PARTICIPANTS OF THE STUDY
1. Participants as a Source of Information:
Respondents provide essential data for the study.
They represent the specific segment of the population relevant to the
research.
2. Target Population: The entire group the researcher is interested in (e.g.,
all senior high school students in a specific region).
Example:
In a study on senior high school students in technical-vocational
training in Region VIII, the target population includes all such students in
the region.
3. Accessible Population: A subset of the target population that the
researcher can realistically access for the study (e.g., senior high school
students in specific schools).
Example:
The accessible population might be limited to students in specific
schools or districts within the region.
4. Determining Sample Size
Importance of Sample Size:
- A larger sample size improves the reliability and accuracy of
research findings.
- It is recommended to use a larger sample for more robust results.
5. Factors to Consider in Sample Size Determination:
Homogeneity of Population:
- More homogeneous (similar) populations require smaller sample sizes.
- Greater variability in the population demands a larger sample.
Desired Precision by Researcher:
- Higher precision requirements increase the sample size.
- Precision relates to how close the results need to be to the true
values.
Type of Sampling Procedure:
- Probability sampling generally requires smaller sample sizes than non-
probability sampling due to the random selection process.
Use of Formulas:
- Slovin’s Formula is commonly used when limited information about the
population is available, especially in non-probability sampling.
Other Considerations in Determining Sample Size:
a. Minimum Sample Size for Normal Distribution:
- Sample sizes as small as 30 are generally considered
adequate to approximate a normal distribution for the
sampling distribution of the mean (Shott, 1990).
- This threshold is often used as a rule of thumb, especially
in social sciences, to ensure that basic statistical
assumptions about the data's distribution are met.
b. Universal Sampling for Small Populations:
- When the total population is small (equal to or less than
100), using the entire population as the sample (universal
sampling) can be practical.
- This approach is helpful to ensure that every individual in a
small population is represented, which is often feasible in
small classes, teams, or niche groups.
c. Recommended Sample Sizes for Different Research Types (Gay,
1976):
Descriptive Research: Typically requires 10% to 20% of
the population.
Example: If studying HUMSS students' study habits
across a large school, 10%-20% of the total HUMSS student
population might be sampled to describe overall trends and
behaviors.
Correlational Research: Requires at least 30 subjects or
respondents.
Example: For studying the relationship between
social media usage and academic performance among HUMSS students, a
minimum of 30 participants would provide enough data to identify
correlations.
Comparative Research: Requires around 15 subjects per
group.
Example: To compare academic stress levels between
Grade 11 and Grade 12 HUMSS students, at least 15 students from
each grade level would be sampled.
Experimental Design: Typically requires 15 to 30
subjects per group.
Example: In an experiment testing the effects of
study aids on exam performance, a group size of 15 to 30 HUMSS
students would be ideal for each experimental and control group to
observe any significant effects.
KINDS OF SAMPLING
PROBABILITY SAMPLING
I. SIMPLE RANDOM SAMPLING
Definition: Every student has an equal chance of being selected.
Example: A researcher randomly selects 30 HUMSS students from a
list of all HUMSS students at the University of Cebu to
participate in a survey on study habits.
II. STRATIFIED RANDOM SAMPLING
Definition: The population is divided into sub-groups (strata), and
samples are taken from each group proportionally.
Example: The researcher divides HUMSS students by year level
(Grade 11 and Grade 12) and randomly selects 15 students from each
level to explore differences in study habits.
III. CLUSTER SAMPLING
Definition: The population is divided into clusters, and a few clusters
are chosen randomly; all individuals in the chosen clusters are
studied.
Example: From multiple HUMSS sections across several campuses, two
sections are randomly selected, and all students from these
sections participate in the study on curriculum satisfaction.
IV. SYSTEMATIC SAMPLING
Definition: A list of students is ordered, and every nth student is
selected.
Example: A researcher selects every 5th HUMSS student on an
alphabetical list to participate in a survey about campus
resources.
NON-PROBABILITY SAMPLING
V. CONVENIENCE SAMPLING
Definition: Sampling based on availability or ease of access.
Example: A researcher surveys HUMSS students in the campus library
to gather data quickly about their preferred learning
environments.
VI. QUOTA SAMPLING
Definition: Researchers fill quotas by selecting a specific number from
various sub-groups.
Example: The researcher wants an equal number of male and female
HUMSS students, so they survey 20 males and 20 females from
readily accessible classes.
VII. PURPOSIVE SAMPLING
Definition: Sampling based on specific criteria or characteristics.
Example: To understand the challenges faced by student leaders in
HUMSS, the researcher selects only those who hold leadership roles
in student organizations.
VIII. SNOWBALL SAMPLING
Definition: Researchers gather participants from existing participants
recruit future participants from among their acquaintances, especially
useful for hard-to-reach or specific populations.
Example: A researcher studying political beliefs among HUMSS
students at the University of Cebu starts with a few known student
activists. These initial participants then recommend other student
activists, expanding the sample size through referrals.
