Name: _____________________________________Grade & Section: ____________________

Subject: Practical Research 2 Score: _____________

Lesson : Quarter 2 Week 1 LAS 1
Activity Title : Quantitative Research Designs and Sampling Procedure
Learning Target : Chooses appropriate quantitative research design.
Reference(s) : Practical Research 2 by Baraceros, E. pp.85 - 89
Teacher :Enjely Camillo Simbanan
Quantitative Research Designs
Research Design refers to the overall plan and scheme in conducting the study. Thru
research design, you are able to make the following aspects of your research clear: your methods
or thechniques in finding answers to your resaerch questions and in collecting data.

Types of QuantItative Research Design

1. Experimental Research Design

It is a quantitative research design that bases its research method on scientific
activity called experiment, in which a test or examination of a thing under a
manipulated or controlled environment is done to determine the validity of
truthfulness of such thing.

Two groups:
A. Experimental group – condition, treatment or intervention is applied.
B. Control group – not given any treatment or condition

Design that allows control of the group:

a. Pre – test/ Post – test control group design
The design requires two groups of equivalent standing in terms of a criterion measure.
Both groups are given the pre- test and post test, but only the experimental group is
given the treatment factor.
b. Single group Pre- test Post – test design
This is used in an experimental conditions where a limited number of subjects are
available. The group is first given a pre – test followed by the usual treatment, and then
a post – test is administered. A new pre – test is then administered to the group followed
by the experimental treatment factor and a final post - test. This design is very delicate
because the researcher must see to it that situations are equivqlent before and during
the experimental factor is introduced. As one might suspect, this design is more open to
threats to internal validity such as the Hawthorne effect ( or test- wiseness), maturation
and attrition.
c. Solomon Four Group Design
This design makes use of four equivalent groups. The first two – groups follow the pre-
test – post – test control group design. The third group is given no pre - test with
treatment and a post - test. The last group is given no pre – test, no treatment, but with
post – test. The design eliminates the Hawthorne effect., effect of maturation and
attrition, but has the main disadvantage of requiring a large number of respondents.

Two Types of Experimental Research Design

A. True Experimental Design
It is a true experimental design if it does the random selection of participants. It is a bias -
free selection that ensures objectivity of results. This design is the best way to examine
causal relationships.
B. Quasi – Experimental Design
A research with the capacity to yield findings that are seemingly or more or less true. Prone
to bias caused by its purposive nature, rather than random selection of participants. Thi is
incapable of establishing cause- effect relationships.
 2. Non – Experimental Research Design
It is a quatitative research design that is capable of giving qualitative and quantitative data,
but more on qualitative data; hence, this is often used in the field of social sciences. Non –
experimental research design shuns controlling variables.

Types of Non – Experimental Research Design

The following are the types of non- experimental research designs (Schrieiber 2012;
Letherby 2013; Creswell 2014):

1. Descriptive Research – this design is concerned with describing the nature,

characteristics and components of the population or phenomenon. There is no
manipulation of variables or search for cause and effects related to the phenomenon.
This design attempts to find general attributes of the presently existing situation and
determines the frequency with which it occurs. Descriptive research is used if, for
example, you want to know how many hours senior high school students spend in social
media, the number of malnourished students who failed in the achievement test, and
how healthy is the food served during recess in the public schools.
2. Correlational Research – it is the systematic investigation of the nature of relationships
or associations between and among variables which is necessarily investigating into
causal reasons underlying them. It also concerned with the extent of relationships that
exists between or among the variables. For example, if pre- board examinations results
can be used to predicts performance in the Licensure Examintation for Teachers (LET),
then the higher the pre – board grade, the higher most likely be the score in the LET.
Correlational research is employed if you like to know, for example if the following
factors are related to each other: sex and mathematical ability, marriage and cancer
recovery, occupation and life span.
3. Evaluation (Evaluative) Research – this kind of research aims to assess the effects,
impacts or outcomes of practices, policies or programs. Example is assessing the
implementations of nursing care in a hospital and determining the impact of ane
treatment procedure to patients.
4. Survey Research – a survey research is used to gather information from groups of
peaople by selecting ans stdying samples chosen from a population. It maybe done in
various ways like face – to – face, phone, mail, and online. A survey research maybe
cross- sectional if the information is collected from a samplein just single point in time
just like the child 0 rearing practices of single parents, and population control practices
of unmarried couples. A survey research is considered longitudunal if the researcher
collects information on the same subjects over a period of time, sometimes lasting many
years in order to study the changes through the years. Longitidunal survey is utilized for
example, to determine the growth of rice yield in the country and the rate of promotion of
doctorate degree holders five years after the degree.
5. Causal – Comparative Research – it is also known as Ex Post Facto (after the fact)
research. This kind of research derives conclusion from observations and
manifestations that alredy occured in the past and now compared to some dependent
variables. It discusses why and how a phenomenon occurs. For example, a researcher
is interested in how weight influences stress – coping level of adults. Here the subjects
would be seperated into different groups (under weight, normal weight, over weight) and
their stress coping level measured. This is an ex post facto design because a pre-
existing characteristic (weight) was used to form the groups.

Activity 1. Your Research Design!

1. State the research design you will be using in your research study. Explain why?
 _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________

Activity 2. Think and Select!

Directions: Circle the letter of your answer.
1. Designing a research is thinking ___
a. Critically c. Literally
b. Skillfully d. Imaginatively
2. To design a research is seeing the research process in your____
a. Paper c. Library
b. Mind d, Book
3. Preparing in your mind how to find answers to your research questions is ____
a. Deciding on your research topic c. designing your research
b. Controlling your emotions d. asking research questions
4. These are aspects of your research: research objectives, topic, questions, hypotheses and
methodology. You come to think of quantitative research design ____
a. Before finalizing your mind on these aspects of your research.
b. After thinking of these aspects of your research
c. As you formulate hypotheses about these parts
d. As you ponder on your research problem
5. Central to experimental design is analysing relationships that are____
a. Specific c. Hypothetical
b. Causal d. Stable
6. A quantitative research design that is equated with qualitative design is ____
a. True – experimental c. Non - experimental
b. Semi – experimental d. Quasi – experimental
7. Quantitative research designs are true for all experimental designs except the aspect on
____
a. Subject selection c. Treatment application
b. Variable relationships d. Variable control
8. A quantitative research design that makes you to observe as a scientist is ___
a. Surver Research c. Experimental design
b. Case Study d. Correlative study
9. An emperical study is based on a research design that is ___
a. Qualitative c. Quantitative
b. Hypothetical d. Theoretical
10. These two are the leading indicators of the occurrence of true – experimental design:
a. Pre – test and post – test c. Treatment and condition
b. Randomization and variable control d. Experimental and control group
Name: _____________________________________Grade & Section: ____________________
Subject: Practical Research 2 Score: _____________

Lesson : Quarter 2 Week 1 LAS 2

Activity Title : Quantitative Research Designs and Sampling Procedure
Learning Target : Describes sampling procedure and sample.
Reference(s) : Practical Research 2 by Baraceros, E. pp.121 - 125
Teacher :Enjely Camillo Simbanan
Sampling Procedure
Sampling – refers to the methods or process of selecting respondents or people to answer questions meant
to yield data for a research study.
 Sample – the chosen ones that will become the respondents
 Population – the bigger group from where the sample has chosen
 Sampling frame – refers to the list of the members of the population
 Sampling unit – refers to every individual in the population.

Factors Affecting Sample Selection (Babbie 2013; Edward 2013; Tuckman and Engel 2012)
a. Sample size
 How big should the sample be?
 Using the right sampling technique such as a randomized one, your chances of getting a
samplereflecting 95% distribution of the population or of a sample representing the whole
population or of a sample representing the whle population is highly probable.
 Confidence level or 0.05 level – the acceptable level of probabilityof the representativeness
of the sample.
b. Sampling Technique
 Probability sampling and non – probability sampling
 Bias is the leading factor in choosing the respondents. This is one of the causes of sampling
errors.
c. Heterogeneity of Population
 Heterogeneous population – composed of individuals with varied abilities.
 Homogeneous population – unoformity in abilities exist among population members
d. Statistical Techniques
 The accuracy of the sample depends also on how precise or accurate your methods are in
calculating the numbers used in measuring the chosen samples or in giving certain value to
each of them.
e. Time and Cost
 Choosing samples makes you deal with one big whole population, with each member of this
large group needing your attention.time and effort, let alone the amount of money you will
fork out for the materials you will need in making the sampling frame.

Sampling Methods
Two Groups of Sampling Methods (Tuckman 2012; Emmel 2013; De Vaus 2013; Picardie 2014)

1. Probability Sampling – selection of the respondents is based on pure chance or random picking of
respondents. All are given equal opportunity or chance to form the sample that is capable of
reflecting the characteristics of the whole population from where such sample was drawn.

Types of Probability Sampling Techniques

a. Simple – random sampling – choosing of respondents based on pure chance.
b. Systematic sampling – picking out from the list every 5 th or every 8th member listed in the sampling
sampling frame until the completion of the desired total number of respondents.
c. Stratified sampling – choosing a sample that will later on be sub-divided into strata, sub – groups, or
sub – samples during the stage of the data analysis.
d. Cluster sampling – selecting respondents in clusters, rather than in separate individuals such as
choosing 5 classes of 40 students each from a whole population of 5,000 students.

2. Non – Probability Sampling – respondents are not chosen randomly, but purposefully. This is
susceptible to bias.
Types of Non – Probability Sampling Techniques
a. Quota Sampling – choosing specific samples that you know correspond to the population in terms of
one, two or more characteristics.
b. Voluntary sampling – selecting people who are very much willing to participate as respondents in
the research project.
c. Purposive sampling – choosing respondents whom you have judged as people with good
background knowledge or with great enthusiasm about the research.
d. Availability sampling – picking out people who are easy to find or locate and willing to be the
respondents of your study. They could be people you encounter in the school campus, in the office,
or in the streets.
a. Snowball sampling - also known as chain referral sampling. In this method, the participants refer the
researcher to others who mayb able to potentially contribute or participate in the study. This method
often helps researchers find and recruit participants that may otherwise be hard to reach.

Activity 1. Read and Imagine!

Imagine that you are conducting a study on the adverse effects of Sunday lockdown in General
Santos City. You have no target respondents then. You are just walking along the market, the streets,
malls, and terminals to gather data and asks persons you meet on these different cites.

Guide Question:
1. Specify the type of sampling and the sub - type to be used in the study. Explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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Activity 2. Draw from the Box!

Directions: From the box, choose the appropriate sampling technique for each given situation. Write
the letter of your answer on the line before the number.

a. Quota sampling g. Voluntary sampling

b. Cluster sampling e. Stratified sampling
c. Availability sampling f. Probability sampling
d. Snowball sampling j. Satistics
e. Purposive sampling k. Simple random
f. .systematic sampling

____ 1. Going to different areas to obtain a sample from varied set of people.
____ 2. Offering varied sample teachniques whose validity depends much on statistics.
____ 3. Interviewing people buying fish at the market place
____ 4. Selecting respondents from each of these sections A, B, C, and D.
____ 5. Making sections A, B, C, and D as your respondents.
____ 6. Choosing from your class the native speakers of English as the subjects in your study
entitled: The Extent of the Grammatical Competence of UST Freshmen Students
____ 7. Putting all the names of population members in a box and draw from the box the total
number of the sample.
____ 8. Selecting the exact number of samples possessing comparative features or traits with the
population.
____ 9. Accomodating extra – willing people to act as the respondents.
____ 10. Taking every 15th person in the sampling frame as the chosen respondent.
Quantitative Data Collection Techniques

Data are pieces of information or facts.

Techniques in Collecting Quantitative Data (Matthews 2010; Badke 2012; Thomas 2013,
Woodwell 2014)

1. Observation
Using sensory organs in gathering facts or information about people, things, places,
events, and so on, by wtaching and listening to them; then record the results.

Types
 1. Direct Observation – seeing, touching and hearing the sources of data personally
2. Indirect Observation – seeing and hearing the data not through your own eyes and
ears, but by means of technological and electronic gadgets like audioapes, video
records, and other recording devices.
2.Survey – a tehnique that obtains facts or information through data gathering instruments
of interview and questionnaire.

a. Interview – ask set of questions orally

b. Questionnaire – paper containing series of questions formulated for an individual
and independent answering by seversal respondents for obtatining statistical
information.

Order of interview questions:

a. First set of questions – opening questions to establish friendly relationships
(queations about the place, time, physical appearance of the participant, or other
non- verbal things not for audio recording)
b. Second set of questions – generative questions to encourage open – ended
questions (respondent’s inferences, views or opinions about the interview topic)
c. Third set of questions - - directive questions or close – ended questions to elicit
specific answers like those that are answerable with yes or no
d. Fourh set of questions – ending questions

3.Experiment – a scientific method of collecting data whereby you give the subjects a sort
of treatment or condition then evaluate the results to find out the manner by which the
treatment affected the subjects and to discover the reasons behind the effects of such
treatment on the subjects.

4.Content Analysis – a quantitative data collection technique that search through several
oral or written forms of communication to find answers to research questions. This data
collection method is not only for examining printed materials, but also for analyzing
information coming from non book materials like photographs, films, video tapes, paintings,
drawings and the like.