NOTE: DO

Activity 1
Practical Research 2
Learning Activity Sheets
Quarter 2
Name: ___________________________________ Grade Level: ________________
Section: _________________________________ Date: _______________________

Week 1 - Lesson 1: Choosing Appropriate Research Design

Learning Competency with code: Chooses appropriate quantitative research design (CS_RS12-IIa-c-1).
Background Information
During your 1st quarter, you have learned the different types of quantitative research. These types include
descriptive, survey, correlational, quasi-experimental/causal-comparative, and (true) experimental research designs.
In this lesson, these types of quantitative research are referred to as research design. Part of your
Methodology, usually found in chapter 3 (in Germanic Thesis), is choosing your research design. This part of your
paper shows what research design (the type of quantitative or qualitative research) you will be employing in pursuing
your study.

To write your research design in your paper, you must observe the following:
1. State the type of quantitative research you will employ in your paper.
2. Define the type of research you decided to use in your paper because it will help you justify your decision to
choose such a research design.
3. Justify why you have used the design and explain how it will help you accomplish your paper.

Example:

Research Design

This study employed the correlational research design to determine the relationship of the hypertext
writing skills and the quality of academic essays of selected senior high school students in one school in
Angeles City. Basically, the variables in this study were described as they exist in their setting and were
correlated without any attempt to control or manipulate them. Fraenkel, Wallen, and Hyun (2012) stated that
correlation is also sometimes referred to be descriptive research due to the fact that it describes the
relationship between variables. However, the difference is it describes the degree of relatedness established
between or among variables.

Hence, the method used in this study was appropriate because it first determined the hypertext writing
skills of the students and the quality of their academic essays. The variables were statistically correlated to
predict if there was a positive, negative, and or no correlation between the variables.

Source: Hypertext Writing Skills and Quality of Academic Essays… (Tamayo, 2019)

Activity 1: Work on your paper by writing on a separate sheet in your research design
section. Please refer to the given rubrics below for your guidance.

Criteria Excellent Good Poor

(15-20 Points) (8-14 Points) (1-7 Points)

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 Sentence Sentences are well phrased Sentences are well phrased, and Errors in sentence
Structure and vary in length and there is structure are
structure. They flow some variety in length frequent enough to be a
smoothly from one to and structure. The flow from major
another. sentence to distraction to the reader.
sentence is generally smooth.
Word Choice Word choice is consistently Word is generally good. Many words are misused,
precise and accurate. The writer often goes beyond the confusing the reader.
generic
word to find one that is more
precise and effective.
Grammar, The writing is free or almost There are occasional errors, but There are so many errors
writing, free of errors. they don't that meaning
spelling, represent a significant distraction or is obscured, and the
mechanics obscure meaning. content becomes
confusing.
Use of Compelling evidence from Professionally legitimate sources References are seldom
References sources is given to that support claims are generally cited.
support claims. present; an attribution
Attribution is is, for the most part, clear and fairly
straightforward and fairly represented.
represented.

Quality of References are primarily Although most of the references are There are virtually no
References peer reviewed professionally professionally
professional journals or other legitimate, the reader is uncertain of reliable sources. The
approved some sources' reliability. reader seriously
sources. The reader is doubts the value of the
confident that information material and stops
and ideas can be trusted. reading.

NOTE: DO
Activity 1,2 Practical Research 2
Learning Activity Sheets
Quarter 2
Name: ___________________________________ Grade Level: ________________
Section: _________________________________ Date: _______________________

Week 2 - Lesson 2: Describing Sampling Procedure and Design

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Learning Competency with code: Describes sampling procedure and sample (CS_RS12-IIa-c-2)
Background Information
You have just learned how to accomplish your research design section. Another section that you have to
complete the Sampling Design.
In writing your sampling design, you will have to determine either in an integrated manner or independent
sections the “Locale of the Study” and “Respondents or Participants of the Study.”

In the Locale of the Study or sometimes Research Locale must include the following elements:

 Location
 Total Population
Example:

Research Locale

The locale of this study was at Angeles City National High School in Angeles City, Pampanga,
Philippines. The participants of this study were from the Senior High School department which had a total
population of 843. The study was conducted in the computer laboratories of the campus.

Source: Hypertext Writing Skills and Quality of Academic Essays… (Tamayo, 2019)

After writing the previous section, you need to write to your Respondents or Participants of the Study. It
should include the following elements:

 Sample (derived from the population)

 The formula used in determining the sampling size
 Result of the sampling computation
 Justification in using the sampling computation
 Sampling design in completing or choosing the participants of the sample

Example:

Participants of the Study

The participants of this study were the senior high school students of Angeles City National High
School who took the subject English for Academic and Professional Purposes during the school year 2017-
2018. From the population (N) of 843, the sample (n) of this study were 52 participants which were calculated
using the Calmorin’s formula with a standard value (V) of 2.58 of one (1) percent of probability with 0.95
reliability. The sampling error (Se) was 0.05 and with the largest possible proportion (P) of 0.50.

According to Calmorin and Calmorin (2007), scientific sampling is a must if the population is more
than 100. The following is the formula used to compute for the samples of this study.

In selecting the participants of this study simple random

sampling was used. This was to give equal opportunity among the
members of the population. The sampling design was implemented by
choosing an odd number from the list of students per section.

Now that we have learned how to write these two sections let us talk about the sampling designs. Remember
that Population (N) and Sample (n), as you have learned from your statistics, are different from each other. Population
refers to all the members of a group or a locality, while the sample relates to the portion of a population. It is like
wanting to know if a whole pizza (Population) is delicious, would only need you to have a slice of it (sample).

Sampling Designs

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 There are two types of sampling designs the Probability and Non-Probability. During your Qualitative
research, you have learned about Purposive, Convenience, Theoretical sampling designs. These designs are referred to
as non-probability sampling designs, which are often used in qualitative.

On the other hand, Probability sampling (as presented by Nuqui, n.d.) includes the following:

Type Description
All members of a population are given an equal chance to be selected. Selection
(Simple) Random Sampling is made either by drawing a lot or the use of the table of random numbers.

It is choosing the nth name in a population as the sample. It entails using a list
of the population and deciding how the nth name is chosen.

For example, the population of students in one school is listed alphabetically

and numbered consecutively. From the list, the sample to be taken is the name
that falls every nth in the list until the desired number of samples is completed.
Systematic Sampling
So, with a population of 500 and 250 as the selected sample, the individual
sample may be the name that falls in every count of two or all those that are in
the odd number or the even number.

It is dividing the population into strata and drawing the sample at random from
Stratified Sampling
each division.

For example, the population to be sampled is the senior high school students in
one school. These are stratified by their gender and intelligence. Samples of an
equal number are drawn from each gender and intelligence.

It is a design that uses a group as a sample rather than an individual.

For example, the population may be the parents in one school district. The
parents may be grouped by barangay within the district or by those in the east,
west, north, and south of the district. From these groupings, the sample cluster
Cluster Sampling
is chosen randomly or systematically. This differs from stratified sampling that
includes all the strata in the sampling process.

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 Stages do it: two, three, four as the case may be depending on the number of
stages sampling is made. Here the population is grouped by hierarchy from
which sampling is done in each stage.

Multi-stage Sampling For example, the population to be studied consists of the personnel in the public
elementary schools in the country. So samples have to be taken from the
national, regional, provincial, district, and school levels

Sampling Size

As a general rule, the larger the sample, the more reliable is the result of the study (Zamboni, 2018).
However, in determining the sample size, there are factors that need to be considered. These factors include study
design, method of sampling, and outcomes measure-- effect size, standard deviation, study power, and significance
level (Chander, 2017).

1. Different types of research design (descriptive & analytical) shows the difference in sampling size.
Descriptive studies such as questionnaire and surveys require a large sample size as compared to
analytical studies. More samples are required in an observational study as compared to the
experimental study.

2. Sample size may also be calculated from the standard deviation, significance power, and effect size.
Standard deviation and effect size are determined from previous studies, literature, or pilot studies.
Suppose the researcher’s consideration of the effect of the study plays a crucial role in the estimation
of sample size. If the researcher prefers to determine the small effect size, increasing sample size will
be better appreciated.

3. Normally, there is a need to fixed the significance level (type 1 error) and study power before the
research. Usually, 0.05 or 0.01 are used in setting the significance level. For more accuracy, it is set at
a lower level to increase the sample size. Having more than the aforementioned significance level can
affect the study's impact.

Some Formula Used in Computing for Sample Size

1. Slovin’s Formula
This formula is used to figure out what sample size you need to take. This is usually used if you do not
anything about your target population. The formula is written as follows:

n = N/(1 +Ne2) Where: n = Number of samples

N = Total population and;
e = Error tolerance (level/margin of error)

How to determine the sample size using Slovin’s Formula?

Step 1: Figure out what confidence level to be. Let us say you want a 95% confidence level; therefore, that will give
you an alpha of 0.05.

Step 2: Plug your data into the formula. Let us say your target population (N) is 1000, and you will use a 95%
confidence level, so your alpha will be 0.05, which shall be used for e.
n = N/(1+Ne2)
n = 1000/(1+1000*0.052)
n = 285.71
Criticism of Slovin’s Formula
Slovin’s formula shows an estimation to work with; however, it lacks mathematical rigor (Ryan, 2013).
According to Ryan (2013), it is not possible to calculate its statistical power, and there are no clear reference texts that

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exact error tolerance is. Furthermore, there seems to be no author of this formula, and a proponent name Taro Yamane
is identical to it. Hence, using this formula is highly discouraged and considers it good to know the formula.

2. Calmorin’s Formula
Calmorin’s formula may be used for a population of more than 100. To determine the sample size the
following formula may be used,
Where Ss = Sample size
N = Total number of population
V = The standard value (2.58) of 1 percent level of probability
with 0.95 reliability
Se = Sampling error
P = The largest possible proportion (0.50)

To illustrate the above formula, these steps have to be followed:

1. Determine the total population (N) assumed to be studied.

2. Get the value of V (2.58), Se (.05), and p (0.50).
3. Compute the sample size using the above formula

Example: In a total population of 843, that has a standard value of 2.58 at 1 percent level of probability and 99 percent
reliability. The sampling error is 1 percent (0.01), and the proportion of a target population is 50 percent (0.50).

The sample size is computed as follows:

N = 843
V = 2.58
Se = 0.05
P = 0.50

Advantages and Disadvantages in Sampling as Discussed by Nuqui (n.d.)

Advantages Disadvantages
It minimizes time, money, and effort. Sampling A detailed classification must be prepared with the
respondents/participants are minimized, but they are the utmost care due to the limited number of the data
representation of the population. As such, data source.
collection, analysis, and interpretation are lessened.

It is more effective because every individual in the The result of a study may be misleading if incorrect
population is given an equal chance to be selected sampling design or incorrectly following sampling is
through sampling. Hence, data are scientifically implemented.
gathered, analyzed, and interpreted.

It makes research faster and cheaper. Having a small There is a need for an expert to conduct a study in a
portion as the representative of the population, certain area.
collection, analysis, and interpretation of data is faster
and cheaper.

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 It makes research more accurate because the small size The characteristic to be observed may rarely occur in
of collected data has fewer errors in tabulation, a population such as a teacher with 30 years of
presentation, analysis, and interpretation than larger teaching experience.
data.

It gives more comprehensive information that allows It may become complicated, especially in laborious
generalization and conclusion. ones.

Activity 1: True or False: Write TRUE if the statement is correct. Otherwise, write FALSE.

________1. As a general rule, the larger the sample, the more reliable is the result of a study.
________2. Cluster sampling is dividing the population according to their strata.
________3. Different types of research designs do not show a difference in sampling size.
________4. Multi-stage sampling is grouped by the hierarchy from which sampling is done in each stage.
________5. Random sampling gives an equal chance among members of a population to be included in a study.
________6. Sampling minimizes time, money, and effort in conducting research.
________7. Slovin's formula is highly discouraged in computing for sample size.
________8. Systematic Sampling is done by draw a lot or the use of the table of random numbers.
________9. The result of a study may be misleading if an incorrect sampling design or plan is implemented.
________10. There is no need to fixed the significance level and study power before conducting research.

Activity 2. Calculate the following sample size using Slovin’s Formula and Calmorin’s Formula. Please refer to the
formula above.

What sample size (n) will be needed from a population of (N) 20,000? Determine the sample size using both formulae
using the sampling error (Se/e) of 0.05.

a. Slovin’s formula: ________

b. Calmorin’s formula: ______

Activity 3: Write your Research Locale and Participants on a separate sheet of paper.

Excellent Good Poor (1-7

Criteria
(15-20 Points) (8-14 Points) Points)
Sentences are wellphrased, and
Sentences are wellphrased there is Errors in sentence structure
and vary in length and some variety in length are
Sentence
structure. They flow and structure. The flow from frequent enough to be a
Structure
smoothly from one to sentence to major
another. sentence is generally smooth. distraction to the reader.

7
 Word is generally good.
The writer often goes beyond the
Word choice is consistently generic Many words are misused,
Word Choice
precise and accurate. word to find one that is more confusing the reader.
precise and effective.

There are occasional errors, but There are so many errors

Grammar,
they don't that meaning
writing, The writing is free or
represent a significant distraction is obscured, and the content
spelling, almost free of errors.
or obscure meaning. becomes confusing.
mechanics

Compelling evidence from Professionally legitimate sources

sources is given to that support claims are generally
support claims. present; an attribution
Use of
Attribution is is, for the most part, clear and References are seldom cited.
References
straightforward and fairly fairly represented.
represented.

References are primarily Although most of the references There are virtually no
Quality of peerreviewed are professionally
References professional journals professionally reliable sources. The reader
legitimate, the reader is seriously
or other approved uncertain of some sources' doubts the value of the
sources. The reader is reliability. material and stops reading.
confident that information
and ideas can be trusted.