ABRA HIGH SCHOOL Subject: Practical Research 1

Senior High School Department Quarter: 4

Source: SLM from La Union Schools Division Office Week #: 2

TARGET
Every human experience is a text to be read is one of the basic qualitative sayings which aims
to describe and clarify experience as it is lived and constituted in awareness. It has something to do
with how are you going to explore the experiences of one person to another person based from
existing phenomenon or certain topic. To discover facts and information about the object of your
interest is to work collaboratively with some people, for the answers to your questions about the topic.
In this module, you are going to design your own research methodology based from the topic/problem
of your chosen interest. You are going to learn what are the different data collection plan, data
gathering instrument and analysis procedures.

After going through this learning material, you are expected to attain the following objectives:

Learning Competency:

 Plans data collection, data gathering instrument and analysis procedures (CS_RS11Iva-c-3)
 Presents written research methodology (CS_RS11Iva-c-4)

Subtasks:

 Describe and explain the different parts of a research methodology in a Qualitative Research
 Explain the different processes involved in writing the research methodology
 Apply the different strategies used in data analysis and interpretation of a qualitative data
 Apply the guidelines in transcribing, coding, and theming the collected data

Lesson 1 Presents Research Methodology

DISCOVER
Writing the Research Methodology of a Qualitative Research
Writing the research methodology of your qualitative research is considered the most
important process because it will direct your research as to how are you going to implement your
study. The following questions below will be your guide in crafting your research methodology.

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 ABRA HIGH SCHOOL Subject: Practical Research 1
Senior High School Department Quarter: 4
Source: SLM from La Union Schools Division Office Week #: 2

Writing the Research Design

You may choose from the following research designs:

Qualitative Nature of Focus of Selection/ Population Product Realized
Design Question asked Question
Asked
Narrative Story-oriented Story 1-2 Moderatum
generalization
Case Study In-depth Issue 1 to many Lessons learned
descriptive
Grounded Process Process 20 or more Theory
Theory (Use theory of
Saturation
Point)
Phenomenology Essence Meaning 3 - 13 Collective description

 Moderatum generalization is a modest, practical generalization based on personal experience that

makes daily life possible through the resemblance of order and consistency to social interaction
(Payne & Williams, 2005)
 The appropriate research design should be specified and described. Explain why this particular
research design or procedure was chosen.
 Include likewise the research approach: qualitative. Discuss and explain its use.

Sample Research Design

Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students

The case study method was utilized in this study. This design is a critical study of a particular
situation and method used to constrict a very broad field of research into one easily researchable topic.
According to Green and Thorogod (2009), it is an in depth study undertaken of one particular “case”
which could be a site, individual or policy. Moreover, the role of the case study method in research
becomes more prominent when issues with regard to education (Gulsecen and Kubat, 2006),
sociology (Grasel and Schirmer, 2006) and community-based problems (Johnson, 2006), such as
poverty, unemployment, drug addiction, and illiteracy are raised. To make it clearer, it is the thorough
discussion of one certain phenomenon. This design is fitted for the study since it concentrates on the
gathering of data with regard to the struggles of students who abandoned their schooling.
In addition, qualitative research approach was used. Qualitative Research focuses on the description
and interpretation that might lead to development of new concepts or theory, or to an evaluation of an
organizational process which cannot be adequately expressed numerically ( Hancok et al, 2009). It
aimed to get a better understanding about one’s personal experiences that are to be interpreted for the
formulations of solutions that may be imposed. This approach is appropriate to the study since utilized
qualitative techniques such as interview and observation to identify the struggles of the drop-out
students

II. Writing the Sources of Data

Locale and Population of the Study

The following steps or guidelines in writing your sources of data.

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 ABRA HIGH SCHOOL Subject: Practical Research 1
Senior High School Department Quarter: 4
Source: SLM from La Union Schools Division Office Week #: 2

1. Describe the place where the study will be conducted and the reason behind the choice.
2. Describe the human participants in the study and the sampling design to be used. Usually for
qualitative approach, the theory of SATURATION POINT (a theory stating that when
responses tend to repeat, then the saturation point is reached. Thus, there is no need to further
cull out more data) is used to determine the number of respondents. Discuss the selection in
details.
3. Usually purposive sampling and snowball sampling are used, although other sampling
techniques can be used and basically it falls under non-probability sampling.

Types of Non-Probability Sampling you may select from.

Quota Sampling -using quota or a specific set of persons whom you believe to have the same
characteristics of the target population.
a. Voluntary sampling- no need to undergo selection process since the subject of your research
volunteers himself/herself to undergo the study.
b. Purposive sampling – selecting your participant with rich experience or interest in your study.
c. Availability sampling- willingness of the people to take part in your study.
d. Snowball sampling- free to obtain data from any group increasing the number of people you
want to form the sample of your study.

Sampling Designs
Maximum Variation Involves the selection of participants with the most diverging forms
Sampling of experience
Homogeneous Sampling Involves the selection of participants from a particular subgroup
whose experience is somewhat alike
Critical Case Involves the selection of participants whose experiences are
particularly significant because of their intensity or irregularity
Criterion Sampling Involves the selection of participants who meet some important
predetermined criterion

4. It is important to take note that depth of responses is important than the number of responses
for qualitative research.

Sample
Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students

The population of this study was composed of junior and senior high school drop-out students
during the school year 2015-2016. The study utilized purposive sampling and Snowball sampling
technique in determining the participants. Black (2010) describes that purposive sampling is a
nonprobability sampling method and it occurs when elements for the sample are chosen by the
judgement of the researcher. The selection of respondents depends upon their characteristics and
the will of the researchers.

III. Writing the Instrumentation and Data Collection

Instrumentation and Data Collection

In crafting your instrument in your research consider to describe the instrument/s to be used., what
each will measure; how they are crafted to whom they will be administered and if possible, how they
will be administered. Always present the tools and procedures to be used to test the validity of the
interview guide questions. Reliability test is not required in the qualitative research. You may append

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Senior High School Department Quarter: 4
Source: SLM from La Union Schools Division Office Week #: 2

the computation for the validity. Explain also how the data collection is done. Say for interview, how
was the interview conducted? Was there a use of a video tape, recording etc.?
The nature of central questions determines the overall research design; thus research questions should
elicit what is expected based from the research design used in your study.

Question Nature Design

Typologies
Story-Oriented Questions about the life experiences of individual Narrative
Questions and they unfold over time

In-depth Questions about developing an in-depth Case Study

Question understanding how different cases provide
Descriptive insight in an issue or unique issue

Process Question Questions about experiences over time or changes Grounded Theory
that stages or process

Essence Question Questions about what is at essence that all person’s Phenomenology
experience about a phenomenon

Sample

Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students

To gather the necessary information from the identified students, the researchers asked the
principal or the Guidance Counselor to provide a copy of the names of drop-out students.
The researchers utilized the interview method to extract information form the participants.
Relevant questions were formulated by the researchers to comply with necessary requirements to
conduct the interview. The questions centered on the determining of struggles of drop-out
students.
The interview was conducted by the researcher themselves. They used audio recordings and
video camera to record conversation between the interviewer and the interviewee to easily
facilitate the recording of information. Also, the answers of the interviewee were jotted down by
the interviewer.
Validity of the Interview Questions. Before the conduct of the interview, the researchers
let experts in the field Languages and Social Sciences to validate the questions that would be
raised. The validators were a guidance counselor, an English teacher and a Filipino teacher to
check the tagalog translations of the questions. If the questions were rated 3-5, then they were
deemed appropriate for the collection of accurate data and information. The validity rating is
4.67 indicating high validity, which means that the interview questions were appropriate.
Furthermore, the comments and suggestions of the validators were highly observed.

IV. Writing the Data Analysis

It is presented usually in thematic analysis of data exposition and interpretation will be used to
analyzed the data. It indicated here also how the data gathered from the responses will be treated and
presented

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 ABRA HIGH SCHOOL Subject: Practical Research 1
Senior High School Department Quarter: 4
Source: SLM from La Union Schools Division Office Week #: 2

Sample
Why Did the Pen Stop Writing?: The Struggles of Drop-Out Students

The data collected were subjected for the analysis in the development of a right and clear
interpretation. The interview method wad used to determine the responses of drop-out students. The
responses were transcribed carefully before they were subjected to cool and warm analyses to bring
out the themes. Further, open and axial coding method was used in the over-all thematic analysis of
the study. To this effect, a synthesizing diagram of the reasons why students dropped form school
was crafted.

Main Research Tools

1. Observation- a technique of gathering data whereby you personally watch, interact,

communicate with the subjects of your research.
2. Interview- a data gathering technique that makes you verbally ask the subjects or participants
questions to give answers to what your research study is trying to look for.
3. Documentary analysis – it uses a systematic procedure to analyze documentary evidence and
answer specific research questions.

The main treatment of qualitative data is through thematic analysis which can be generated from the
gathered data using the different research tools.

V. Qualitative Data Analysis

Every human experience has its own morphology. Just like every individual has its own unique
DNA. Qualitative data analysis is the process of examining and interpreting qualitative data to
understand what it represents. Data analysis (what the data say) is an attempt by the researcher to
summarize the collected data while data interpretation (what does it mean) is an attempt of the
researcher to find meaning.

Knowing the nature of a qualitative data, iterative process is a must in data analysis and
interpretation. There is a repetition of each processes used in your study. For example, after you have
gathered the data, you have created themes and yet it is not answering your research questions, you
have to change the theme generated at the same time validate if that theme formed is appropriate to
your research questions. This is the reason why qualitative research is a tedious process. You have to
make sure that your data analysis and interpretation should really capture the human experiences you
are trying to extract from your participants.

How to Analyze?
Depends on:
a. What research questions drive your study
b. Research questions is linked to methods chosen and types of analysis you apply
Data Analysis during Collection Ask the following questions:
a. Why do participants act as they do?
b. What does this focus mean?
c. What else do I want to know?
d. What new ideas have emerged?
e. Is this new information

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Source: SLM from La Union Schools Division Office Week #: 2

Data Analysis after Collection:

Follow the iterative process:

a. Become familiar with the data through reading and memoing

Memoing is the act of recording reflective notes about what the researcher (fieldworker, data
coder, and/or analyst) is learning from the data. They are notes by the researcher to herself or
himself about some hypothesis regarding a category or property and especially relationships
between categories.
b. Exam the data in depth to provide detailed descriptions of the setting, participants and
activities.
c. Categorizing and coding pieces of data and grouping them into themes.

Data Analysis Strategies

After gathering the data, you have to apply the process of transcribing and coding. Field notes
compiled during an interview can be a useful complementary source of information to facilitate this
process, as the gap in time and between an interview, transcribing, and coding can result in memory
bias regarding non verbal or environmental context issues that may affect the interpretation of data.

A. Transcribing and Checking

Transcribing is a difficult process even for the most experienced transcribers, but it must be done to
convert the spoken word to the written word to facilitate analysis. All audio recordings should be
transcribed verbatim, regardless of how intelligible the transcript may be when it is read back. Lines
of text should be numbered.
Once the transcription is complete, the researcher should read it while listening to the recording and
do the following:
a. Correct any spelling or other errors
b. Anonymize the transcript so that the participant cannot be identified from anything that is said
(e.g. names, places, significant events)
c. Insert notations for pauses, laughter’s, looks of discomfort
d. Insert any punctuation, such as commas and full stops (periods) and include any other
contextual information that might have affected the participant (e.g. temperature of the room
and comfort of the room) Transcription Notation

Notation Meaning
? Rising intonation at the end of the sentence
. Falling intonation at the end of the sentence
/ Rising and falling intonation within the text
, Continuing intonation (like in a list)
CAPS Stress or emphasis on the text
(0.5) Pause in tenths of a second
… Short untimed pause
<> Talk spoken slowly
>< Talk spoken rapidly
: Lengthened syllable

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Source: SLM from La Union Schools Division Office Week #: 2

- Word cut off (abrupt self-termination)

= Latched talk (no gap between two speakers)
[] Overlap speech
{} Backchannel Talk (someone who is being transcribed)
?? Spoken softly
ITALICS Spoken loudly
H Audible breath
.h Inward breath
(( )) Outward breath
( ) Paralinguistic behavior (non-verbal behavior)
^^ ^^ Words spoken with laughter voice

Sample Transcript

The participants (age late 50’s) had suffered from a chronic mental

health illness for 30 years. The participant had become a “revolving door
patient”, some who is frequently in and out of hospital. As the participant talked
about past experience, the researcher asked:
1. What was the treatment like 30 years ago?
2. Umm(H)- well it was pretty much they could do what they wanted with you
because I was put into the er, the er kind of system, I

was on
3. endless section threes.
4. Really…
5. but what I didn’t realize until later was that if you haven’t actually posed a
<threat> to someone or yourself they can’t really do that but I didn’t know
6. that. So wh-when(.h) I first went into the hospital they put me on the
forensic ward ‘cause they said, “We don’t think you’ll stay here we think you’ll
just
7. run-run away.” So they put me then onto the acute admissions ward and(
-er)-I can remember one of the first things I recall when I got onto that
8. Ward was sitting down with (a er) a Dr XXX. He had a book this thick
(gestures) and on each page it was like three questions and he went through

Coding
Coding refers to the identification of topics, issues, similarities, and differences that are revealed
through the participant’s narratives and interpreted by the researcher. Coding can be done by hand on
a hard copy of the transcript, by making notes in the margin or by highlighting and naming sections in
the text.
Coding is not a precise science; it’s primarily an interpretive act. There are no rules, merely
guidelines. Also be aware that a code sometimes summarizes or condense the data, not simply reduce
it. Coding can be done through open coding by means of identifying the themes or elicit themes from
the data; axial coding by means of searching for the concepts from the data; selective coding which
can be done through the identification of key concept.

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Source: SLM from La Union Schools Division Office Week #: 2

Examples of coding

Transcription Descriptive Code

1 1
I notice that the grand majority of homes have SECURITY
a chain like fences in front of them. There are (the code above summarizes the primary topic)
many dogs with signs on fences that say
“Beware of Dogs”

Several codes applied to data from an interview

Transcription Descriptive Code

1 1
He cares about me. He has never told me SENSE OF SELF-WORTH
but he does.
2
2
He’s always been there for me, even my STABILITY
parents were not. He’s one of the few things that
I hold as a constant in my life. So it’s nice. 3 I 3
“COMFORTABLE”
really feel comfortable around him.

Excerpt from an interview wherein a mother describes her teenage son’s trouble over school years.
Transcription Descriptive Code
1 1
My son Barry, went through really MIDDLE SCHOOL HELL
tough time about, probably started at the end of
fifth grade and went into sixth grade.
2
When he was growing up young in
school he was a people-pleaser and his teachers 2 TEACHER’S PET
loved him to death.
3
Two boys in particular that he chose to
try to emulate, wouldn’t, were not very good for 3
him. BAD INFLUENCES
4
They were very critical of him, they put
him down all the time, and he kind of just took
that and really kind of internalized it, I think, for 4
a long time. 5 in that time period, in the fifth TWEEN SORROW
grade, early sixth grade, they really just kind of
shunned him all together, and so his network as
5
he knew it was gone. THE LOST BOY

(the codes above summarize the primary topic)

For active TB Cases

Question/Topic Responses Descriptive Code
History of illness
(emotional reaction
1
How did you feel when I was scared of what was 1 Concern about not
you first know you had a going to happen to me. …most making healthy recovery
TB? people I knew had TB died. I was
also scared of what others would
think and what their reaction would

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Source: SLM from La Union Schools Division Office Week #: 2

be- specially my family.

2
Also, I am scared – I don’t
want to make anyone else sick, so I
2
try not to go places Concern over other
people’s reactions
where I might give it to other people

1 1
How has having TB My body has been feeling Physical Effects
affected your life? week. I don’t want to eat much and I
have lost a lot of weight.

2
I had to miss some work, and
when my boss found out I had TB, he 2
Work/Financial Effects
made me go on
leave for a while

3
Also, it is difficult because
my family – they have to be careful
and avoid touching anything that I
touch so they don’t get sick 3
Feeling of being
“infectious”

B. Theming

Theming refers to the drawing together of codes from one or more transcripts o
present the findings of qualitative research in a coherent and meaningful way. During
presentation of the research, themes will be used as the heading and underneath will be the
codes, examples from the transcripts, and the researcher’s own interpretation of what the
themes mean. Implications to real life should also be given. Approaches to theme
development are apriori approach which means investigator’s prior theoretical
understanding of the phenomenon under study and inductive approach which involves the
identification of themes based on data gathered.

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Source: SLM from La Union Schools Division Office Week #: 2

Example

where I might give it

to other people
How has having 1
My body has been 1
Physical Effects
TB affected your feeling week. I don’t
life? want to eat much
and I have lost a lot ECONOMICAL
of weight. FINANCIAL
2
Work/Financial EFFECTS
2
I had to miss some Effects
work, and when my
boss found out I had
TB, he made me go
on leave for a while
3
Also, it is ISOLATION
EXPLORE
difficult because 3
Feeling of being (as a result of
my family – they “infectious” being
have to be careful infections
and avoid
touching anything
that I touch so
they don’t get sick

Directions: Determine the appropriate research design based on the following research topics. Write
your answers in the blank provided before each number.
1. Cultural practices of the Ilocanos of La Union.
2. Success story of an entrepreneur
3. The way of life of the Mangyans, their folkways and mores
4. Fears and anxieties of teenagers
5. Agriculture of the pre-historic period

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 ABRA HIGH SCHOOL Subject: Practical Research 1
Senior High School Department Quarter: 4
Source: SLM from La Union Schools Division Office Week #: 2

Lesson 2 Sampling Procedure and

Sample

TARGET
In the previous lesson, you were able to learn on the different research designs that could be
used in conducting a qualitative research study. This time, you will have a wider view of how samples
are determined in this type of research. Bear in mind that in qualitative research, a sample is a smaller
set of cases a researcher selects from a large group and generalizes the population.
Furthermore, experts say that a sample appropriate to the research questions and theoretical
aims are needed to fully analyze the topic and answer the questions in the study. Hence, at the end of
this lesson, you are expected to:
a. Describe sampling procedure and sample CS_RS11Va-c2

DISCOVER

To understand further this lesson, the first thing to do is to be well versed of the
difference between Population and Sample:

Population, Sample and Sampling

The population refers to the totality of objects, elements,
person and characteristics under a given condition. In
other words, population refers to the entire group that
you want to draw conclusions about.
On the other hand, sample is the specific group that you
will collect data from which also refers as the subset in a
population.
Sampling in contrary is the process of technique of
choosing a sample from a population to participate in
the study.
Qualitative Sampling
In qualitative research, the goal of sampling is to get a representative sample size
from a population to study and create accurate generalizations based on the data that will be
gathered. The researcher should remember that there are no fast and hard rules in
determining the sample size. The characteristics and objectives of the study will determine
how many individuals should be selected. You continue to sample until you are not getting
new information or are no longer getting new insights also known as the concept of
saturation. However, there are also other guidelines recommended in determining the
number of respondents:
Proponent Research Design Suggested Respondent
Morse (1994) Ethnography 30-50 participants
Morse (1994) Grounded Theory 30-50 interviews
Creswell (1998) Phenomenological 5-25 participants
These recommendations can help a researcher estimate how many participants they

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will need, but ultimately, the required number of participants should depend when saturation
is reached.
Sampling is done to collect cases, events, or actions that will clarify and deepen
understanding. There is a need to think carefully as to what sampling procedure should be
used by the researcher to come up with a sound study. The following are Non-probability
Sampling procedures that are commonly used in qualitative research:

A. Convenience Sampling
Convenience sampling is defined as a method adopted by researchers where data is
collected from a conveniently available pool of respondents. It is the most commonly used
sampling technique as it’s incredibly prompt, uncomplicated, and economical. In many
cases, members are readily approachable to be a part of the sample.

B. Quota Sampling
Quota sampling is defined as a non-probability sampling method in which
researchers create a sample involving individuals that represent a population. Researchers
choose these individuals according to specific traits or qualities. These samples can be
generalized to the entire population. The final subset will be decided only according to the
interviewer’s or researcher’s knowledge of the population.

C. Snowball Sampling
Snowball sampling or chain-referral sampling is defined as a nonprobability
sampling technique in which the samples have traits that are rare to find. This is a sampling
technique, in which existing subjects provide referrals to recruit samples required for a
research study.

GAUGE
Direction: Choose the letter of the correct answer. Write your answers
in a separate sheet.

1. Which of the following is considered as the framework of a research

paper?
A. Sample B. Research Design
C. Population D. Methodology

2. What type of research design is oftentimes used in sociology and

anthropology?
A. Ethnography B. Case Study
C. Phenomenology D. Historical Research

3. What research design should be used if you want to study the experiences
of people?
A. Ethnography B. Case Study
C. Phenomenology D. Historical Research

4. Which of the following refers to the systematic collection and objective

evaluation of data related to past occurrence in order to test the hypothesis
concerning?
A. Ethnography B. Phenomenology

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C. Case Study D. Historical Research

5. Which of the following research designs refers to an inductive technique

developed for health-related topics that emerged to the discipline of sociology?
A. Grounded Theory B. Phenomenology
C. Case Study D. Historical Research

6. What research design should be used if you want to learn from the past to
see if their practices before are applicable to the present?
A. Grounded Theory B. Phenomenology
C. Case Study D. Historical Research

7. If a researcher would like to study the way of life of the Ilocanos, their
folkways and mores, what research design would he most likely to use?
A. Ethnography B. Phenomenology
C. Case Study D. Historical Research

8. What research design requires the researcher’s personal participation as

part of the research study?
A. Ethnography B. Phenomenology
C. Case Study D. Historical Research

9. Which statement describes the sample in a population?

A. The specific group that you will collect data from which also refers as the
subset in a population.
B. The totality of objects, elements, person and characteristics under a given
condition
C. The process of technique of choosing a sample from a population to
participate in the study
D. None of these

10. Which of the following correctly defines a population?

A. The specific group that you will collect data from which also refers as the
subset in a population.
B. The totality of objects, elements, person and characteristics under a given
condition
C. The process of technique of choosing a sample from a population to
participate in the study
D. None of these

11. Which of these correctly defines sampling in qualitative research?

A. The specific group that you will collect data from which also refers as the
subset in a population.
B. The totality of objects, elements, person and characteristics under a given
condition
C. The process of technique of choosing a sample from a population to
participate in the study
D. None of these

12. What most likely should a researcher do if he/she already reached

saturation of data and no longer getting new information?
A. Have more respondents to have more data

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B. Look for more respondents in other places to compare the gathered data
C. Stop having additional respondents for he had already gathered the
required data from the research
D. None of these

13. In a research study, a participant/informant refers the researcher to a

known respondent. What type of sampling procedure is employed?
A. Quota Sampling B. Purposive Sampling
C. Snowball Sampling D. Convenient
Sampling

14. If a researcher takes respondents that are of his ease, what type of
sampling technique is done?
A. Quota Sampling B. Snowball Sampling
C. Purposive Sampling D. Convenient
Sampling

15. Which type of sampling procedure is being described in the statement

below? “A non-probability sampling method in which researchers create a
sample involving individuals that represent a population.”
A. Quota Sampling B. Snowball Sampling
C. Purposive Sampling D. Convenient
Sampling

Direction: Choose the letter of the correct answer. Write your answers in a separate sheet.

1. Which of the following is considered as the framework of a research paper?

A. Sample
B. Research Design
C. Population
D. Methodology

2. What type of research design is oftentimes used in sociology and anthropology?

A. Ethnography
B. Case Study
C. Phenomenology
D. Historical Research

3. What research design should be used if you want to study the experiences of people?
A. Ethnography
B. Case Study
C. Phenomenology
D. Historical Research

4. Which of the following refers to the systematic collection and objective evaluation of data related
to past occurrence in order to test the hypothesis concerning?
A. Ethnography
B. Phenomenology
C. Case Study
D. Historical Research

5. Which of the following research designs refers to an inductive technique developed for health-
related topics that emerged to the discipline of sociology?
A. Grounded Theory

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B. Phenomenology
C. Case Study
D. Historical Research

6. What research design should be used if you want to learn from the past to see if their practices
before are applicable to the present?
A. Grounded Theory
B. Phenomenology
C. Case Study
D. Historical Research

7. If a researcher would like to study the way of life of the Ilocanos, their folkways and mores,
what research design would he most likely to use?
A. Ethnography
B. Phenomenology
C. Case Study
D. Historical Research

8. What research design requires the researcher’s personal participation as part of the research
study?
A. Ethnography
B. Phenomenology
C. Case Study
D. Historical Research

9. Which statement describes the sample in a population?

A. The specific group that you will collect data from which also refers as the subset in a
population.
B. The totality of objects, elements, person and characteristics under a given condition
C. The process of technique of choosing a sample from a population to participate in the study
D. None of these

10. Which of the following correctly defines a population?

A. The specific group that you will collect data from which also refers as the subset in a
population.
B. The totality of objects, elements, person and characteristics under a given condition
C. The process of technique of choosing a sample from a population to participate in the study
D. None of these

11. Which of these correctly defines sampling in qualitative research?

A. The specific group that you will collect data from which also refers as the subset in a
population.
B. The totality of objects, elements, person and characteristics under a given condition
C. The process of technique of choosing a sample from a population to participate in the study
D. None of these

12. What most likely should a researcher do if he/she already reached saturation of data and no
longer getting new information?
A. Have more respondents to have more data
B. Look for more respondents in other places to compare the gathered data
C. Stop having additional respondents for he had already gathered the required data from the
research
D. None of these

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 ABRA HIGH SCHOOL Subject: Practical Research 1
Senior High School Department Quarter: 4
Source: SLM from La Union Schools Division Office Week #: 2

13. In a research study, a participant/informant refers the researcher to a known respondent. What
type of sampling procedure is employed?
A. Quota Sampling
B. Purposive Sampling
C. Snowball Sampling
D. Convenient Sampling

14. If a researcher takes respondents that are of his ease, what type of sampling technique is done?
A. Quota Sampling
B. Snowball Sampling
C. Purposive Sampling
D. Convenient Sampling

15. Which type of sampling procedure is being described in the statement below?
“A non-probability sampling method in which researchers create a sample involving
individuals that represent a population.”
A. Quota Sampling
B. Snowball Sampling
C. Purposive Sampling
D. Convenient Sampling

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