Practical Research 2

Quarter 2 – Module 1:
Quantitative Research Design
and Sampling Procedures
Practical Research 2 – Grade 12
Alternative Delivery Mode
Quarter 2 – Module 1: Quantitative Research Design and Sampling Procedures
First Edition, 2020

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Practical Research 2
Quarter 2 – Module 1:
Quantitative Research Design
and Sampling Procedures

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Introductory Message
For the facilitator:
Welcome to the Practical Research 2 – Grade 12 Alternative Delivery Mode
(ADM) Module on Quantitative Research Design and Sampling Procedure !

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Practical Research 2 – Grade 12 Alternative Delivery Mode

(ADM) Module on Quantitative Research Design and Sampling Procedure!

The hand is one of the most symbolized parts of the human body. It is often
used to depict skills, actions and purposes. Through our hands we may learn,
create and accomplish. Hence, the hand in this learning resource signifies that you
as a learner is capable and empower to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning. You will be able to process the
contents of the learning resource while being an active learner.

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 This module has the following parts and corresponding icons:
What I Need to skills or competencies you are expected to learn
Know in the module.
This part includes an activity that aims to check
what you already know about the lesson. If you
What I Know get all the correct answers (100%), you may decide
to skip the module.
This is a brief drill or review to help you link the
current lesson with the previous one.
What’s In
In this portion, the new lesson will be introduced
to you in various ways such as a story, a song, a
What’s New
poem, a problem opener, an activity or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What is It
This comprises activities for independent practice
to solidify your understanding and skills of the
What’s More topic. You may check the answers to the exercises
using the Answer Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process what
you have learned from the lesson.
What I Have This section provides an activity which will help
Learned you transfer your new knowledge or skill into real
life situations or concerns.

What I Can Do

This will give you

an idea of the
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

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The following are some reminders in using this module:

1. Read the instruction carefully before doing each task.

2. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
3. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is part of Understanding Data and Ways to Systematically Collect Data:
however, it will focus only quantitative research design and description of sample.
This module will help you gain understanding and knowledge about these topics.

At the end of the lesson, the learners will be able to:

1. Choose appropriate quantitative research design (CS_RS12_IIa – c – 1);
2. Describe sampling procedure and the sample (CS_RS12_IIa – c – 2);

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 What I Know

Directions: Choose the best answer. Write the letter of your choice on a separate
sheet of paper.

1. This is a type of non – experimental research where the researcher uses

interviews, questionnaires, and sampling polls to get a sense of behavior with
intense precision.
A. Comparative C. Descriptive
B. Correlational D. Survey

2. This research design tests the relationship between two variables.

A. Comparative C. Descriptive
B. Correlational D. Survey

3. Why is correlational research used to test between two variables?

A. It is done to establish the effect of one on the other and how that affects the
relationship.
B. It is used to survey or do a normative approach to study prevailing
conditions.
C. It intends to examine patterns of similarities and differences across a
moderate number of cases.
D. All of the above.

4. Which of the non – experimental research is used to examine the

patterns of similarities and differences across a moderate number of cases?
A. Ex – Post – facto C. Correlational
B. Descriptive D. Comparative

5. Which of the following research design involves selection of groups,

upon which a variable is tested without random pre – selection process?
A. Quasi – Experimental C. True Experimental
B. Quasi – Non – Experimental D. True – Non – Experimental

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6. The researcher would like to know further the type of social media used
between the male and female SHS students of Bataan National High School. What
is the appropriate research design to be used in his study?

A. Quasi – Experimental C. Descriptive

B. Experimental D. Correlational

7. What is the difference between quasi – experimental and experimental research?

A. Only one dependent variable is used in experimental, while multiple dependent
variables can be used in quasi – experimental research.
B. Intact groups are used in experimental, while quasi – experimental randomly
assigned individuals into groups.
C. The researcher controls the intervention in the experimental group, but not in
quasi – experimental research.
D. Participants for groups are randomly selected in experimental, but not in quasi
– experimental research.
8. What research design aims to determine a cause from already existing effects?
A. Correlational C. Ex – Post – Facto

B. Descriptive D. Quasi – Experimental

9. It refers to the method or procedure of choosing respondents that will
answer the question in the study.
A. Population C. Sampling
C. Research D. Sampling frame

10. Why probability sampling is the best type of sampling technique used in a
research study?
A. There is higher complexity compared to non-probability sampling.
B. There is absence of systematic error and sampling bias.
C. It is very cost-and-time effective.
D. Both A and B.
11. Which of the following is the type of probability sampling that uses a pure
chance selection process?
A. Systematic sampling C. Simple random sampling
B. Stratified sampling D. Cluster sampling

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12. When do you use non – probability sampling in your study?
A. When time is limited to conduct research or there is budget constraint.
B. When the intention is not to generate results that will generalize the entire
population.
C. When there is a need to observe whether a particular issue needs in-depth
analysis.
D. All of these.

13. What sampling technique is used when the researcher would like to
consider giving equal chances to the members of the accessible population
being selected as part of the study?
A. Systematic C. Simple Random
B. Stratified D. Cluster

14. When can we consider a research sample as the “best”?

A. Systematically chosen C. Purposely selected
B. Representative of the population D. Conveniently represented

15. What is the main objective of using stratified random sampling?

A. Sample is proportionately drawn from the different categories of the
population.
B. Sample is taken from an accessible population than the target population.
C. Every individual will be given an equal chance to be selected.
D. Those who will possibly respond to treatment are chosen.

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 Lesson
Quantitative Research
1 Design

What’s In

Quantitative research is more systematic and controlled than qualitative research

which you have learned in Practical Research 1 last school year. However, these
two research methods have a statement of the problem to investigate. At this point,
it is assumed that you are capable to state a research problem, write a background
of the study, scope and delimit, hypothesize, make a conceptual framework, and
review related literature.
Each type of research follows a particular design which aims to answer specific
questions. The research design leads to the direction of sampling procedure, data
gathering and data analysis.
Variables of the study must be given important considerations in your research
study. These types of variables which you will be using in your study will provide a
paradigm (conceptual framework) which helps the researcher decide on what will
be the design of the study.
So, it is very important that you have completed the previous tasks diligently to
maximize your learning in this module. In this lesson, you will be taught how to
select an appropriate research design.

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 What’s New

Directions: Arrange the jumbled letters below to identify the correct word/s which
will be discussed comprehensively in this lesson.
Jumbled Letters Answer
1. ocvamripatae rsserhace
2. acalroinetol srsreahec
3. eispvdricte cehaesrs
4. exrmetpnilea haceesrs edinsg
5. xe – tosp – afotc ressarehc
6. nno – exeipertmanl aceehrrss
7. uniqiatatetv ascsererh gedins
8. uqias – elxneaipertm ssacrreeh
9. usvyre hacersser
10. teru emltxrneaipe rrsseeach

What is It

According to Barrot (2017), research design is defined as the logical and coherent
overall strategy that the researcher uses to integrate all the components of the
research study. It will give meaning in the overall process of your research study.
Quantitative research is one type of factual investigation. It means that its analysis
focuses on verifiable observations and expressed in numbers. It is also a process of
collecting and analyzing numerical data. It can be used to find patterns and
averages, make predictions, test causal relationships, and generalize results to
wider populations.
There are two types of Quantitative Research Design, the non – experimental and
experimental.

1. Non – experimental Research Design

According to Kowalczyk (2015), non – experimental research means there is
a predictor variable of group of subjects that cannot be manipulated by the
experimenter. This suggests that different routes should be accustomed
draw conclusions, like correlation, survey or case study.
2. Experimental Research Design
It is guided by a hypothesis. Sometimes experimental research can have
several hypotheses. A hypothesis is a statement to be proven or disapproved.

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Once that statement is formed experiments are begun to seek out whether
the statement is true or not.

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Below is a table that may help you in deciding what quantitative research
design fits your study based on the relationship between the variables in the
study.

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 What’s More

Directions: Determine the quantitative research design appropriate for the sample
research titles.
1. Relationship between Academic Stressors and Learning Preferences of Public
Senior High School Students in Bataan
2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1
Pupils of Balanga Elementary School.
3. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens in
Balanga.
4. Measuring the Gadgets Usage of Grade 11 Students at Home during Covid
Community Quarantine
5. Level of Academic Achievement of Senior High Schools in Balanga in
Different Learning Modalities

What I Have Learned

Directions: Answer the given questions below briefly according to your

understanding on about this lesson?
1. What is the difference of non – experimental research design to
experimental research design?

2. How do the five (5) types of non – experimental design differs?

3. What is the difference between the two types of experimental research

design?

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 What I Can Do

Directions: Determine what is the appropriate quantitative research design for

each research title and give a brief justification for your answer.
Research Title Research Design Justification
1. Impact of the
Implementation of Covid
– 19 Health Protocols in
Public Markets on
Consumer Behaviors
2. Effects of Story Telling
on Quality of Sleep of
Children

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 Lesson
Sampling Procedure and the
2 Sample

What’s In

Do you remember your lesson on writing scope and delimitation? In that lesson,
you stated the subjects, participants, or respondents of your study. You also
described their characteristics which qualify them to be the source of your research
data.
The next question you have to answer is how many of the subjects, participants, or
respondents should be selected as a source of data? This lesson will teach you how
to describe sampling procedures in quantitative research. Always remember that
the sampling procedure must be aligned to your chosen research design.

What’s New

You are almost finished cooking your favorite dish. In order to check if it tastes
good and ready for serving, what will you do?

I will …

. https://bit.ly/2BfQXHJ

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 What is It

Population and Sample

The first step in determining the sample size is identifying the population of the
topic of interest. The population is the totality of all the objects, elements, persons,
and characteristics under consideration.
There are two types of population used in research: target population and accessible
population. The target population is the actual population, for example, all Senior
High School Students enrolled in Accountancy, Business and Management (ABM)
Strand in the Division of Bataan. While the accessible population is a portion of
the population in which the researcher has reasonable access, for example all
Senior High School enrolled in ABM strand at Bataan National High School.
When the whole population is too costly or time–consuming or impractical to
consider by the researcher, then, a sample representative is identified. Sample is
the specific group that you will collect data from. Its size is always less than the
population. For example, the sample that you will be using are the two (2) sections
of ABM class of Bataan National High School.
Sampling
Sampling pertains to the systematic process of selecting the group to be analyzed in
the research study. Sampling, in research, is a word that refers to the method or
procedures of choosing respondents to answer the question. According to Paris
(2013), the bigger the group from where you can choose the sample is called
population, and sampling frame is the list of members of such population from
where you will get the sample.
There are two kinds of sampling: the probability sampling or unbiased sampling
and non – probability sampling
1. Probability Sampling
This kind of sampling requires a researcher like you to have a list of your target
respondents focused on your study. This sampling provides an equal chance of
participation in the selection process given to every member listed in the sampling
frame. As a researcher, always remember that the smaller the sample is, the
higher chance of sampling error. Therefore, the bigger the number of respondents
will avoid sample errors. Sample errors yield if the selection does not take place in
the way it is planned by the researcher.
2. Non – probability Sampling
It disregards random selection of respondents. According to Edmond (2013), the
subjects are chosen based on the availability or the purpose of the study, in some
cases it is the discretion of the researcher.

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 What’s More

Directions: Identify the sampling procedure used in each given situation. Give a
brief justification for your answer.
Sample Situation Sampling Justification
Procedure
1. Richard’s target population for his study is the
employees of hotels in Bataan. Since there are too
many employees in these establishments, he
randomly selected two (2) hotels and considered all
its employees as participants in his study.
2. Rina wants to know if the new learning
modalities in the semester affect the academic
performance of senior high school students. He
listed all students in her school and selected every
6th name to be part of her study.
3. Luis wants to survey all the parents in Bataan
who opt to enroll their senior high school children
to an online class. All in one there are 30 000
parents. Luis decided to have 450 from the target
population.

What I Have Learned

Directions: Answer each question briefly. Write your answers on a separate

paper.

1. How do population differs with sample?

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2. How will you differentiate two types of sampling techniques?

3. Describe each type of sampling technique in you own words.

What I Can Do

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Research Title:
Level of Academic Achievement of Senior High Schools in Balanga in Different
Learning Modalities
Size of the population
Sample size of the study
The method you will use to determine
the sample size (include computation if
applicable)
Sampling procedure to be employed
(explain the steps)
Who will be your respondents?

Assessment
Directions: Choose the letter of the correct answer.
1. Why survey research is useful in your study?
A. It is a way of gathering data that makes the researcher verbally asks the
subjects or respondents to give answer to what the researcher is trying to
look for.
B. The simplest way of quickly gaining some general details regarding one’s
population of interest.
C. Data collected are fresh and first-hand and original in character.
D. All of these.
2. In this this type of non – experimental research, the researcher uses
interviews, questionnaires and sampling polls to get a sense of behavior
with intense precision.
A. Comparative C. Descriptive
B. Correlational D. Survey

3. This research design aims to test the relationship between two variables.
A. Comparative C. Descriptive
B. Correlational D. Survey

4. Which of the following non – experimental research uses to examine the

patterns of similarities and differences across a moderate number of cases?
A. Ex – Post – Facto C. Correlational
B. Descriptive D. Comparative

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5. Which of the following research design involves selection of groups, upon
which a variable is tested without any random pre – selection process?

A. True – Non – Experimental C. Quasi – Non – Experimental

B. True Experimental D. Quasi Experimental
6. What is the aim of Ex – Post – Facto research
design?
A. Determine a cause from already existing effects.
B. Establish cause and effect relationship.
C. Observe and describe a phenomenon.
D. Identify association among variables.
7. “Effects of Type of Music to Aesthetic Performance of Ballet Dancers”, what is the
appropriate research design for the given title?

A. Correlational C. Experimental

B. Descriptive D. Survey

8. It refers to the method of choosing respondents to answer the question.

A. Sampling frame C. Research

B. Sampling D. Population

9. It refers to the portion of population in which the the researcher has

reasonable access.
A. Accessible Population C. Sample
B. Research Design D. Target Population

10. Which of the following is NOT under probability sampling technique?

A. Cluster sampling C. Stratified sampling

B. Quota sampling D. Systematic sampling

11. This sampling technique automatically considers the respondents who
show willingness to answer the questions of the researcher.
A. Voluntary sampling C. Simple random sampling
B. Systematic sampling D. Availability sampling

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12. Why do we need to consider bigger number of respondents in research
study?
A. Because it will make the research more challenging for the researcher.
B. Because research is time consuming and cost–efficient.
C. Because it will make the research process easier.
D. Because it will avoid sample errors.
13. It is a sampling technique where it uses sampling ratio in selecting its
sample.
A. Cluster sampling C. Stratified sampling
B. Simple random sampling D. Systematic sampling

14. It is a sampling technique wherein the researcher chooses people who

correspond to the objectives of their study.

A. Availability sampling C. Quota sampling

B. Purposive sampling D. Voluntary sampling

15. Which of the following is NOT a non – probability sampling technique?
A. Voluntary Sampling C. Purposive Sampling
B. Systematic Sampling D. Availability Sampling

Additional Activities

Directions: Based on your approved research title, identify the research design
appropriate to your study and determine also the sample and sampling technique
you will use.

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References
Baraceros, Esther L. 2016. Practical Research 2. Sampaloc, Manila: Rex
Bookstore, Inc.

Barrot, Jessie S. 2017. Practical Research 2 for Senior High School. Quezon City,
Philippines: C & E Publishing Inc.

Caintic, Helen E. and Cruz, Juanita M. 2018. Scientific Research Manual. C &
E Publishing.

Cortez, Shiahari I, et.al. 2020. The Basics of Quantitative Research Design.

Philippines: John 14 – 14 Book Publishing Center

Fraenkel, Jack R. and Wallen, Norman E. 2006. How to design and Evaluate
Research in Education. Asia: Mc – Graw Hill Companies

2020. https://www.scribbr.com/methodology/quantitative-research/
populations

2020. https://humansofdata.atlan.com/2016/04/quota-sampling-when-to-
usehow-to-do-correctly

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2020. https://www.questionpro.com/blog/descriptive-research

2020.https://www.scribbr.com/methodology/quasi-experimental-design

2020. https://www.tnstate.edu/eduadmin/Facto%20Designs.pdf

2020. https://www.academia.edu/Documents/in/Survey_Research

2020. https://www.academia.edu/Documents/in/Correlation

2020. https://core.ac.uk/download/pdf/60530176.pdf

2020.https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=3473&conte
xt=li bphilprac

2020.https://www.forestoftherain.net/uploads/3/5/8/2/3582998/aquil_f._ba
yya n.pdf

2020. https://eric.ed.gov/?q=quasi+AND+experimental&pg=2&id=EJ1051438
2020. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1380852/
2020. https://www.slideshare.net/kontorphilip/very-simple-way-of-choosing-
anappropriate-quantitative-research-design-for-your-study

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