these groups are called strata). Then you conduct simple random, systematic, or
cluster sampling on each stratum. For example, if you want to compare student
activism across gender, you might divide the elements into three categories: male,
female, and transgender. Or you could compare student activism across class year,
dividing elements into four categories: freshman, sophomore, junior, and senior.
Stratified random sampling is selecting sub-samples proportionate in size to the
significant characteristics of the total population. Different strata in the population are
defined and each member of the stratum is listed. Simple random sampling is applied to
each stratum. The number of units drawn from each stratum depends on the ratio of the
desired sample in the population (n/N). Stratified sampling assures the research that
his/ her sample will be representative of the population in terms of certain critical factors
that have been used as the basis for stratification. It also assures adequate cases for
sub- group analysis.

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 2. Non- probability sampling. This is a technique when there is no way of
estimating the probability that each element has of being included in the sample and no
assurance that every element has a chance of being included. The following are its
kinds:
a. Purposeful Sampling. Purposeful sampling (also called purposive or
judgment sampling) is based on the premise that seeking out the best cases for
the study produces the best data, and research results are direct result of the
cases sampled (Patton, 2015). This is a strategic approach to sampling in which
“information- rich- cases” are sought out in order to best address the research
purpose and question (Morse, 2010; Patton, 2015, p. 264). Sampling is a central
feature of research design when purposeful strategies are used because the
better the participants are positioned in relation to the topic, the richer the data
will be (Morse, 2010; Patton, 2015).
Purposeful sampling strategies are typically used in qualitative studies, ABR,
CBPR projects. These strategies may also be used in the qualitative phase of mixed
methods research. Qualitative, arts- based, and community- based researchers are
often after in0 depth understanding from small sample and therefore rely on some form
of purposeful sampling procedure (Hesse-Biber & Leavy, 2011). Research findings may
later be transferred from one case to another on the basis of fittingness (similarity
between the cases) (Lincoln & Guba, 2000). In other words, when cases are similar, we
can make inferences about one case based on findings in another.
Some of the common types of purposeful sampling are as follows:
* Single Significant case
*Comparison- focused group
*Group characteristics sampling
*Theory- focused and concept sampling
*Instrumental- use multiple case sampling
*Sequential and emergence- driven sampling strategies during fieldwork
*Analytically focused sampling
*Mixed, stratified, and nested sampling strategies
b. Snowball Sampling. Also called chain sampling, this is a sampling strategy
which one case organically leads to another (Babbie, 2013; Patton, 2015). In
Patton’s (2015) framework, this is a form of sequential and emergence- driven
sampling typically used in fieldwork. For instance, participants may suggest
additional participants they think could provide important data for the project.
c. Exemplar of the Phenomenon of Interest. This is a sampling strategy in
which a single significant case is selected because it can provide a wealth of rich
data that speak directly to the research purpose and questions (Patton, 2015, p.
266). For example, in 1998, an oral history project about anorexia nervosa was
conducted, with body image with a college student. Oral history interviews with
one woman, given a pseudonym Claire because she exhibited all of the “classic”
issues associated with anorexia in college age women, was eager an eager
participant, and could provide rich data to illuminate the topic.
d. Homogeneous Sampling. This is a sampling strategy which cases are
sought out because they share a common characteristic (Patton, 2015). In short,
chosen respondents must possess the same characteristics.

8
e. Accidental sample. This is one which the investigator simply reaches out and
takes the cases that are at hand, continuing the process until the sample
reaches a designated size. This is one of the most common techniques of
sampling. This is also known as “the man on the street” interviews conducted
frequently by television news program to get quick reading of public opinion. In
clinical practice, clients who are available to medical people are usually their
sample. In research, samples are usually those who simply volunteer for the
study. The problem here is the lack of evidence that they are the representatives
of the population you are interested in generalizing.
f. Quota sampling. This is a technique with provision to guarantee the inclusion
in the sample of diverse elements in the population and to make sure that these
diverse elements are taken into account in proportion in which they occur in the
population. In quota sampling, you select people non- randomly according to
some fixed- quota. There are two types of quota sampling: Proportional and non-
proportional. In proportional quota sampling, you want to represent the major
characteristics of the population by sampling a proportional amount of each. For
example, if you know the population has 70% women and 30% men, and that
you want a total sample size of 100, you will continue sampling until you get
those percentages and then you will stop. So, if you have already achieved the
70% women for your sample, but not the 30% men, you will continue to sample
men but even if legitimate women respondents come along, you will not sample
them because you have already “met your quota.” The problem here is that you
have to decide the specific characteristics on which you will base the quota. Will
it be by gender, age, education, race, religion, etc.?
Non-proportional quota sampling is a bit less restrictive. In this technique, you
specify the minimum number of sampled units you want in each category. You
will not be concerned with having numbers that match the proportions in the
population. Instead, you simply want to have enough to assure that you will be
able to talk about even small groups in the population. This technique is the non-
probabilistic analogue of stratified random sampling. It is usually used to assure
that smaller groups are adequately represented in your sample.

9
 YOU CAN DO THIS!
Task 1. I am Who I Am! Identify what is described or asked on the following. Write
your answer on the space provided before each item.
____________1. This refers to the process of selecting and getting the respondents of
the study with the minimum cost such that resulting observations will
be representative of the entire population.

____________2. This is a detailed outline of which measurements will be taken at what

times, on which material, in what manner, and by whom that support
the purpose of an analysis.

____________3. The process by which you select a number of individual cases from a
larger population.
____________4. In determining the sample, this refers to the kind of person, group, or
non- living item in which you are interested.

____________5. This is a group of elements about which you might later make claims.

____________6. This refers to the number of individual cases that you ultimately draw
and form which/whom you generate data.

____________7. This value tells you how confident you can be in your results.

____________8. This indicates how much error you are willing to accept.

____________9. Referring to item no.8, what is the maximum percentage of error that
is acceptable?

____________10. Margin of error is also known as ___________?

Task 2. Fill Me In! Enumerate what are asked on the following:
1. Probability Sampling
a.
b.
c.
d.
2. Non-probability sampling
a.
b.
c.
d.
e.
f.
Task 3. Choose Me, Maybe? Choose the letter of the correct answer. Write your
answer on the space provided before each item.
________1. This is a sampling strategy in which the first element in the study
population is selected randomly and every kth element, after the first
element is selected.
a. Simple Random Sampling
b. Systematic Ransom Sampling
c. Cluster Sampling
d. Stratified Random Sampling

10
________2. This is a sampling strategy in which element in the study population are
divided into two or more groups based on shared characteristic.
a. Simple Random Sampling
b. Systematic Random Sampling
c. Cluster Sampling
d. Stratified Random Sampling

________3. This is a multi- stage sampling strategy.

a. Simple Random Sampling
b. Systematic Random Sampling
c. Cluster Sampling
d. Stratified Random Sampling
________4. This is a sampling strategy in which every element in the population has
equal chance of being selected.
a. Simple Random Sampling
b. Systematic Random Sampling
c. Cluster Sampling
d. Stratified Random Sampling

________5. This is a technique with provision to guarantee the inclusion in the sample
of diverse elements in the population and to make sure that these diverse
elements are taken into account in proportion in which they occur in the
population.
a. Quota sampling
b. Snowball
c. Purposive/ purposeful sampling
d. Accidental sampling

________6. This is also called chain sampling.

a. Quota sampling
b. Snowball
c. Purposive/ purposeful sampling
d. Homogeneous sampling

________7. This is one which the investigator simply reaches out and takes the cases
that are at hand, continuing the process until the sample reaches a
designated size.
a. Quota sampling
b. Snowball
c. Homogeneous sampling
d. Accidental sampling

YOU CAN DO MORE!

Task 4. The Truth Is. Tell whether the following statements are true or false. Write
True if the statement express truth or False if does not.
_________1. In Slovin’s Formula, the acceptable margin of error ranges from .01- .05.
_________2. The formula used in Slovin’s formula is n= N/(1+N +Ne).
_________3. In determining the population size, you cannot apply approximation even
if you are not certain with the total number of respondents.
_________4. In quota sampling, chosen respondents must possess the same
characteristics.

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_________5. Exemplar of Phenomenon of Interest Sampling is a sampling strategy in
which a single significant case is selected because it can provide a wealth
of rich data that speak directly to the research purpose and questions.
Task 5. Just the Number! Using the Slovin’s Formula, compute for the following:
1. Find the sample size required for a population size N= 1, 500 if an error of e= .03 is
tolerated.
2. Find the sample size required for a population size N= 700 if an error of e= .02 is
tolerated.
3. Find the sample size required for a population size N= 2, 000 if an error of e= .05 is
tolerated.
Task 6. What’s the Difference! Answer the following questions briefly but
substantially.
1. Differentiate probability sampling from non- probability sampling.
________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________.
2. Differentiate the two types of quota sampling namely: proportional and non-
proportional data.
________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________.

CHALLENGE YOURSELF!
Task 7. Check this Out! Compute for the following:
1. Find the sample size required for a population size N= 600 if an error of e+ .05 is
tolerated. (5 points)
Answer:
2. Supposed that the population is categorized by Grade level behaves as follows,
compute for the frequency. (Refer to item no. 1)
Grade level Frequency Percentage
7 28%
8 22%
9 30%
10 20%
TOTAL 100%

12
3. From the computed frequency, distribute the sample size per grade level. (Refer to
item nos. 1 and 2).
Grade level Frequency Percentage
7 28%
8 22%
9 30%
10 20%
TOTAL 100%

Task 8. Just the way you are. In your own words, explain the following concepts.
1. Sampling ___________________________________________________________.
2. Sampling Plan _______________________________________________________.
3. Population __________________________________________________________.
4. Margin of Error ______________________________________________________.
5. Probability Sampling __________________________________________________.
Task 9. What Do You Think? Analyze the following situation, then answer the
question substantially and clearly.
1. Jeremy is conducting a study entitled, “Marketing Strategies of Coffee Shops in
Metro Vigan”. He is thinking to employ snowball sampling, but you are having doubt on
the sampling technique. What will you advice to Jeremy? Explain how are you going to
use the sampling technique you will suggest and discuss its relevance.
________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________.

LEVEL UP!
Task 10. Decide Now! From the following titles, decide for the best sampling technique
you will use. Show the significance of that sampling technique in each title.
1. Motivation Enhancers of DepEd Teachers in Ilocos Sur National High School
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________.
2. Reading Habits of Senior High School Students of Ilocos Sur National High School
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________________________________________.

13
Task 11. From the Bottom of My Heart! Share your insights and the significant
learnings about sample and sampling techniques.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________.
Task 12. Your Final Answer! If you were to propose for a research endeavor, what will
be your title, the sample size and the sampling technique you will use?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________.

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