Republic of the Philippines

12
Department of Education
REGION VIII – EASTERN VISAYAS
Division of Leyte
LIM-AO NATIONAL HIGH SCHOOL
Kananga, Leyte

Self-Learning Activity Sheets in

Practical Research II
Quantitative Research Designs
(CS_RS12-IIa-c-1)
Sampling Procedure and the Sample
(CS_RS12-IIa-c-2)

Quarter 2
(Week 1-2)

ALDRIN C. DELA CRUZ

Contact # 09123456789

MATHEMATICS AND SCIENCE DEPARTMENT

Government P
NOT FOR S

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 Republic of the Philippines

Note: Learner’s Department of Education

REGION VIII – EASTERN VISAYAS
Copy Division of Leyte
LIM-AO NATIONAL HIGH SCHOOL
Kananga, Leyte

CONTEXTUALIZED SELF LEARNING ACTIVITY SHEETS IN PRACTICAL RESEARCH II

Learning Activity Sheets in Practical Research II.
Quarter 2, Week 1-2, LESSON 1: QUALITATIVE RESEARCH DESIGNS
LESSON 2: SAMPLING PROCEDURE AND THE SAMPLE
Learning Competency with code:
1. Choose appropriate quantitative research design (CS_RS12-IIa-c-1);
2. Describe sampling procedure and the sample (CS_RS12-IIa-c-2);

NAME: YEAR & SECTION:

LESSON 1: Quantitative Research Designs

INTRODUCTION:
Quantitative research is more systematic and controlled than qualitative. However,
both research methods have a statement of the problem to investigate. At this point, it is
assumed that you are already done stating your research problem, the background of the study,
scope and delimitation, hypothesis, conceptual framework, and review of related literature and
studies.
Each type of research has a unique design to follow that will also lead the direction of
sampling procedure, data gathering, and data analysis. Each research type also aims to answer
specific research questions; how it will be answered is determined by its design.
Important considerations also are the variables of the study. The type of variables
provides paradigm (your conceptual framework), which helps the researcher decide on what will
be the design of the study.

I. Types of Quantitative Research Design

Quantitative Research Designs have five general classifications: descriptive, correlational,

ex post facto, quasi-experimental, and experimental.

Descriptive Research. When little is known about the research problem, then it is
appropriate to use descriptive research design. It is a design that is exploratory in nature. The
purpose of descriptive research is basically to answer questions such as who, what, where,

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when, and how much. So this design is best used when the main objective of the study is just to
observe and report a certain phenomenon as it is happening.

Correlational Research. The main goal of this design is to determine if variable increases
or decreases as another variable increases or decreases. This design seeks to establish an
association between variables. It does not seek cause and effect relationship like descriptive
research; it measures variables as it occurs. It has two major purposes: (a) to clarify the
relationship between variables and (b) predict the magnitude of the association. However, the
extent of the purpose of correlational research depends on the scope and delimitation of the
study.

Ex Post Facto. If the objective of the study is to measure a cause from a pre-existing
effect, then Ex Post Facto research design is more appropriate to use. In this design, the
researcher has no control over the variables in the research study. Thus, one cannot conclude
that the changes measured happen during the actual conduct of the study.

The last two types of quantitative research designs are identifiable for the existence of
treatment or intervention applied to the current research study. Intervention or treatment
pertains to controlling or manipulating the independent variable in an experiment. It is assumed
that the changes in dependent variables were caused by the independent variable.

There are also two groups of subjects, participants, or respondents in quasi-experimental

and experimental research. The treatment group refers to the group subjected to treatment or
intervention. The group not subject to treatment or intervention is called the control group.

Quasi-Experimental. The term means partly, partially, or almost – pronounced as

kwahz-eye. This research design aims to measure the causal relationship between variables. The
effect measured is considered to have occurred during the conduct of the current study. The
partiality of quasi-experimental design comes from assigning subjects, participants, or
respondents into their groups. The groups are known to be already established before the study,
such as age educational background and nationality. Since the assignment of subjects,
participants, or respondents are not randomly assigned into an experimental or control groups,
the conclusion of results is limited.

Activity 1: Identify the Design

Directions: Identify the research design describe in each of the items below. Circle the letter of
the correct answer.
1. Which of the following refers to a research design helps the researchers in establishing a
relationship between two closely connected variables that requires two different groups?
A. Descriptive Research C. Ex Post Facto Research
B. Correlational Research D. Experimental Research

2. Which of the research designs refers to a method in which groups with qualities that
already exist are compared on some dependent variable?
A. Descriptive Research C. Ex Post Facto Research
B. Correlational Research D. Experimental Research
3. What research design aims to determine a cause from already existing phenomenon?
A. Descriptive Research Design C. Quasi Experimental Research Design
B. Correlational Research Design D. Ex-Post Facto

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 4. Effects of type of Music to Aesthetic Performance of Ballet Dancers, what is the
appropriate research design?
A. Correlational C. Survey Research
B. Descriptive D. Experimental
5. Mr. Canuc would like to know further the type of social media used between the male and
female SHS students of East Pagat National High School. What is the appropriate
research design in this study?
A. Quasi-Experimental C. Correlational
B. Experimental D. Descriptive
Activity 2. Choose the Appropriate Research Design

Directions: Determine the quantitative research design appropriate for the sample research
titles. Make sure to explain your choice into two to three sentences.

1. Relationship between Academic Stressors and Learning Preferences of Senior High School
Students
Quantitative Research Design: ______________________________________________________
Explanation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________
2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils
Quantitative Research Design: ______________________________________________________
Explanation:
________________________________________________________________________________________
______________________________________________________________________
_______________________________________________________________________________

3. Impact of the Implementation of COVID – 19 Health Protocols in Supermarkets on

Consumer Behaviors

Quantitative Research Design: ______________________________________________________

Explanation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________

4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens

Quantitative Research Design: ______________________________________________________
Explanation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________
5. Measuring the Gadgets Usage of Children at Home during COVID-19 Community
Quarantine

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 Quantitative Research Design: ______________________________________________________
Explanation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________

6. Level of Academic Achievement of Senior High Schools in Different Learning Modalities

Quantitative Research Design: ______________________________________________________
Explanation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________

7. Effects of Story Telling on Quality of Sleep of Children

Quantitative Research Design: ______________________________________________________
Explanation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________

LESSON 2: Sampling Procedure and the Sample

INTRODUCTION:
Remember when you were taught how to write your scope and delimitation, 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. Note that the sampling procedure should be
aligned to your chosen research design. Since you have already decided the research design of
your study, then you are ready for this lesson.
II. 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. It is understood that this population possesses common characteristics
about which the research aims to explore.
There are two types of population: target population and accessible population. The actual
population is the target population, for example, all Senior High School Students enrolled in
Science, Technology, Engineering, and Mathematics (STEM) in the Division of Cagayan de Oro
City. While the accessible population is the portion of the population in which the researcher has
reasonable access, for example all Senior High School enrolled, STEM strand at Marayon Science
High School – X.

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 When the whole population is too costly or time-consuming or impractical to consider,
then, a sample representative is identified. Sampling pertains to the systematic process of
selecting the group to be analyzed in the research study. The goal is to get information from a
group that represents the target population. Once a good sample is obtained, the generalizability
and applicability of findings increases.
The representative subset of the population refers to the sample. All the 240 Senior High
School Students enrolled in Science, Technology, Engineering, and Mathematics (STEM) Strand
in a school, for example, constitute the population; 60 of those students constitute the sample. A
good sample should have characteristics of the represented population – characteristics that are
within the scope of the study with fair accuracy. Generally, the larger the sample, the more
reliable the sample be, but still, it will depend on the scope and delimitation and research design
of the study.
III. Approaches in Identifying the Sample Size
Heuristics. This approach refers to the rule of the thumb for sample size. The early
established approach by Gay (1976) stated by Cristobal and Dela Cruz-Cristobal (2017, p 172),
sample sizes for different research designs are the following:

Number of
Research Design
Subjects/Participants
Descriptive Research 10% to 20% maybe required
Comparative Research 15 subjects or groups

Lunenberg and Irby (2008), as cited by Barrot (2017, p 107), also suggested different
sample sizes for each quantitative research design.

Number of
Research Design
Subjects/Participants
Survey 800
Correlational 100 to 200
Ex post facto 30+
Experimental 30 or more

Literature Review. Another approach is by reading similar or related literature and

studies to your current research study. Since you are done writing your review of related
literature and studies, you might want to recall how these studies determine sample size. Using
this approach increases the validity of your sampling procedure.

Formulas. Formulas are also being established for the computation of an acceptable
sample size. The common formula is Slovin’s Formula.
Slovin’s Formula:
N
n= 2
1+ Ne
where: n is the sample size
N is the population size

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 E is the desired margin of error

600
n=
1+600 (0.05)2

600
¿
1+ 600(0.0025)

600
¿
1+1.5

¿ 240
Power Analysis. This approach is founded on the principle of power analysis. There are
two principles you need to consider if you are going to use this approach: these are statistical
power and effect size.

The probability of rejecting the null hypothesis is called

statistical power. It suggests that indeed there is a relationship
between the independent and dependent variables of the research Useful online
study. The ideal statistical power of a research study is 80%. With the tools:
statistical power, it will be used to identify the sufficient sample size
for measuring the effect size of a certain treatment. The level of
difference between the experimental group and the control group
refers to effect size.
If the statistical power tells that relationship between
independent and dependent variables, the effect size suggests the Visit the
extent of the relationship between these two variables. Henceforth, following links to
the higher the effect size, means the greater the level difference practice the power
between the experimental and control groups. For example, your analysis approach.
research study reveals that there is a difference in the pretest and
posttest scores of the students in the given anxiety test after
implementing a psychosocial intervention. With the effect size, you https://bit.ly/37Ia3lC
will have an idea of how small or large the difference is.

IV. Probability Sampling in Quantitative Research

Simple Random Sampling. It is a way of choosing individuals in which all members of

the accessible population are given an equal chance to be selected. There are various ways of
obtaining samples through simple random sampling. These are fish bowl technique, roulette
wheel, or use of the table of random numbers. This technique is also readily available online.
Visit this link https://www.randomizer.org/ to practice.
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 Stratified Random Sampling. The same with simple random sampling, stratified random
sampling also gives an equal chance to all members of the population to be chosen.
However, the population is first divided into strata or groups before selecting the samples.
The samples are chosen from these subgroups and not directly from the entire population. This
procedure is best used when the variables of the study are also grouped into classes such as
gender and grade level.
You can simply follow the steps from this given example:
A population of 600 Junior High School students includes 180 Grade 7, 160 Grade 8,
150 Grade 9, and 110 Grade 10. If the computed sample size is 240, the following
proportionate sampling will be as follows.

The number of members per subgroup is divided by the total accessible sample size. The
percentage result of members per subgroup will be multiplied from the computed total sample
size. After obtaining the sample size per strata, then simple random sampling will be done for the
selection of samples from each group.

Sample Size per Subgroups

180/600 = .30x 240 = 72 Grade 7 students
160/600 = .27x 240 = 65 Grade 8 students
150/600 = .25x 240 = 60 Grade 9 students
110/600 = .18x 240 = 43 Grade 10 students
100% 240 respondents

Cluster Sampling. This procedure is usually applied in large-scale studies, geographical

spread out of the population is a challenge, and gathering information will be very time-
consuming. Similar to stratified random sampling, cluster sampling also involves grouping of the
population according to subgroups or clusters. It is a method
where multiple clusters of people from the chosen population will
be created by the researcher in order to have homogenous
characteristics.

For example, a researcher would like to interview of all

public senior high school students across Mindanao. As a
researcher cluster will be selected to satisfy the plan size. In the
given example, the first cluster can be by region, the second
cluster can be by division, and the third cluster can be by district.
Another way of doing cluster sampling is illustrated on the figure on the right side.
https://bit.ly/2UTiZzp

Systematic Sampling. This procedure is as simple as selecting samples every nth

(example every 2nd, 5th) of the chosen population until arriving at a desired total number of
sample size. Therefore, the selection is based on a predetermined interval. Dividing the
population size by the sample size, the interval will be obtained. For example, from a total
population of 75, you have 25 samples; using systematic sampling, you will decide to select
every 3rd person on the list of individuals.
8

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Activity 3. Determine the Sampling Procedure
Directions: Identify the sampling procedure used in each given situation. Write your answer on
the space provided and then explain your choice.

Sample Situation Sampling Procedure Justification

1. Alex’s target population for his study are the
employees of hotels in Mindanao. Since there
are too many employees in these
establishments, he randomly selected ten
hotels. And then he considered all employees
as participants in his study.

2. Dianne wants to know if the new learning

modalities in the first semester affects the
academic performance of senior high
students. He took all the lists of all students
in her school and selected every 6 th name to
be part of her study.

3. Faye wants to survey all the parents in

Cagayan de Oro who opt to enroll their
elementary children to an online class. All in
all there 26,000 parents. Faye decided to
have 450 from the target population.

Activity 4. Search the design and sampling procedure.

Directions: Search in the internet for a sample research study. Identify the research design used
and its sampling procedure.

Example 1 Example 2 Example 3

 Title of the Research Study

 Research Design

 Characteristics of
Population
 Sampling Procedure

 Sample Size

 Source

REFLECTION:
Directions: As you have learned from this lesson, answer each question comprehensively. Write your
answer to this portion in the reflection part in your activity sheets.

1. What do I know about the population and sample of the study?

2. This time, I have learned that quantitative research design….
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References
Baraceros, Esther L. Practical Research 2. Sampaloc, Manila: Rex Bookstore, Inc., 2016.
Barrot, Jessie S. Practical Research 2 for Senior High School. Quezon City, Philippines: C & E
Publishing, Inc., 2017.
Center for Quality Research. 2015. "Overview of Quantitative Research Methods." YouTube.
Accessed June 3, 2020. https://bit.ly/36A5idj
Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 3rd
ed., SAGE Publications, Inc. 2009. https://bit.ly/2X3Bra3
Cristobal, A. and De La Cruz-Cristobal, M. Practical Research 1. Quezon City, Philippines: C & E
Publishing, Inc., 2017.
Fraenkel, Jack R. and Wallen, Norman E. How to Design and Evaluate Research in Education.
Asia: Mc-Graw Hill Companies, Inc., 2006.
Fraenkel, Jack R. and Wallen, Norman E. 2020. How to Design and Evaluate Research in
Education. 6th ed., McGraw-Hill Global Education Holdings, LLC. Accessed June 3, 2020.
https://bit.ly/3eBIVrs
I Hope. 2020. "Kinds of Quantitative Research Designs." YouTube. Accessed June 3, 2020.
https://bit.ly/2LZVLCS
Keyton, Joann. 2020 "Chapter 7: Multiple Choice Quiz." McGraw-Hill Global Education Holdings,
LLC. Accessed June 3, 2020. https://bit.ly/3eojlWk

ANSWER KEY
Activity 1 Activity 2 Activity 3 Activity 4
1. B 1. Cluster
2. C Answer may vary Sampling Answer may vary
3. D 2. Systematic
4. D Sampling
5. C 3. Simple
Random
Sampling

Prepared by:

ALDRIN C. DELA CRUZ, T-III

Checked by:
ALFRED R. ARRIBAL LESLIE ANN B. MARAVILES
QA Member QA Member
JULIETA C. ANCAJAS
QA Team Leader

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 Approved by: MICHAEL C. VILLENA
HT -I

Republic of the Philippines

Department of Education
Note: Teacher’s Copy REGION VIII – EASTERN VISAYAS
Division of Leyte
LIM-AO NATIONAL HIGH SCHOOL
Kananga, Leyte

ASSESSMENT IN PRACTICAL RESEARCH II

Quarter 2, Week 1-2
MELC (with Code):
1. Choose appropriate quantitative research design (CS_RS12-IIa-c-1);
2. Describe sampling procedure and the sample (CS_RS12-IIa-c-1);

Name of Learner: ____________________________________ Grade and Section: ___________________

TEACHER: ALDRIN C. DELA CRUZ

PERFORMANCE TASK 1
Task 1: Choose your Appropriate Research Design
Directions: Perform the following task. From what you have learned in this lesson, what is the
appropriate research design for your current research problem? Justify your choice.
Research Design:
________________________________________________________________________________________

Justification:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
RUBRICS
Criteria Adequate Competent Good Excellent Rating
(50-59%) (60-69%) (70-79% (80-100%)
Knowledge of types, Demonstrates Demonstrates Demonstrates Demonstrates
conventions, limited some considerable thorough and
terminology, and knowledge of knowledge of knowledge of insightful
strategies relative types, types, types, knowledge of
to selecting conventions, conventions, conventions, types,
quantitative terminology, terminology, terminology, conventions,
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 research design and strategies and strategies and strategies terminology, and
relative to relative to relative to strategies
selecting selecting selecting relative to
quantitative quantitative quantitative selecting
research research research quantitative
design. design. design. research design.
Communication of Communicates Communicates Communicate Communicates
information and information information s information information and
idea and idea with and idea with and idea with ideas with a
limited clarity. some clarity. considerable high degree of
clarity. clarity and with
confidence.
Quality of Justification is Justification Justification Justification is
justification and simple and takes on a fair bridges on the complex and
writing unoriginal, and expected complex and strong original,
and the writing position, and original, and and the writing
is weak and the writing is the writing is is strong fluid,
inconsistent. moderately clear and and creatively
clear and coherent. coherent.
coherent.
Spelling and More than 10 There are There are less No errors in
Grammar errors in around 5 -10 than 5 errors spelling and
spelling and errors in in spelling and grammar.
grammar. spelling and grammar.
grammar.
TOTAL
Source: Adapted from Centre for Teaching Excellence, Appendix B: Sample Analytic Rubric
(“Rubrics: Useful Assessment tools.)
Additional Activity:
Direction: After you submit your research design, once it is corrected in accordance with the
guidelines given, you may start incorporating it into your research manuscript.

Task 2: Describes your Sampling Procedure and Sample

Directions: Perform the following task. Identify the size of the population and sample for your study and
explain the sampling method that you will use.
1. Population & Size of Population
2. Sample, & the method used to determine sample
size (include computation if applicable)
3. Sample Size for the Study
4. Sampling Procedure to be employed (explain the
steps)
5. Who will be your respondents?

RUBRIC
Level of Performance
Criteria and Approaching
Proficient Developing Beginning Weight Rating Score
Indicators Proficiency
(4) (2) (1)
(3)
1. Completeness All 4 of the 60%
of Sampling indicators At least 3 of
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 Procedure are the indicators At least 2 of
components. evident: are evident: the Only 1 or
a. Population & indicators none of the
Size of are evident: indicators
Population are/is
b. Sample, & evident.
the method
used to
determine
sample size
(include
computation
if applicable)
c. Sample Size
for the Study
d. Sampling
Procedure to
be employed
(explain the
steps)
1. Quality of All 4 of the
Content indicators At least 3 of
a. The different are the indicators At least 2 of
sampling evident: are evident: the Only 1 or
procedure indicators none of the
was are evident: indicators
appropriately are/is
used. evident.
b. The
population
and
population
size is
properly 20%
identified.
c. The sample
and sample
size is
properly
identified.
d. Theoretical
execution of
the sampling
procedure is
properly and
sequentially
stated.
2. Technicality All 4 of the
a. Grammar indicators At least 3 of
b. Spelling are the indicators At least 2 of
c. Content is evident: are evident: the Only 1 or
free from indicators none of the 20%
error are evident: indicators
are/is
d. Sources
evident.
presented.
TOTAL

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Legend: 5 – 100%, 4 – 90%, 3 – 80%, 2 – 70%, 1 – 60%. Decimal points will explain the in between
ratings. Ex. 4.4 = 94%, 3.8 = 88%

Additional Activity
Direction: After you submit, you have described your sampling procedure and sample; once it is corrected
in accordance with the guidelines given, you may start writing a paragraph format of this and
incorporate it in your research manuscript.

REFLECTION:
Directions: As you have learned from this lesson, answer each question comprehensively.
1. What do I know about the population and sample of the study?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. This time, I have learned that quantitative research design….

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Parent’s Signature: _________________________________

Signature over Printed Name

Teacher’s Feedback:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

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