Grade Level 11 Region NCR

Semester FIRST Teaching Dates JANUARY 18, 2024

Quarter SECOND Grade & Section Gr. 11 HUMSS

Learning Area ENGLISH Modality FACE-TO-FACE

I. OBJECTIVES

The learner demonstrates understanding Qualitative research designs; the

A. Content Standards
description of sample data collection and analysis procedures.
The learners is able describe qualitative research designs, sample, and data
B. Performance Standards
collection and analysis procedures.
C. Most Essential Learning The learner describes sampling procedure and sample. ( CS_RS11-IVa-c-20
Competencies/ After going through this module, the learners are expected to:
Objectives 1. describe sample and population;
Write the LC code for
2. distinguish population and sample of qualitative research;
each 3. understand the different sampling procedures in qualitative research
4. classify the sampling procedure for different research scenario
II. CONTENT Sample and Sampling

III. LEARNING RESOURCES

Practical Research 1 Quarter 2 Module 5

A. References
B. Other Learning
Resources
IV. PROCEDURES

 Greetings
A. Management of  Attendance
Learning/Daily Routine  Breathing Exercises
 Morning Stretch

The teacher will start the class with a quick review of the previous lesson about
Research Designs.

Direction: Read the following scenarios and try to identify which approach in
research design is appropriate to use: Historical Approach, Phenomenology, Case
Study or Ethnography.
B. Reviewing previous
lesson or presenting the
1. A researcher wants to study the farming techniques and livelihood of Lumads
new lesson
and
how it is tied to the culture of their people.
2. A research study will be conducted on the experiences of several people in the
communities that were affected by typhoon Yolanda.
3. A researcher wants to have an examination on the accuracy of information in
the
documents that were found during the martial law era.
C. Establishing a purpose
for the lesson After the review, the teacher will ask the learners to go out of the room and go to
an open space to play a game.
 T H E B O AT I S S I N K I N G
Instructions: The teacher will say, “The boat is sinking! The boat is sinking! Group
yourselves into three!” the learners then scamper and assemble themselves
accordingly. Learners who fail to find a huddle with the appropriate number of
members will be removed from the game. The twist comes with the creativity of
the grouping instructions. It’s not just about numbers. Groups can be formed by
gender, age, research group number, letters in students’ first names, etc.

After the game, the teacher will ask the learners the question:
1. How will you relate the game that we played to our topic today?
2. Based on the game, guess the meaning of Sample or Sampling?
In doing a qualitative research, it is not necessary to collect data from everyone in
your group of interest in order to get valid findings. Imagine if you wish to study
the differences in men’s and women’s college experiences in the Philippines,
would you expect to collect data from all college students across the country?
Even if it were possible, it will require a lot of time, resources, and effort to
accomplish.
If we are interested in a certain group of people, we often select just a few
members of this group and study them. From these selected people, we usually
come to some conclusions about the larger group where they belong. We use the
following terms to represent these groups of people in research studies:

D. Presenting • POPULATION is the cluster of people, events, things, or other phenomena that
examples/instances of you are most interested in. It is often the “who” or “what” that you want to be
the new lesson able to draw conclusions about at the end of your study.
• SAMPLE is a subset of your population. It is the group (be it people, events, etc.)
from which you actually collect data or the group of individuals who actually
participate in your study.
• SAMPLING is the process or technique of choosing a sample from a population to
participate in the study.
E. Continuation of the The teacher will ask the learners to form a circle with their research group. Each
discussion of new group will be given a copy of the Steps in Sampling. The learners will be given 15
concepts and practicing
minutes to read and discuss the paper. After 15 minutes, the teacher will ask
new skills #1
questions to each group.

STEPS IN SAMPLING

1. Identify the population of interest

If you want to focus your study on the reasons why teenagers are dropping out
from schools, then what will be your population of interest? When choosing your
population of interest, you should think WHO will be directly affected from this
study and WHO will be the potential respondents. In this case, your population of
interest should be teachers and out of school youths. However, it still too broad to
say that teachers and youths will be your population because there are lots of
schools in our province alone. Therefore, we need to proceed to the next step.
2. Specify a sampling frame
It’s very difficult to say that your population will be teachers and out of school
youths. Teachers from what school? Out of school youth from what place? If we
simply say those are your population, then it will be difficult for us to identify who
will be your respondents. Therefore, we need to specify WHO we want to include
in our study. You may want to choose your sampling frame to a place where you
are residing so that it will be easier to gather respondents.
For example: I am currently residing at Valencia City, Bukidnon. I would want my
sampling frame to be taken from a population in Valencia City, Bukidnon. More
specifically, I would like to take samples at Valencia National High School because
it is near where I am. Thus, my samples will be taken from teachers working at
Valencia National High school and out of school youth at Valencia City.
3. Specify a sampling method
There are many types of sampling method for qualitative research. Here are some
of the most common and easiest sampling methods to be used. You can either
choose one method to use or have a mix of two or more methods:
Snowball sampling- this is done by asking relevant people if they know someone
who will be willing to participate in your research. You can put criteria or other
qualifications for your respondents. You can use social media for “crowd sourcing”
or ask someone in your community on who is willing and qualified to participate in
your research.
Opportunistic Sampling- this is a type of sampling that takes sample or
respondents that are readily available. For example, you may choose respondents
in your community where you can just pick anyone within a close range.
Convenience Sampling- using this kind of sampling technique involves selecting
people that are the most convenient for you as a researcher. You may use
someone you already know as a respondent because it will save you time and
effort in looking for someone who will participate in your study.
4. Determine your sample size
There can be two approaches to determine your sample size:
a. You determine your sample size depending on whether your data will reach its
saturation point.

What does saturation point of a data?

When you conduct face to face interviews with your respondents, you may notice
that there will be patterns and similar answers to your questions as you increase
the number of people that you are interviewing. If you realize that there are no
new answers and the pattern seems to be the same on, let’s say, the 10th
interview, then it can be assumed that it will be your sample size because you have
reached the saturation point of your data.

b. Another way to choose sample size depends on the type of approach that you
are going to use for your research. It was cited from Creswell (2013) that 1-10
subjects are recommended for phenomenology. Dukes (1984) stated that there
should be 20- 30 individuals for grounded theory and Charmaz (2006) indicated
that there should be 4-5 respondents for case studies and a single culture-sharing
group for ethnography.

Therefore, your sample size is the number of individuals that you are going to use
for your study, and it is up to you to determine which approach you are going to
use in choosing your sample size.

5. Implement the plan

That’s it! If you follow the steps correctly, with a little help and guidance, you can
now implement your sampling techniques and select respondents that can be a
part of your research. It is important to take note of all the details because you
need to write it down in your research paper.

Try this: Read the following scenarios and identify what type of sampling method
is being use: (Snowball sampling, Opportunistic sampling, Convenience sampling).
1. A research about customer satisfaction in a specific restaurant uses this kind of
sampling technique by giving survey questionnaires to any customer that enters
their establishment. They take advantage of whoever is readily available and does
not consider any criteria for choosing them as respondents in the survey.
2. Ace is a psychology professor and wants to conduct research about psychosis
and
 schizophrenia. In order to get participants for his study, he enlisted the help of his
previous patients which he now considers as his close friends to be his
respondents.
3. Shiela used crowdsourcing through facebook to look for respondents in her
study about behavioral psychology. She posted a status asking her friends if they
know someone that is willing to participate in her study

Explain it: The teacher will prepare pieces of paper with the following words. The
learners will be asked to pick a paper and explain the meaning of the word.

1. Sample
F. Developing mastery
2. Sampling
(leads to Formative
3. Population
Assessment 3)
4. Snowball Sampling
5. Opportunistic Sampling
6. Convenience Sampling
7. Saturation Point

Do this: Answer the following items carefully with your research group:
G. Finding practical 1. Write your own sampling frame based on your research topic.
applications of concepts 2. What sampling technique are you going to use for your own research topic?
and skills in daily living Why?

What I have learned: In lesson 2, I have learned the different steps in sampling
which are:
1.
2.
H. Making generalizations
3.
and abstractions about
4.
the lesson
5.

2. What would happen if the different steps in sampling would not be followed
correctly?
Direction: Choose the letter of the correct answer.

1. This type of sampling takes advantage of whatever is readily available in their

environment.
A. Convenience sampling B. Opportunistic sampling
C. Snowball sampling D. Homogenous sampling
C. Focus Group Discussion D. Questionnaire
2. It is a group of individuals that represents that characteristic of a population.
A. Data B. Sample C. Population D. Variable set
3. Which of the following would probably use convenience sampling in
recruiting participants?
I. Evaluating learning A. A survey about what smart phone brand they prefer to use
B. Contact tracers looking for direct physical contacts of COVID patients
C. Brands and organizations to measure their perception of their image in the
market
D. Interviews of young people about their workplace sexual harassment
experiences
4. It refers to any procedure done to select samples.
A. Experimentation B. Replication C. Sampling D. Treatment
5. This type of sampling is done by asking relevant people if they know somebody
who is willing to participate in the study.
A. Convenience sampling B. Opportunistic sampling
C. Snowball sampling D. Homogenous sampling
 J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?

Prepared by:

VANESSA DELA CRUZ-BALITAO

Subject Teacher

Checked by:
RICHELLE M. ASAYTONO
Master Teacher II, Subject Group Head

Reviewed by:

MA. CYNTHIA BADANA

Asst. School Principal

Approved by:

CECILIA G. REGALA
Principal II