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Inquiries,
Investigation
and Immersion
Quarter 1 – Module 7:
Population, Sampling Method
and Research Instrument

Dr. Char Gil S. Tocmo

COMPILER/ CONTEXTULAIZER

1
 First Quarter
Module 7, Week 7
Population, Sampling Method and Research
Instrument
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Learning Outcomes : Describe the target population of the study, choose
the appropriate sampling method applicable to the study
and design the research instrument to be used in
gathering the data
Competencies : Describe adequately the respondents and the research
instrument of the study
Topic/s : Population, Sampling Method and Research Instrument

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What I Know
Directions: Read the sentences carefully. Write the letter of the correct answer in a
separate sheet of paper.

1. It is a process of selecting respondents in which the members of the entire

population do not have an equal chance of being selected as samples.
A. Non-probability B. Population C. Probability D. Sampling

2. It is composed of persons or objects that possess some common characteristics

that are of interest to the researcher.
A. Population B. Probability C. Sampling D. Scope

3. This is a process of selecting respondents in which the members of the entire

population have an equal chance of being selected as samples.
A. Non-probability B. Population C. Probability D. Sampling

4. These include the roulette wheel, fishbowl technique and the use of the table
of random numbers.

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 A. Convenient sampling C. Stratified random sampling
B. Simple random sampling D. Systematic sampling

5. The population is first divided into different strata then the sampling follows.
A. Convenient sampling C. Stratified random sampling
B. Simple random sampling D. Systematic sampling

6. It occurs when every member of a population has an equal chance of being

selected
for a sample.
A. Convenient sampling C. Stratified random sampling
B. Simple random sampling D. Systematic sampling

7. True or False: all samples lead to a good prediction about an entire population.
A. True B. False

8. You are interested in factors that predict loyalty to sports teams. Which of the
following would be an example of a purposive sampling strategy?
A. Ask friends for referrals of sports fanatics to your study.
B. Attend the next game of a winning professional sports team.
C. Put a notice in the local newspapers announcing the study.
D. Obtain a directory of season ticket holders of a professional sports
team.

9. Convenience samples are frequently used in student research because they:

A. are more appropriate for statistical analysis.
B. are preferred by instructors.
C. take less time and money.
D. yield representative samples.

10. Mrs. Reyes wants to find the average height of all her students in her classes.
She
decides to use the first 5 people who walk in the door. Is this a good
representative
sample?
A. Yes B. No

11. These are the sources of Qualitative Data.

A. Books and journal C. Primary sources and secondary sources
B. Interview and observation D. Questionnaires and survey

12. What type of interview question is this, "What do you think people disobey
rules?"
A. Background question C. Knowledge question
B. Feeling question D. Opinion question

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13. What data collection method is most useful in a study entitled, "Online Classes:
An Analysis on its Contribution to the Students' Learning Experience"?
A. Documentary Analysis B. Interview C. Survey d. Observation

14. It pertains to an item, an object, area or an individual from which data will be
taken.
A. Population C. Sampling Population
B. Population Element D. Target Population

15. Which of the following is an important consideration in determining the sample

size of the study?
A. Availability of resources C. Population
B. Capacity of Researcher D. Sampling Method

Lesson 1 Population and Sampling Method

What I Need to Know

The element of the Research Methodology discusses how the subjects or
respondents of the study from a specified population are selected, what sampling
method is chosen and how appropriate research instrument is formulated.
Remember, in in the next module, which is Module 8, you will have the actual
collection of data. In this module, the subjects/respondents are introduced and the
process how they are selected and then you formulate the questionnaire as
research instrument to collect the necessary data of your own research.

At the end of this lesson, you are expected to:

1. Select your respondents from a population through an appropriate
sampling procedure
2. Describe your research subjects/respondents adequately

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 What’s New

As an opening activity, explain in three or more sentences how the image below
relates to research. Write your answer in a separate sheet of paper.

What Is It
The element of the research Methodology discusses how the subjects or
respondents of the study are selected and how an appropriate sampling method is
chosen. In this part of the research, the subjects/respondents are introduced to the
readers through their basic profiles. Subjects can be individuals or groups that
interventions or process are applied. In some studies, the subjects are the
respondents themselves but in other research, the subjects are not necessarily the
respondents. The participants or respondents are individuals or groups of people
that serve as the sources of information during data collection.

What is a population?

The population is composed of persons or objects that possess some common

characteristics that are of interest to the researcher. There are two groups of
population: the target population and the accessible population. The target
population consists of the entire group of people or objects to which the findings of

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the study generally apply. Meanwhile, the accessible population is the specific study
population.

For example, in a study about the common difficulties encountered by senior high
school students in the technical-vocational track in their on the job-training in
Region VII, all senior high school students enrolled in the Technical Vocational Track
in Region VII are the target population while the senior high school students who
are enrolled within the school or district and even those who are within the division
are the accessible population.
A parameter is a numeric characteristic of a population especially if it is very large;
in this case, a sample is derived. A sample is a subset of the entire population or a
group of individuals that represents the population and serves as the respondents
of the study. A statistic is a numeric characteristic of a sample. A single member of
the sample is called an element.
In the example concerning senior high school students on the technical-vocational
track in region VII, if there is a total of 13,000 students enrolled, 13,000 is called the
parameter; Out of the 13,000 only 3,000 senior high school students are enrolled in
the division of Cebu. After computing statistically with the use of Slovin’s formula or
other appropriate formula, the sample derived is 500 senior high school students.
This number, 500, is called the sample size.

Ways to Determine the Sample Size

An important task of the researcher is to determine the acceptable sample size. The
larger the sample, the more reliable the result of the study. Hence, it is advisable to
have a large enough sample for it will yield more reliable results.

Factors to Consider in Determining the Sample Size

1. Homogeneity of the population. The higher the degree of variation within the
population, the smaller the sample size can be utilized.

2. Degree of precision desired by the researcher. A larger sample size will

result in
greater precision or accuracy of results.

3. Types of sampling procedure. Probability sampling utilizes smaller sample

sizes
than non-probability sampling.

4. The use of formulas.

Formulas:

A. Slovin’s Formula. It is used to compute for sample size (Sevilla , 2003).

This formula is used when you have limited information about the
characteristics of the population and are using a non-probability sampling
procedure (Ellen, 2016).

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 N
n= 2
1+ N e
Where:
n= a sample size
N= population size
e= desired margin of error

Example: The parameter of the population is 1000 at 5% of margin of error or 95%

accuracy.

N
n= 2
1+ N e

1000
n = 1+ 1000 ( .o 5 )2

1000
n= 1+ 1000 (.0025 )
2

1000
n = 1+ 2.5

n= 1000/3.5
n = 285.71 or 286 respondents

Suppose n= 286 derived from Slovin’s formula, N= 1000 respondents are

distributed to these strata:

Subgroups/Strata Accessible Population

Grade 7 350
Garde 8 150
Grade 9 200
Grade 1 300
N= 1000
How should the n=286 samples be allocated to the four groups of respondents? To
do this, we take the percentage contribution of each group of respondents and use
this to compute the sample allocation for each group.
Thus,

350
Grade 7 = = 0.35 = 35% × 286= 100.1 ≈ 100 samples
1000

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 150
Grade 8 = = 0.15 = 15% × 286= 42.9 ≈ 43 samples
1000
200
Garde 9 = = 0.20 = 20% × 286= 57.2 ≈ 57 samples
1000
300
Grade 10 = = 0.30 = 30% × 286= 85.8 ≈ 86 samples
1000
(examples taken from Tomakin,2010)
As a result, 100 samples are to be taken from Grade 7, 43 samples from Grade 8,
57 samples from Grade 9, and 86 samples from Grade 10 to get the total sample
size of 286 respondents.
5. Other considerations:
a. Sample sizes as small as 30 are generally adequate to ensure that the
sampling distribution of the mean will approximate the normal curve
(Shott, 1990)
b. When the total population is equal to or less than 100, this same number
may serve as the sample size. This is called universal sampling.
c. The following are the acceptable sizes for different type of research (Gay,
1976)
Descriptive research - 10%- 20% may be required
Correlational research - 30 subjects or respondents
Comparative research - 15 subjects /group
Experimental design- 15-30 subjects per group

In determining the sample size for qualitative research:

It is important to remember that there are no hard and fast rules. It varies
depending on the type of qualitative research approach and date collection method
to be used:

Research Design Usual Practice

Biography/ Case Select one case or one person
Study

Phenomenology Assess 10 people. If you reach saturation prior to assessing ten

people you may use fewer.
Grounded Theory/ Assess 20-30 people, which typically is enough to reach
Ethnography/ saturation.
Action Research

Data Collection Rules

Method
Interviewing key Interview approximately five people.
informants
In-depth Interview approximately five people.

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interviews

Focus groups Create groups that average 5-10 people each. In addition,
consider the number of focus groups you need based on
“groupings” represented in the research question. That is,
when studying males and females of three different age
groupings, plan for six focus groups, giving you one for each
gender and three age groups for each gender.
Ethnographic Select a large and representative sample (purposeful or
surveys random based on purpose) with numbers like those in a
quantitative study.

Sampling Method
1.Probability Sampling. This is a type of sampling in which all members of the
population are given chance of being selected. This also called scientific
sampling.
a. Simple random sampling. This is a method of choosing samples in
which all the members of the population are given an equal chance to be
selected as respondents. It is unbiased way of selection as samples are
drawn by chance. There are various ways of getting the samples through
simple random sampling. These include the roulette wheel, fishbowl
technique and the use of the table of random numbers.

b. Stratified random sampling. The population is first divided into

different strata then the sampling follows. Age gender and educational
qualifications are just some of the criteria used in dividing the population.
Example: The researcher will study the common causes and effects of
smoking among senior high school students. Equal representations of
respondents are selected from various samples from public and private
schools (first stratum). Then, in the selected public and private schools,
samples are chosen from each grade level (second stratum).
c. Cluster sampling. This used in large-scale studies in which the
population is geographically spread out. In these cases, sampling
procedures may be difficult and time-consuming. Example: A researcher
wants to interview 100 senior high school honor students to have enough
representatives of the different public schools within the division. If there
are 10 public schools in the division, each cluster or school must have 10
samples to complete the total statistics of 100.
d. Systematic sampling. It is a method of selecting every nth element of
the population (e.g. every fifth, eight, ninth, eleventh element).

2. Non-probability Sampling. This is a process of selecting respondents in which

the members of the entire population do not have an equal chance of being
selected as samples. There are cases which a sample is given priority instead of
other members. This is also called as non-scientific sampling.

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 a. Convenience sampling. It is also called accidental or incidental sampling.
For example, after you have already determined the size of the sample from your
population of elementary pupils, the elementary pupils who are now present during
the research visit will be chosen as respondents.
b. Quota sampling. It is somewhat similar to stratified sampling in which the
population is divided homogeneous strata and then sample elements are selected
from each stratum. For example, the researcher desires to have 50 male students.
The first 50 male students who are approached by the researcher as respondents
will be asked to participate in the survey in this case.
c. Purposive sampling. It involves the handpicking of subjects. This is also
called judgmental sampling. For example, in a study involving diabetic patients, the
researcher uses a list of diabetic patients and chooses the necessary number of
patients.

Describing the Research Respondents

In formulating the description of respondents of the study, the following elements
must be adequately described:
a. the total population and its parameters.
b. the sample and its statistics.
c. the sampling method, with references to support it;
d. an explanation and discussion of the sampling method
e. an explanation of how the sampling is done;
f. an enumeration of the qualifying criteria; and
g. the profile of the respondents.

Example:
Title: CORRELATES OF THE LEARNING MODALITY PREFERENCE AND ACADEMIC
PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS IN
SOUTH DISTRICT V, CEBU CITY

Research Respondents
The respondents of this study are the Senior High School Students of South
District V, Cebu City. When it comes to the population of Senior high School
students in South District V, Tisa National High School has 148, Punta Princesa
National High School has 127, To-ong Integrated School has 175, Buhisan National
High School 210 and Cebu City National Science High School 207 with a total of 867
students.

Out of the total number, 231 are taken as samples of the study. The Senior High
School students are selected randomly from each district through stratified
sampling using the Slovin’s Formula. The sample is presented in Table 1.
Table 1. Frequency Distribution of Respondents According to District

Name of District Population Sample

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 Tisa NHS 148 37
Punta Princesa NHS 127 44
To-ong IS 175 46
Buhisan NHS 210 52
Cebu City NSHS 207 52
Total 867 231

Another Example:
Research Respondents
The respondents of this study are the 4 th year students of Cebu Integrated
School. This is practical to the researchers since they belong to this year level,
would no difficulty in collecting the data, would save time, energy, money, and
efforts.
The fourth year level had a total population of 400. It is large, thus, the
sampling method is applied to come up with an acceptable number of samples. The
researchers use the Slovin’s formula (N/1 +Ne) with a desired margin of error of .05.
They arrive at a sample size of 200. To choose the final 200 samples simple random
sampling is applied to give all elements a chance to be included in the sample.
All students in each section during the sampling is equally given a chance
since their names is put in a fishbowl. Then, the 200 students picked up wcomprise
the respondents as shown in table 1.
Table 1 Distribution of Respondents According to Section

Sections Frequency Percentage

Benedicto 40 .20

Scholastica 40 .20

Peter 38 .19

John 44 .22

Samuel 38 .19

TOTAL 200 100%

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Directions: Identify the methods of sampling being described in each item. Choose
the
correct answer in the box and write it a separate sheet of paper.
Purposive Sampling Convenience Sampling Systematic Sampling
Stratified Sampling Cluster Sampling Probability Sampling
Non- probability Sampling Simple Random Sampling Non-probability Sampling
Quota Sampling

1. This is a process of selecting respondents in which the members of the

entire population do not have an equal chance of being selected as
samples.
2. It is somewhat similar to stratified sampling in which the population is
divided homogeneous strata and then sample elements are selected from each
stratum.
3. This is a method of choosing samples in which all the members of the
population are given an equal chance to be selected as respondents.
4. This is a type of sampling in which all members of the population are
given chance of being selected.
5. The population is first divided into different strata then the sampling follows.
6. This is also called judgmental sampling.
7. It is also called accidental or incidental sampling.
8. It is a method of selecting every nth element of the population.
9. This used in large-scale studies in which the population is geographically spread
out.
10. This is also called as non-scientific sampling.

What I Have
The population is composed of persons or objects that possess some common
characteristics that are of interest to the researcher. There are two groups of
population: the target population and the accessible population. The target
population consists of the entire group of people or objects to which the findings of
the study generally apply. Meanwhile, the accessible population is the specific study
population. There are factors to consider in determining the sample size:
Homogeneity of the population, Degree of precision desired by the researcher and
the use of formula. However, there also other considerations to apply especially in
determining sample sizes.
In determining the sample size for qualitative research, it is important to
remember that there are no hard and fast rules. It varies depending on the type of
qualitative research approach and date collection method to be used.
Finally, there are sampling method than can be applied: Probability
Sampling and Probability Sampling. Probability sampling is a type of sampling in
which all members of the population are given chance of being selected while non-

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probability sampling is a process of selecting respondents in which the members of
the entire population do not have an equal chance of being selected as samples.

What I Can
Do
Try to obtain the sample size allocation at e= 3% of the given the population
utilizing the Slovin’s formula. Write your answers in a separate sheet of paper.

Respondent Population Sample size

s Size

Grade 7 1250 227

Grade 8 1000 182

Grade 9 750 136

Grade 10 1500 273

Senior High 500 91

N= 5000

Lesson 2 Data Gathering Instrument

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 What I Need to Know
Hi researcher, before your actual collection of data which will happen in the next
module, you will be taught how to familiarize the types of questions to be asked and
design your own questionnaire.

At the end of this lesson, you are expected to:

1. Design the questionnaire to be used in the collection of data
2. Describe the data gathering instrument adequately

What’s In/What’s New

As an opening activity, you try to name these instruments to measure the weather
and describe briefly their main functions. Write your answer in a separate sheet of
paper.

3.

1. 2. 3.

4. 5.

What Is It 14
Every day, people measure several things that are essential to life like weather,
money, time sizes, lengths, age, etc. In research, you measure some features of
objects and variables of interest using measurement tools. It may be easy to
determine personality attributes such as age, gender, weight, height, grade level
but in actual practice, the procedure and requirements are more formal and
rigorous. Using appropriate tools, research measurement is more intricate and
complicated. So today we will learn these one by one.

Questionnaire
The questionnaire is the most common instrument in data gathering. One
advantage of making the questionnaire is that the researcher administering it has
an opportunity to establish rapport with the respondents, to explain the purpose of
the study and to explain the meaning of items that may not be clear and which
appear to be vague by the respondents. Moreover, the questionnaire can either be
self-administered or mailed.

Types of Questions

a. Yes or NO type. Items are answered by “yes” or “no.”

Examples:
Do caregivers have the right to refuse calls? ( ) Yes ( ) No
Do senior high school students come to class early? ( ) Yes ( ) No
b. Recognition type. Alternative responses are already provided, and the
respondents simply choose the given choices. It also contains close-ended
questions.
Examples:
Specialized in Technical- Vocational Track
_______Home Economics ______ Information Comm. Technology
_______ Agriculture ______ Automotive
_______ Welding ______ Electricity
_______Hair Culture ______ Others, please specify: _________

Educational qualifications
________ Elementary Graduate _______ College Graduate
________ High School Graduate _______ MA/PhD
________ Technical Graduate _______ Others, please specify: _________

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 c. Completion type. The respondents are tasked to fill in the blanks with the
necessary information. Questions are open-ended.
Examples.

When I see a misbehaving student, I will, as a teacher, ___________________

___________________________________________________________________.

In order to pass my falling subjects, I will _______________________________

__________________________________________________ regularly.

d. Coding Type. Numbers are assigned to names, choices and other pertinent
data. This entails knowledge of statistics on the part of the researcher as the
application of statistical formulas is necessary to arrive at the findings.
Example:

On a scale of one (1) to ten (10), how will you rate the skills of your manager?

e. Subjective type. The respondents are free to give their opinions about an
issue of concern.
Examples:
What can you say about teachers who are deeply committed to their work?
Will senior high school students be allowed to change their specialization? Why?
f. Combination type. The questionnaire is a combination of two or more types
of questions.

Wordings of Questions
1. State questions in an affirmative rather than in a negative manner.
2. Avoid ambiguous questions e.g. those which contain worlds like many,
always, usually, few.
3. Avoid double negative questions (e.g. Don’t you agree with the idea that
minors should not be allowed to drink liquor or Aren’t failing students be not
hindered to enrol for the coming years?
4. Avoid double- barreled questions (i.e., asking two questions in one question).
Examples:

Will you be happy joining the Division Quiz Bee and be given additional
examinations afterwards?
Do you want to run for the Student Council and aim to be a valedictorian?

Characteristics of a Good Data Collection Instrument

1. It must be concise yet able to elicit the needed data. According to Shelley
(1984), the length of a questionnaire must be two to four pages and the
maximum time answering is ten minutes. A desirable length of each question
is less than 20 words?
2. It seeks information which cannot be obtained from other sources like
documents that are available at hand.

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 3. Questions must be arranged in sequence from the simplest to the complex.
4. It must also be arranged according to the questions posed in the statement
of the problem in Chapter 1 of your thesis.
5. It should pass validity and reliability.
6. It must be easily tabulated and interpreted.

Scales Commonly Used in an Instrument

1. Likert Scale. It is a common scaling technique which consists of several
declarative statements that express a viewpoint on a topic. The respondents
are tasked to indicated how much they agree or disagree with the
statements.
Example: Likert Scale to measure attitudes towards Mathematics.
Example:
1. I am interested in solving numbers and equations SA A D
SD
2. I enjoy using calculators. SA A D SD
3. I am so engrossed in reading too many instructions. SA A D SD
4. Symbols and numbers are visibly catchy. SA A D SD
5.I find it easy to memorize formulas. SA A D SD
LEGEND: SA- Strongly Agree A- Agree D- Disagree SD- Strongly Disagree

2. Sematic Differential Scale. The respondents are asked to rate concepts in

a series of bipolar adjectives. It has an advantage of being flexible and easy
to construct.

Example: Description of the class president

Competent 5 4 3 2 1 Incompetent
Punctual 5 4 3 2 1 Not punctual
Pleasant 5 4 3 2 1 Unpleasant

More examples:

1. What was the ease of your experience with our company?

__ Extremely difficult
___Somewhat difficult
___ Neutral
___ Somewhat easy
___ Extremely easy

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2. The company did everything they could to make my process as easy as possible.
___Strongly Agree
___Agree
___Undecided
___Disagree
___Strongly Disagree

4. How much effort did you have to put forth while working with our company?
___Much more than expected
___Somewhat more than expected
___As much as expected
___Somewhat less than expected
___Much less than expected

5.How would you describe your employment status?

___Employed full-time
___Employed part-time
___Freelance/contract employee
___Self-employed
___Unemployed

6. How many employees working at your company?

___0-20
___21-50
___51-100
___101-1,000
___1,001+

Very important note: The questionnaire should match with the research
objectives.
How to Describe the Research Instrument
The following items may be included in the formulation of your Research Instrument
in your own study;
1. Type of the instrument used
2. Conceptual definition of instrument with corresponding references
3. Rationale or reasons why the researcher has decided to use the
instrument

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 4. Description of the essential parts of the instrument. It will also increase
the index of validity if references are cited.

Take note that the instrument used by other researchers are considered
standardized instruments when there have high coefficient indices of reliability and
validity. When they are used for other studies, permission should be sought from
the instrument originator/formulator/ maker and appropriate citations must be
placed. An instrument used for a certain country or culture should establish its
culture-based validity when used in other countries.

Example on how to describe Research Instrument

Title: Competency-based Modular Learning Material for Third Year

Students
Unpublished Thesis, Asian Development Foundation College, Inc.

Research Instrument
Gathering of necessary data for the survey was done through a survey
questionnaire. This questionnaire elicited the following pertinent information:
teacher’s profile, financial attitudes, behavior and knowledge of teacher.
Data on the work performance of teachers in relation to their instructional
competence, their school, home and community linkages and their personal
circumstances, social growth and professional characteristics were gathered
through their CB-PAST or Competency-Based Performance Appraisal System for
Teachers in the Division Office of the Department of Education.
In addition, data on the number of elementary teachers per district in the
Division of Bataan were also gathered from Personal Services Itemization-Teaching
and Non- teaching Personnel-Public Elementary Schools- Department of Education,
Division of Cebu.
Permission to administer to survey questionnaire was requested from the
Division Superintendent through channels. The researcher personally administered
the survey throughout the district. This was done so the proper instructions were
given to the teachers. The survey questionnaires were retrieved as soon as the
teachers had completed answering the questionnaires.

Another Example:

Title: Competency-based Modular Learning Material for Third Year

Students
Unpublished Thesis, Asian Development Foundation College, Inc.

Research Instrument
The instrument employed in the study were the achievement test for the
students and survey questionnaire for the teacher. These two instruments were
described as follows.
Achievement test for Students. The achievement test was a 100 item-test
that was developed by the researcher and designed to determine the achievement

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level of third year high school students in Chemistry. The content of the test was
based on the Philippine Secondary Competencies.
The Survey Questionnaire for the Teacher. The survey questionnaire for
the teacher is composed of three parts. It elicited to what extent the skills in
Chemistry were developed among third year high school students, the techniques
used by the teacher in teaching the subject and the problems encountered in
teaching concepts relative to the subject.
(samples taken from Cristobal and Cristobal,
2017)

What’s

Directions: Match the items in column A wit the column B. Write the letter of the
correct answer in a separate sheet of paper.
Column A Column B
1.Items are answered by “yes” or “no.” A. Questionnaire
2. The respondents are tasked to fill in the blanks B. Yes or NO type
with the necessary information. C. Recognition type
3.The respondents are free to give their opinions D. Coding type
about an issue of concern. E. Subjective type
4. It is a common scaling technique which consists F. Combination type
of several declarative statements that express a G. Likert Scale
viewpoint on a topic. H. Semantic Differential
5. This entails knowledge of statistics on the I. Completion type
part of the researcher as the application of
statistical formulas is necessary to arrive at
the findings.
6. The questionnaire is a combination of two or
more types of questions.
7. This the most common instrument in data gathering.
8. Do students need to wear school uniforms upon
entering the school?
9. What is your opinion about Anti-terror Bill?
10. The respondents are asked to rate concepts
in a series of bipolar adjectives.

What I Have
Learned
The questionnaire is the most common instrument in data gathering. One
advantage of making the questionnaire is that the researcher administering it has
an opportunity to establish rapport with the respondents, to explain the purpose of
the study and to explain the meaning of items that may not be clear and which

20
appear to be vague by the respondents. There are six type of questions: Yes or No
type, Recognition type, Completion type, Coding type, Subjective type and
Combination type. There also characteristics that we can say an instrument is good.
Scales that are commonly used are Likert Scale and Semantic differential scale.
Likert scale is a common scaling technique which consists of several declarative
statements that express a viewpoint on a topic. The respondents are tasked to
indicated how much they agree or disagree with the statements while Semantic
differential scale is used when the respondents are asked to rate concepts in a
series of bipolar adjectives. There are also steps in designing the questionnaire;
Background, Questionnaire conceptualization, Establishing the validity of the
questionnaire, Establishing the reliability of the questionnaire, Pilot-testing and
Revising the questionnaire.

What I Can Do

Directions: Remember that the easiest and effective way to collect data is
through a
questionnaire. At this time, construct your own- questionnaire based on
your research objectives in the Statement of the Problem. It must be
carefully done because you will use this instrument in the actual
collection of data. One important thing, you cannot proceed to the next
lesson part of this lesson if you cannot make your own research
questionnaire.

Assessment
Directions: Read each item carefully. Write the letter that corresponds to the
correct
answer in a separate sheet of paper.

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1. There are only two types of sampling that can be used in an experiment, simple
random sampling and cluster sampling.
A. True B. False

3. Peter is interested in what kinds of movies are enjoyed most by the students in
his
class. He makes a list of all his students in his class, alphabetizes the list
and asks every 10th student what type of movies they enjoyed watching the
most.
What method of sampling is applied?
A. Purposive sampling C. Stratified sampling
B. Simple random sampling D. Systematic sampling

3. Peter is interested to know what kinds of movies are enjoyed most by grade 11
students. Snowball sampling is best applied as the sampling technique.
A. True B. False

4. Mr. Rene samples his class by selecting 8 girls and 9 boys. This type of sampling
is
called?
A. Cluster B. Simple C. Stratified D. Systematic

5. The school librarian wants to determine how many students use the library on a
regular basis. What type of sampling method would she use if she chose to select
every 3rd student who enters the library on Tuesday.
A. Convenience Sample C. Stratified Random Sample
B. Simple Random Sample D. Systematic Sample

6 Mrs. Torres samples her class by picking 10 numbers from lottery box and each
number is assigned to a student. This is ______________ random sampling.
A. Cluster B. Simple C. Stratified D. Systematic

7. Farmer Joe separates his farm into 10 regions. He then randomly selected 5
trees
from each region to estimate the number of apples produced on his apple tree farm.
This is _____________ sampling.
A. Cluster B. Simple C. Stratified D. Systematic

8. Analyze this question: “Should the School Uniform Policy be abolished in schools?
What is your opinion?”
What type of question is being asked?
A. Coding B. Completion C. Combination D. Subjective

9. Alternative responses are already provided, and the respondents simply choose
the
given choices. It also contains close-ended questions.
A. Combination B. Recognition B. Subjective D. Yes/No

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10. One advantage of this is that the researcher administering it has an opportunity
to
establish rapport with the respondents, to explain the purpose of the study and
to
explain the meaning of items that may not be clear, and which appear to be
vague
by the respondents.
A. Questionnaire B. Interview C. Observation D. Experiment

11. This is a process of selecting respondents in which the members of the entire
population have an equal chance of being selected as samples.
A. Non-probability B. Population C. Probability D. Sampling

12. It occurs when every member of a population has an equal chance of being
selected for a sample.
A. Convenient sampling C. Stratified random sampling
B. Simple random sampling D. Systematic sampling

13. You are interested in factors that predict loyalty to sports teams. Which of the
following would be an example of a purposive sampling strategy?
A. Ask friends for referrals of sports fanatics to your study.
B. Attend the next game of a winning professional sports team.
C. Put a notice in the local newspapers announcing the study.
D. Obtain a directory of season ticket holders of a professional sports
team.

14. These are the sources of Qualitative Data.

A. Books and journal C. Primary sources and secondary sources
B. Interview and observation D. Questionnaires and survey

15. What data collection method is most useful in a study entitled, "Online Classes:
An Analysis on its Contribution to the Students' Learning Experience"?
A. Documentary Analysis B. Interview C. Survey d. Observation

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 Answer Key
What’s More What I can Do

Activity
Respondent Population Size Sample size
1. Non-probability Sampling s
2. Quota Sampling
3. Simple Random Sampling
4. Probability Sampling Grade 7 1250 227
5. Stratified Sampling
6. Purposive Sampling Grade 8 1000 182
7. Convenience Sampling
8. Systematic Sampling
9. Cluster Sampling Grade 9 750 136
10. Non- probability 24
Grade 10 1500 273

Senior High 500 91

References
Arcinas, M. (2016). Applied Research: An introduction to qualitative research
methods
and report writing. Quezon City: Phoenix Publishing House

Bulacan State University Graduate Studies, Handbook in Thesis and Dissertation

Writing

Cristobal, A. and Cristobal, M. (2017). Practical Research 2 for Senior High School.
Quezon City: C&E Publishing, Inc.

Faltado, Ruben E.,et al.(2016). Quantitative research. Manila: Lorimar Publishing

Inc.

Prieto, N., Naval, V. and Carey, T. (2017). Practical Research 2 for Senior High
School.
Quezon City: Lorimar Publishing, Inc.

Tomakin, F. (2010). Fundamentals of Research Methodology. Cebu City: Statlink

Research Training and Development

Wa-Mbalaka, Safari. Thesis and writing fear no more. Philippines: Oikos Biblios
Publishing House

https://images.app.goo.gl/jegfEq4Cm7Fh2uQj7

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