Inquiries,

Investigations and
Immersion
Quarter 3 – Module 6:
Population and Sampling Method
 Lesson
Population and Sampling for
1 Quantitative Research
On module 6, we discussed about the different research designs. Research
designs are the plans of your research study. They are needed because they
facilitate the smooth sailing of the various research operations, thereby
making research as efficient as possible yielding maximal information with
minimal expenditure of effort, time and money. Now let us have a review on
the previous lessons.

What’s In

Read, analyze, and answer the given topic and answer the questions that
follow. Write your answers on your notebook.

Research Topic: Investigating Age and Sleep Patterns

Research has shown that the human body clock is very important in
determining sleep and wake patterns. Your task is to design a study that
investigates the relationship between ages and sleep duration.

Question:

1. What kind of research design is used in the study? Justify your

answer.
______________________________________________________________________
_________
______________________________________________________________________
_________
______________________________________________________________________
_________
Participants

In terms of sampling, who will be your target population and what

type of sampling will you use? Justify your choices.

______________________________________________________________________
_________
______________________________________________________________________
_________
 What’s New

Identify the following statements as P for population and S

for sample. Write your answers on your notebook.

1. 𝟓𝟒% of the respondents to the poll at a university indicated that

wealth is needed to be distributed more evenly among the people.
2. Are students in the Sabangin National High School proficient on
the national assessment in Mathematics? In 2018, schools were
evaluated after all the examinations taken by the students in the
SNHS. More than 𝟓𝟐% of those students was at or above proficient
on the said assessment.
3. Does talking on mobile phones while driving distract people?
Researchers measured the reaction times of 𝟑𝟖 studied participants
as they talked on mobile phones and found that the average level
of distraction from their driving was rated 𝟐. 𝟐𝟓 out of 𝟓.
4. A survey with1353 Filipino household respondent found that 8% of
the households own a computer.
5. A recent survey of 2625 elementary school children found that 28%
of the children could be classified as obese.

What is It
To answer the research questions, it is expected that you should be
able to collect data from all cases. However, it would be impossible to
do so especially for a large population of sample. Thus, there is a
need to select a sample size. This lesson presents the steps to go
through to conduct sampling. Furthermore, as there are different
types of sampling techniques or methods, as a student-researcher,
you need to understand the different ways to select the proper
sampling method for your study. This lesson presents the different
types of sampling techniques. There are two types of sampling
methods: probability sampling and non-probability sampling. Each
of these methods includes different types of techniques of sampling.
Let us first discuss probability sampling.

Quantitative researchers like you are often interested in being able to

make generalizations about groups larger than their study samples.
While there are certainly instances when quantitative researchers
rely on nonprobability samples (e.g., when doing exploratory or
evaluation research), quantitative researchers tend to rely on
probability sampling techniques. The goals and techniques
associated with probability samples differ from those of
nonprobability samples. You will explore those unique goals and
techniques in this lesson.
When you conduct a research with a large group of people, it is rarely
possible to collect data from every person in that group. Instead, you
select a sample. Based on the definition we discussed a while ago; a
sample is the group of individuals who will participate in the
research. Drawing valid conclusions from your results, you must
carefully decide how you will select a sample that is representative of
the group.
Let us answer this research question: What is the prevalence of HIV
in the adult Filipino population?
The best response to this question will be obtained when we test every
adult Filipino for HIV. However, this is logistically difficult, time
consuming, expensive, and difficult for a single researcher – do not
forget about ethics of conducting such a study. The government
usually conducts an exercise regularly to measure certain outcomes
in the whole population –the census.
However, as researchers, we often have limited time and resources.
Hence, we will have to select few adult Filipinos who will give consent
to become part of the study. We will test them for HIV and present
out results (as our estimation of HIV prevalence). These selected
individuals are called as “sample.”Hope that you have selected the
appropriate sample that is required to answer your research
question.
As student researcher, you should clearly and explicitly mention the
sampling method in the manuscript. The description of these helps
the reviewers and readers in assessing the validity and
generalizability of the results. Furthermore, as researchers you
should also acknowledge the limitations of your sampling method
and its effects on estimated obtained in the study. Try to answer now
the activities on the next part of this module and see how you will
have your sample size.
As with most recruiting methods, sampling is the beginning tool to
determine if the person or respondent is qualified for the research
study. Most of us spontaneously undergo the process of sampling. If
some of us tried some new clothes in the market which are trendy
and stylish, other people in the group may assume that this could be
the newest trend or fashion. The basic idea of sampling is to draw
inferences about the population by selecting some of its elements.
Some sampling terminologies are given below:
Population. It is any complete group (i.e., people, sales territories,
stores, etc.) sharing a common set of characteristics. It can be defined
as including all people or items with the characteristic one wish to
understand and draw inferences about them.

Sample. It is a subset or a part of a larger population. It is “a smaller

(but hopefully representative) collection of units from a population
used to determine truths about that population” (Creswell, 2015).

Once the research question and the research design have been
finalized, it is important to select the appropriate sample for your
study. The method by which you select the sample is the sampling
method. Again, there are two essential types of sampling methods: (1)
probability sampling which is based on chance events (such as
random numbers, flipping a coin etc.); and (2) nonprobability
sampling which is based on researcher's choice, population that is
accessible and available.
Random sampling method (such as simple random sample or
stratified random sample) is a form of probability sampling. It is
important to understand the different sampling methods used in
research. The method used should be mentioned clearly in the
research paper. As researcher, you should not misrepresent the
sampling method in the manuscript such as using the term “random
sample” when the researcher has used convenience sample. The
sampling method will depend on the research question.
For instance, the researcher may want to understand an issue in
greater detail for one population rather than worry about the teen
aged pregnancy of these results. In such scenario, the researcher
may use random sampling for the study.
Sampling is a statistical procedure that is concerned with the
selection of certain individual observation from the target population.
It helps in making statistical inferences about the population.
Sampling design refers to the technique or procedure used by the
researcher for selecting items as samples from the population or
universe.
Designing the sample calls for three decisions:

• Who will be surveyed? (the sample)

• How many people will be surveyed? (sample size)
• How should the sample be chosen? (sampling)
Types of Samples for Quantitative Research
Probability samples are a type of sample wherein members of the
population have equal chance to be selected as subject in the
research. (See figure 1)
Subtypes of probability samples

• Simple random sample. Every member of the population has a

known and equal chance of being selected.
• Stratified random sample. Population is divided into mutually
exclusive groups such as age groups and random samples are
drawn from each group.
• Cluster (area) sample. The population is divided into mutually
exclusive groups such as blocks, and the researcher draws a
sample of the group to interview.
• Systematic sampling is where every case after a random
selection is selected. For example, if surveying a sample of
consumers, every fifth consumer may be selected from your
sample. The advantage of this sampling technique is its
simplicity.
 PROBABILITY SAMPLING
TECHNIQUES

Simple
Random
Sampling
Sampling Systematic
Sampling

Cluster
Stratified Sampling
Sampling

Figure 1. Sampling Techniques for Quantitative Research

What’s More

Match the pictures in Column A with their corresponding sampling

technique found in column B. Write your answers on your notebook.
 Column A
1. Column B

a. Sampling methods

b. Simple Random Sample

2.
c. Systematic sample
3.

d. Stratified Sample
4.
e. Cluster Sample

What I Have Learned

Fill in the blanks with the correct terms to complete the following
statements. Answers may be more than one word. Write your
answers on your notebook. (2points each)
1. In a research design, ___________and ________ are two
important terms. A population is a group of individuals that share
common connections.
2. A __________is a subset of the population.
3. The _________ is the number of individuals in a sample.
4. The ___________representative the sample of the population,
the more confident the researcher can be in the quality of the
results.
5. In_______________, the aim is to identify a sample that
resembles the population from which it was drawn.
6. There are four types of probability samples including
__________, __________, __________, and ______________.
 What I Can Do
In this activity, you will apply the basic concepts of
population and sampling techniques. First, you need to analyze the
paragraph and then answer what are asked. Write your answers on
your notebook. (5points each)
The current Corona Virus (COVID-19) pandemic has impacted and
changed lives on a global scale since its emergence and spread from
China in late 2019. It has caused millions of infections, and
thousands of deaths worldwide. However, the control of this
pandemic still remains unachievable. Therefore, this study
assessed the knowledge, attitude, and perceptions of senior high
school students towards the COVID-19 pandemic. A total of 1,500
respondents were included in this preliminary report. A survey of
knowledge, attitude, and perceptions towards the 2019 Corona
virus pandemic in the Bataan province found that majority of the
respondents had a61.6% satisfactory knowledge of the disease
while the attitude of most respondents towards instituted
preventive measures were 68.9% satisfactory and only 22% of the
respondents were satisfied with their country’s handling of the
pandemic.
Formulate the Research Questions of the study:
_____________________
Identify Population of the study: _______________________________
Identify the Sample size of the Study: _____________________
Lesson
Population and Sampling for
2 Qualitative Research
Common sense and research both involve an attempt to understand
various aspects of our world. However, research but arguably not
common sense, involves an explicit, systematic approach to finding
things out, often through a process of testing out our preconceptions.
This process begins with deciding on your research question as student-
researcher. Again, it is necessary to conduct your literature review and
to decide on a research design which addresses the research question.
Decisions made at this point include considering what kind of data you
will be collected, and who will be invited to participate.
In our first lesson, measurements tell you how often or how many people
were selected for the study. Your research question involves exploring
how much or how often something happens. It is probably appropriate to
use quantitative research.
If the research question involves exploring how people experience
something or what their views are, exploring a new area where issues are
not yet understood or properly identified (e.g., before developing
questionnaire items), assessing whether a new service is implementable,
and looking at ‘real-life’ context, or a sensitive topic where you need
flexibility to avoid causing distress, the study needs to be discussed
through qualitative research. Qualitative research attempts to broaden
and/or deepen our understanding of how things came to be the way they
are in our social world. The activities on this module will help you better
understand the non-probability sampling for your qualitative study.

What’s In

Read each statement carefully. Identify if the statement is a Non-Probability

Sampling or Probability Sampling. Write your answers on your notebook .

1. Sample selection based on the subjective judgment of the researcher.

2. Not everyone has an equal chance to participate.
3. The researcher does not consider sampling bias.
4. Useful when the population has similar traits.
5. The sample does not accurately represent the population.
6. Finding respondents is easy.
7. The sample is selected randomly.
8. Everyone in the population has an equal chance of getting selected.
9. Used when sampling bias must be reduced.
10. Useful when the population is diverse.

What’s New

In a non-probability sample, individuals are selected based on

nonrandom criteria, and not every individual has a chance of being
included. This type of sample is easier and cheaper to access but it
has a higher risk of sampling bias. You cannot use it to make a
valid statistical inference about the whole population.

Nonprobability sampling techniques are often appropriate for

exploratory and qualitative research. In these types of research, the
aim is not to test a hypothesis about a broad population, but to
develop an initial understanding of a small or under-researched
population.

What is It
Qualitative student-researchers typically make sampling choices
that enable them to deepen understanding of whatever
phenomenon it is that they are studying. In this lesson, we will
examine the strategies that qualitative researchers typically employ
when sampling as well as the various types of samples that
qualitative researchers are most likely to use in their work.
Non-probability sampling refers to sampling techniques for which a
person’s (or event’s or researcher’s focus) likelihood of being
selected for membership in the sample is unknown. Because we do
not know the likelihood of selection, we do not know with non-
probability samples whether a sample represents a larger
population or not.
In most cases, it is acceptable because representing the population
is not the goal with non-probability samples. The fact that these
samples do not represent a larger population does not mean that
they are drawn arbitrarily or without any specific purpose in mind.
In the following discussion about the types of non-probability
samples, we will take a closer look at the process of selecting
research elements when drawing a non-probability sample. But let
us first consider why a student-researcher like you might choose
to use a non-probability sample.
Non-probability samples are ideal when we are designing a
research project. For example, if we are conducting survey
research, we may want to administer our survey to a few people
who seem to resemble the folks we are interested in studying in
order to work out kinks in the survey. We may also use a
nonprobability sample at the early stages of a research project, if
we are conducting a pilot study or exploratory research.
This can be a quick way to gather an initial data and help us get
ideas of the lay of the land before conducting more extensive study.
From these examples, we can see that non-probability samples can
be useful for setting up, framing, or beginning research but
remember that it is not only the early-stage research that relies on
and benefits from non-probability sampling techniques.
There are number and variety of instances in which the use of non-
probability samples make sense. We will examine several specific
types of non-probability samples in the next discussions. See
concept explanation below for better understanding. See Figure 2
for better understanding.

Non-probability
Sampling Methods

purposive snowball qouta convenience

sampling sampling sampling sampling

Figure 2. Non-probability Sampling

Types of Nonprobability Samples
There are several types of non-probability samples that researchers
use. These include purposive samples, snowball samples, quota
samples, and convenience samples. While the latter two strategies
may be used by quantitative researchers from time to time, types
of nonprobability samples are more typically employed in
qualitative research because they are both non-probability
methods.
 To draw a purposive sample, a researcher must begin with
specific perspectives in mind that he or she wishes to examine and
then seeks out research participants who will cover the full range
of perspectives.
For example, if you are studying students’ satisfaction with their
living conditions on school, you will want to be sure to include
students who stay in each of the different types or locations of on-
school in your study. If you only include students from 1 of 10
housing conditions, you may miss important details about the
experiences of students who live in the other 9 homes of which you
didn’t include in your study.

While purposive sampling is often used

when one’s goal is to include
participants who represent a
broad range of
perspectives, purposive sampling may
also be used when a researcher wishes
to include only people who meet very
narrow or specific criteria. For example,
in her study of the Paradox of Research:
The Learning Engagement of Senior High
Students in Magsaysay National High
School, A Grounded Theory, L. Dela Cruz (2019), used purposive
sampling to the senior high students. The Recherche Grounded
Theory: prior learning experience, values towards interpersonal
communication, understanding of research process, social
relationships with group mates and peers, and financial matters.
However, the researcher encountered difficulties in undertaking
group/partner research projects.
Meanwhile, there are qualitative researchers who sometimes rely
on snowball sampling techniques to identify study participants. In
this case, a researcher might know one or two people she would
like to include in her study but then relies on those initial
participants to help identify additional study participants. Thus,
the researcher’s sample builds and becomes larger as the study
continues where a snowball builds and becomes larger as it rolls
through the snow.
Snowball sampling is a strategy which is useful when a researcher
wishes to study some stigmatized group or behavior.
 Example: You are researching experiences of homelessness in your city.
Since there is no list of all homeless people in the city, probability
sampling is not possible. You meet one person who agrees to participate
in the research, and she puts you in contact with other homeless people
that she knows in the area.

Snowball sampling is
sometimes referred to as
chain referral sampling. One
research participant refers
another, and that person
refers another, and that
person refers another—thus a
chain of potential participants
is identified. In addition to
using this sampling strategy for potentially stigmatized
populations, it is also a useful strategy to use when the
researcher’s group of interest is likely to be difficult to find, not only
because of some stigma associated with the group, but also
because the group may be relatively rare.
Quota sampling is another nonprobability sampling strategy. This
type of sampling is actually employed by
both qualitative and quantitative
researchers, but because it is a
nonprobability method, it is included in
this lesson.
When conducting quota sampling, a
researcher identifies categories that are
important to the study and for which
there is likely to have variation.
Subgroups are created based on each
category and the researcher decides how many people (or
documents or whatever element happens to be the focus of the
research) to include from each subgroup and collects data from
that number for each subgroup.
 Example: Hypothetically, a researcher wants to study the career goals of
male and female employees in an organization. There are 500 employees
in the organization, also known as the population. To understand better
the population, the researcher

will need only a sample, not the entire population. Further, the researcher
is
interested in particular strata within the population. Here is where quota
sampling
helps in dividing the population into strata or groups.

Finally, convenience sampling is another non-probability sampling

strategy that is employed by
both qualitative and
quantitative researches. To
draw a convenience
sample, a
researcher simply
collects data from those
people or other relevant
elements to which he or she
has most convenient access.
This method, also sometimes referred to as haphazard sampling, is
most useful in exploratory research. It is also often used by
journalists who need quick and
easy access to people from their population of interest. If you have
ever seen brief interviews of people on the street on the news, you
have probably seen a haphazard sample being interviewed. While
convenience samples offer one major benefit—convenience—we
should be more cautious about generalizing from research that
relies on convenience samples.

What’s More
Read and analyze each question and statement below then choose
the correct answer. Write your answers on your notebook.

1. Which is not a feature of qualitative sampling?

a. Samples tend to be small and studied intensively.
b. Participants are selected randomly.
 c. Sample members are not pre-specified.
d. Sample selection is driven by conceptual ideas rather
than for representativeness.
2. It is called as volunteer sample, most easy, economical, and
not preferred approach even in qualitative study.
a. Convenience sampling
b. Purposive sampling
c. Quota Sampling
d. Snowball sampling
3. It selects cases that will most benefit the study, several
diverse approaches to meet conceptual and substantive
needs of research, sampling for representativeness or
comparative value.
a. Convenience sampling
b. Purposive sampling
c. Quota Sampling
d. Snowball sampling

4. Probability sampling is rarely used in qualitative research

because:
a. It is very old-fashioned.
b. It is often not feasible
c. Qualitative researchers are not trained in statistics.
d. Research questions are more important than sampling.

5. The minimum sample size for qualitative interviewing is:

a. 30
b. 31
c. 60
d. It is hard to say.

What I Have Learned

Carefully read each statement or question below
then fill in the blanks with the correct answer. Answers may be
more than one word. Write your answers on your notebook. (
2points each)
 1. Nonprobability samples might be used when researchers are
conducting_______________, by evaluation researchers, or by
researchers whose aim is to make some theoretical
contribution.
2. A_________________, also referred to as a judgmental or expert
sample, is a type of nonprobability sample.
3. ________________is defined as a nonprobability sampling
technique in which the samples have traits that are rare to
find.
4. ________________as a nonprobability sampling method in
which researchers create a sample involving individuals that
represent a population. Researchers choose these
individuals according to specific traits or qualities.
5. Convenience sampling is a type of ___________________in
which people are sampled simply because they are
"convenient" sources of data for researchers.

What I Can Do

Answer each question in a clear and organized paragraph. Each

paragraph should include a clear and precise (1–2 sentences)
that directly addresses the question promptly. Each short
answer question is worth a total of 5 points. Use the rubric for
this assessment to evaluate your response. Write your answers
on your notebook.

1. Imagine that you are about to conduct a study of people’s use

of gadgets in answering their modules in your barangay.
Explain how you could employ each of the nonprobability
sampling techniques described previously to recruit a sample
for your study.
2. Of the four nonprobability sample types described, which
seems to be the strongest for you and which seems to be the
weakest? Explain your answer.
 Assessment

Directions: Choose the letter of the best answer.

Write your answers on your notebook.

1. What is the main difference between probability and non-

probability sampling?
a. Probability sampling c. Non-probability sampling
involves the need for the is preferred in qualitative
computation of a sample via research.
certain equations. d. Non-probability sampling
b. Randomization is involved in is more appropriate for
probability sampling. interviews.

2. During the conduct of his survey, Lucas chose his

respondents by ensuring that they are those who can
provide him the needed data for his study. The type of non-
probability sampling that he utilized is known as:
a. Convenience sampling c. Snowball sampling
b. Judgment sampling d. Quota sampling

3. Ideally, samples for qualitative research should follow the

concept of ______.
a. approximate c. saturation
b. interpretivism d. sampling

4. A type of probability sampling where the researcher

randomly selects groups from an assemblage then
considers the population for each selected group to be
engaged in the study.
a. Cluster sampling c. Stratified random
b. Simple random sampling sampling
d. Systematic sampling

5. A type of non-probability sampling where the required

sample and sample per stratum is determined and
complied, however, it lacks randomization in the selection
of the respondents for the study.
a. Convenience sampling c. Snowball sampling
b. Judgment sampling d. Quota sampling
6. Maricel determines her respondents by asking people as to
who would be most suited for her study. Through this, she
is referred from one respondent to the other. What type of
non-probability sampling has been utilized?
a. Convenience sampling c. Snowball sampling
b. Judgment sampling d. Quota sampling

7. Which of the following is an example of random sampling

technique?
a. Taking the name of every person c. Generating names by five
in a telephone book. on the list of everybody in
b. Generating a list of numbers by your phonebook.
picking numbers out of a hat d. Taking every 10th or 20th
and matching these numbers to name from a list of
names in the telephone book. everybody in the telephone
book.

8. Quantitative research only works if:

a. You talk to the right c. You ask the right number of
people questions and analyze the b. You talk to the right
type data you get in the right of people way
d. all of the above

9. Cluster sampling is often preferred to other random

sampling strategies because it:
a. can be used when a sampling c. equally represents all
frame is not available. groups in the population.
b. is more complicated than d. allows you to easily
simple random sampling. identify subgroups in the
population.

10. Convenience samples are frequently used in student

research because they:
a. Are more appropriate for c. Take less time and statistical
analysis. money.
b. Are preferred by d. Yield representative instructors.
samples.
 Additional Activities

Select the appropriate sampling methods or techniques for the

research questions given below. Write your answers on your
notebook.. (2 points each)

Random Convenience
Sampling Sampling

Systematic Snowball
sampling Sampling

Stratified Quota
Sampling Sampling

1. You want to study and understand the rice consumption pattern

across Dinalupihan. While it might not be possible to cover every
household, you could draw meaningful insights by building your
sample from different districts or villages (depending on the
scope). What sampling technique will you use?
2. Suppose a supermarket in Orani wants to study the buying
habits of their customers. The student-researchers will choose
every 10thor15th customer entering the supermarket and conduct
the study. What sampling technique will they use?
3. If 38% of the population is college-educated and 62% of the
population has not been to college, then 38% of the sample is
randomly selected from the college-educated subset of the
population and 62% of the sample is randomly selected from the
non-college-going population. What kind of sampling method do
they use?
4. This method is often used during preliminary research efforts to
get a gross estimate of the results, without incurring the cost or
time required to select a random sample.
5. You need the sample to reflect certain features that are difficult
to find. You want to conduct a survey of people who go jogging
in a certain park every morning. What sampling method is
appropriate for this study?

References
Baraceros E., “Quantitative Data Collection” Practical Research 2,
2016 pp. 55-61

Creswell J.W. “Qualitative and Quantitative Data & design Research

Design
(Qualitative, Quantitative and Mixed Method) 4th ed Publisher:
SAGE Publications, Inc; 4th edition (2018) pp 132-144

Daniel Stockmeyer, “Design and Methods of Quantitative Research”

Quantitative Methods for the Social Sciences: A Practical
Introduction with Examples in SPSS and Stata Springer
International Publishing (2018) pp. 77-90

Larry B. Christensen, et al, “Research Designs” Research Methods,

Design, and Analysis12th ed Global Edition 2019 pp. 53-59

Noran K. Denzin, & Yvonna S. Lincoln “Data Collection in Qualitative

Research,” The SAGE Handbook of Qualitative Research SAGE
Publications, Inc (2017) pp. 189-201

Norman K. Denzin, & Yvonna S. Lincoln, “Data and types of Research

Data Collecting
and Interpreting Qualitative Materials SAGE Publications, Inc,
by (2012) pp 43-55

Illustrations and Pictures: retrieved

fromwww.dreamstime.com/conveniencesample- grab-accidental-
sampling