- Outline the procedures you adopted for 

selecting the sample of 10 supervisors

including justification for the sampling method or sampling procedure; i.e. why did
you choose the particular sampling method.
- How did you determine the size of the sample? i.e. why 10 and not 15?

- Population – is the entire group that you want to draw conclusions about.

- Sampling – a technique of selecting individual members or a subset of the population to

make statistical inferences from them and estimate the characteristics of the whole
population.

- Sample – the participants you select from a target population to make generalizations about.

- Representative – the extent to which a sample mirrors a researcher’s target population.

- Two Types of Sampling:

1. Probability Sampling
 a sampling technique where a researcher sets a selection of a few criteria and
chooses members of a population randomly.
Four Types of Probability Sampling
A. Simple Random Sampling
• Each member of the population has an exactly equal chance of being
selected.
• Most straightforward of all the methods

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 To use this method, here are some pre-requisites:
 You have a complete list of every member of the population.
 You can contact or access each member of the population if they are selected.
 You have the time and resources to collect data from the necessary sample size.
 You have a complete list of every member of the population.
 You can contact or access each member of the population if they are selected.
 You have the time and resources to collect data from the necessary sample size.
B. Stratified Random Sampling
• A probability sampling technique in which the total population is divided into
homogenous groups (strata) to complete the sampling process.
• Each stratum is formed based on shared attributes or characteristics. Random samples
are then selected from each stratum and can be compared against each other to reach
specific conclusions.

C. Cluster Sampling
* A method of probability sampling where researchers divide a large population up into
smaller groups known as clusters, and then randomly select among the clusters to form
a sample.
* Particularly useful in area or geographical sampling when the populations are widely
dispersed.

D. Systematic Random Sampling

* Uses chance and randomization to select sample data that represents a population.
* After determining the right sample size, researchers assign a regular interval number
they will use to select which members of the target population will be included in the
sample.
2. Non-probability Sampling
- is a sampling method that involves a collection of feedback based on a researcher or
statistician’s sample selection capabilities and not on a fixed selection process.
A. Convenience sampling
This method is dependent on the ease of access to subjects such as surveying customers
at a mall or passers-by on a busy street. It is usually termed as convenience sampling, because of
the researcher’s ease of carrying it out and getting in touch with the subjects. Researchers have
nearly no authority to select the sample elements, and it’s purely done based on proximity and not
representativeness.
Example:

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 Startups and NGOs usually conduct convenience sampling at a mall to distribute leaflets
of upcoming events or promotion of a cause – they do that by standing at the mall entrance and
giving out pamphlets randomly.
2. Judgmental/Purposive Sampling
Judgmental or purposive samples are formed by the discretion of the researcher.
Researchers purely consider the purpose of the study, along with the understanding of the target
audience.
For instance, when researchers want to understand the thought process of people
interested in studying for their master’s degree. The selection criteria will be: “Are you interested
in doing your masters in…?” and those who respond with a “No” are excluded from the sample.
3. Snowball Sampling
a sampling method that researchers apply when the subjects are difficult to trace. For
example, it will be extremely challenging to survey shelterless people or illegal immigrants. In
such cases, using the snowball theory, researchers can track a few categories to interview and
derive results.
Researchers also implement this sampling method in situations where the topic is highly
sensitive and not openly discussed—for example, surveys to gather information about HIV
Aids. Not many victims will readily respond to the questions. Still, researchers can contact people
they might know or volunteers associated with the cause to get in touch with the victims and
collect information.
4. Quota Sampling
the selection of members in this sampling technique happens based on a pre-set standard.
In this case, as a sample is formed based on specific attributes, the created sample will have the
same qualities found in the total population. It is a rapid method of collecting samples.

EXAMPLE: Population and

Sampling Technique:

This must also contain the ETHICAL CONSIDERATION in gathering the data.
1. Letters of permission to conduct the study.
2. Letters of invitation to participate with attached consent forms.
3. Show compliance with protection of human subjects (as required by your respective
institution)

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 4. A paragraph must be inserted that states the study is deemed to be one of minimal
risk to participants and that the probability and magnitude of harm or discomfort
anticipated in the research will not be greater than any ordinarily encountered in
daily life, or during the performance of routine physical or psychological
examinations or tests. 
5. Care should be taken to ensure that the participants fully understood the nature of
the study and the fact that participation is voluntary.  
6. A statement should be made that confidentiality of recovered data will be
maintained at all times, and identification of participants will not be available during
or after the study.
7. Participants should be informed that they could withdraw from the study at any time
without questions being asked. 

A. THE RESPONDENTS
- Respondents are those individuals who complete a survey or interview for the researcher, or
who provide data to be analyzed for the research study. Respondents can be any age, but
determined by the scope of the study, and must agree to informed consent to participate.
Minors can participate as respondents with the permission of parents or guardians.
Respondents can withdraw from a study at any point, and the data may or may not be used.
Respondents can also be referred to as participants. A number of factors need to be taken into
consideration when selecting participants, including availability, ethics, and the setting in
which they will respond.

EXAMPLE: THE RESPONDENTS:

B. RESEARCH INSTRUMENT , this includes:

- Appropriate choice and description of the instruments.
- Detailed procedures on how the instrument was constructed.

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 - Adequate information pertaining to validity of the instrument.
The INSTRUMENTATION is the process of developing the Instrument for collecting the
relevant data to answer the research questions. Generally, you have 3 options:
1. Use an existing instrument which is available commercially – example is the well-known
Eysenck Personality Test
2. Adapt an existing instrument to meet your needs – describe in detail how you adapted
the instrument.
3. Build an instrument from scratch – describe in detail how things would go about
developing the instrument
Then tell the reader about the feature of the Instrument/s used in your study such as:
a. How many instruments were used?
b. How many items / questions for each instrument?
c. Are the items divided into sections?
d. What are the sections?
e. What does each section measure? – e.g. Items 7 to 13 is regarding ‘facility
maintenance’.

EXAMPLE: Excerpt of the ‘Instrument of the Study’ sub-section:

Research Instrument
The study utilized the nineteen (19)-item Assessment and
Teaching Practices Questionnaire designed by Talis (2008). The
instrument was used for collecting data about teacher characteristics
and  practices.

C. SCORING AND INTERPRETATION OF DATA this discusses the appropriateness of

data processing as to how are they going to be scored and interpreted descriptively.

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 In this sub-section, you tell the reader briefly the how you analyzed the data.
State the descriptive scoring tests used in analysing the data. This also includes the
Likert Scale or other rating scales that researchers will use.
Watch this video for further information explanation on Likert Scale:

https://www.youtube.com/watch?v=yavfiAX2jKk

EXAMPLE: Excerpt of the ‘Instrument of the Study’ sub-section:

D. DATA GATHERING PROCEDURE

- Watch this video for comprehensive discussion and sample:

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 https://www.youtube.com/watch?v=j9NIxBu7_Wg

EXAMPLE: Excerpt of the ‘Data Gathering Procedure’ sub-section :

E. VALIDATION OF RESEARCH INSTRUMENT

- Discuss in details how experts of your choice validated the instrument.

- State in brief their field of expertise to testify their qualification that made them the most
rightful person to validate your instrument.

- Mention also the details of the changes they made on your instrument to highlight its
validity and reliability.

EXAMPLE: Excerpt of the ‘Validation of Research Instrument’ sub-section :

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 F. STATISTICAL TREATMENT, is when you apply a statistical method to a data set to draw
meaning from it. Statistical treatment can be either descriptive statistics, which describes the
relationship between variables in a population, or inferential statistics, which tests a hypothesis by
making inferences from the collected data.

Your OBJECTIVES OF THE STUDY (OOP) from Chapter 1 requires specific statistical
treatment in order to provide the most appropriate way to process the data.
Let’s study this example:
- If your OOP No. 1 is about the PROFILE, the data is to be treated statistically using
FREQUENCY and PERCENTAGE; but,

- If your OOP No. 1, is similar to your SOP No. 2 which is about DESCRIPTIVE
QUALITY that is quantified using a 4-point LIKERT SCALE, the data is to be treated
statistically using MEAN and STANDARD DEVIATION.

- In the case of OOP No. 3, or any TESTING OF THE HYPOTHESIS QUESTION, the
data is to be treated statistically using Analysis of Variance (ANOVA), Pearson r, T-test
and others as the case may be.

Watch this video for comprehensive discussion and sample:

https://www.youtube.com/watch?v=OiATTyV6fO8

EXAMPLE: Excerpt of the ‘Statistical Treatment’ sub-section:

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REFERENCES:

Marquez-Fong, S. and Tigno, C. 2016. Practical Research 1. Boston: Pearson Education, Inc.

Prieto, N., Naval, V., and Carey T. 2014. Practical Research 1. Quezon City: Vibal Group Inc.

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Kubicek, 2005. “Inquiry-based learning”. In Canadian Journal of Learning and Technology.
Accessed September 26, 2014. www.ericdigest.org

Neil, J. 2007. “Quantitative versus qualitative research”. In Quantitative versus Qualitative

Research; Key Points in Classic Debate. Accessed September 30, 2014.
www.wilderdom.com/research/QualitativeVersusQualitativeResearch.html

Snape, D. and Spencer, A. 2013. Qualitative research practice: A single guide for social
science students. Retrieve from
http://196.29.172.66:8080/jspui/bitstream/123456789/1231/1/122.pdf

https://valmikiacademy.com/lessons/writing-chapter-3-methodology-for-quantitative-
research/
file:///C:/Users/andye/Downloads/Ch7-Sampling-Techniques.pdf
Doing Ed_2ndEd_ch 2.pdf

handlg_data_ch1.pdf

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