Practical

Research 2 12
Quantitative research
Second Quarter Designs and Research
Week 1 Samples

MELCs: Chooses appropriate quantitative research design (CS_RS12-IIa-

c-
1)
Describes sampling procedure and sample (CS_RS12-IIa-c-2

Objective/s:
1. To Describe the different quantitative research designs
and samples.
2. To choose research design apt for a specific study; and 3.
To use appropriate research design in a study.
4. To identify sampling technique; and 5. To
compute sample size for a research study.

What I Know
Directions: Read the questions carefully and choose the letter of the best
answer. Write the letter of your answer on a separate sheet of paper.

1. Which of the following is characterized by rigid manipulation of

variables, use of control, selection, and random assignment of
participants?
a. Experimental c. True-experimental
b. Quasi-experimental d. Meta-analysis

2. If the research topic is about establishing the association between the

students’ interest and their performance in Practical Research
subjects, which research design will be used?
a. Correlational c. Comparative

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 b. Survey d. Experimental

3. Which of the following design should you use if your expected data will
be analyzed using only frequency, percentage, or mean?
a. Comparative c. Descriptive
b. Pretest only d. Posttest only

4. If a tracer study on the first batch of Senior High School graduates is

being done to determine the number of graduates who proceeded to
college, what specific quantitative research design should be used?
a. Experimental c. Quasi-experimental
b. Non-experimental d. Survey

5. A researcher wants to test the effectiveness of his intervention

material, but due to a valid reason, he will not be able to perform pre-
testing; hence, he will use which research design?
a. Pretest only c. Crossover/repeated measures
b. Posttest only d. Randomized block

6. If I wanted to study how tawa-tawa leaves help improve the platelet of

a person with dengue fever, what is the appropriate research design to
use?
a. True-experimental c. Quasi-experimental
b. Meta-analysis d. Correlational

7. What Quasi-experimental research design can be used in a study

entitled “The effects of motivation programs on students’ attitudes
toward school”?
a. Single subject design c. Non-equivalent control group
b. Time series design d. Multiple-group time series

8. Which of the following is to be used if the researcher manipulates at

least one independent variable and observes the effect on one or more
dependent variables?
a. Non-experimental c. Experimental
b. Quasi-experimental d. Quantitative research design

9. Which of the following pertains to the systematic process of selecting

the group to be analyzed in the research study?
a. Population c. Sample
b. Sampling d. Target population

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10. Which method is used only on studies whose sample size is not exactly
determined?
a. Non-probability sampling c. Probability sampling
b. Cochran’s Formula d. Slovin’s Formula

11. Assuming that the total population of the target respondents is 900,
what will be the sample size if we use the Slovin’s Formula and the
assumed margin of error is .01?
a. 827 c. 277
b. 90 d. 899

12. 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.
a. Convenience sampling c. Judgemental sampling
b. Systematic sampling d. Cluster sampling

13. Research involving all public secondary schools in the Schools Division
of Palawan, which is divided into different Engineering Districts,
namely 1st, 2nd, and 3rd Engineering Districts, will be conducted. To
satisfy the plan size, which of the following is the most appropriate
sampling technique to use?
a. Convenience sampling c. Cluster sampling
b. Simple random sampling d. Stratified random sampling

14. If you choose respondents based on the purpose of the study you are
conducting, what sampling technique will you use?
a. Purposive sampling c. Stratified random sampling
b. Convenience sampling d. Quota sampling

15. A researcher will conduct a study involving Senior High School

students of Narra National High School in different tracks. Since the
number of students per track differs, what would be the most
appropriate technique to use? a. Purposive sampling c. Stratified
random sampling
b. Convenience sampling d. Quota sampling

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 What is It
The previous module helped you select, cite, and synthesize related
literature and objectively present a written review of related literature and
conceptual framework. Your knowledge gained from the said modules is
essentially helpful for you to understand the topics for this module.
In this module, you will be learning how to do the first step in the
Methodology part of your research which is to state and justify the
research design you will use. You will also learn how to properly choose
the appropriate quantitative research design to use in your study.
CHOOSING APPROPRIATE QUANTITATIVE RESEARCH DESIGN

The researcher not only selects a qualitative, quantitative, or

mixedmethods study to conduct; the inquirer also decides on a type of
study within these three choices. Research designs are types of
investigation within qualitative, quantitative, and mixed methods
approach that provides specific direction for procedures in research.
Types of Quantitative Designs

1. Experimental. This is the highest form of quantitative study, which

by having series of interrelated, interdisciplinary, and integrated
experimental studies, can establish a law thru a very strong causal
relationship. It must have the following characteristics:
Randomization, Control, and Treatment.

Types of Experimental Research

1. True Experimental: it is characterized by rigid manipulation of
variables, use of control, selection, and random assignment of
participants
1.1. POST-TEST ONLY EXPERIMENTAL DESIGN. This is used when
pre-testing is not possible for valid reasons. Hence it is known as
post-test only. In this test, subjects are assigned to either control
or treatment group. Only the treatment group will receive the
intervention. Then both groups will have the post-test to
determine the effects of the intervention.
1.2. PRE-TEST – POST-TEST. The researcher gives the same pre-test
to both the experimental and the control groups, and then the
treatment is given to the experimental group only. After which,
both groups are measured again with the same post-test. In this

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 case, each group's gain scores (post-test score minus the pre-
test score) are computed and compared. If the gain score of the
experimental group is significantly higher than that of the control
group, then this difference is attributed to the effect of the
treatment, X.
1.3. FACTORIAL. Refers to a type of experiment where the
researcher attempts to study two or more independent variables
or observe the effects of two or more treatments. These
independent variables or treatments are known as factors;
hence, the experimental design is known as factorial. This type
of experiment permits the testing of two or more hypotheses in
one study.
1.4. SOLOMON FOUR GROUP. In this test, the groups are assigned
to four groups. The purpose of which is to make sure that the
results are not affected by the ability of the respondent to recall
the questions in the exam used or to make sure that the
experience they gained from testing will not affect the results.
1.5. CROSSOVER/REPEATED MEASURES. It refers to a two-group
experimental design. It is the simplest of all experimental
designs. In this case, the control group happens to be the other
treatment group then crossed over to receive the same
treatment or intervention.
1.6. RANDOMIZED BLOCK. Refers to random assignment of groups
onto a controlled block in an attempt to control the variability of
the populations and other factors affecting the experiment. This
is commonly done in large populations where many factors exist
that may potentially affect the study.

2. Quasi-Experimental: This type of design involves a treatment

(manipulation) and an outcome but lacks one of the other two
properties that characterize a true experiment: randomization or a
control group. It lacks randomization. Any design that does not
randomly assign subjects to the group is known as a quasi-
experimental design.
2.1. SINGLE-SUBJECT DESIGN. It looks at cause and effect
relationships in single individuals rather than in groups. Common
in behavioral analysis and special education.
2.2. TIME-SERIES DESIGN. Tests for changes over time. There is no
randomization, and there is no control group. However, the
researcher can use each person as his own control. If possible,
test the group several times before introducing the intervention.
This method gives more reliability to the study.

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 2.3. NON-EQUIVALENT CONTROL GROUP. Commonly used when
random assignment is not possible, and selection bias is a threat
to validity.

3. Meta-Analysis: A quantitative, formal, epidemiological study design

used to systematically assess previous research studies to derive
conclusions about that body of research. A comparative analysis of
various research on common topics and criteria with contradicting
results. The benefits of this design include a consolidated and
quantitative review of a large and often complex, sometimes
apparently conflicting, body of literature.

2. Non-experimental. Refers to the studies on quantifiable variables that

have no Control and no treatment. It usually involves Observation.

Types of Non-Experimental Research

1. Comparative. It refers to the comparison of variables being studied.
The aim is to find out which of the two may be superior or inferior in
certain aspects.
2. Correlational: It attempts to establish a relationship over variables.
However, Co-relation does not mean causation. Only experiments
can confirm causation.
3. Survey/Descriptive: Study of Prevalence of incidence. This type of
research usually does not need statistical treatment. Often, it uses
frequency, percentage, and mean.
4. Methodological: It is sed to develop standardized exams such as
ability test, aptitude test, intelligence test, and other psychological
tests. Other disciplines can also use this type of research to develop
a standardized tool concerning the practice of their profession.

DESCRIBING SAMPLING PROCEDURE AND SAMPLE

After knowing the research design to be used in carrying out the

study, you must state the criteria for a subject to be included in the study.
This lesson will guide you in determining the sampling procedures and
computing the samples to be used in the study.

The criteria for a subject to be included in the study must be clear

and specific because it is the characteristics of the studied variables.
Hence it will strengthen the validity of selecting a population.

Sampling

It is the method of selecting samples from the population to be

included in the study. A sample is a percentage of the total population in
statistics. You can use the data from a sample to make inferences about

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the whole population. The selected samples will be the focus of the study
to represent the whole population.
Sampling Method

In determining the number of your respondents or research

participants, the following method could be used:

1. Slovin’s Formula

It is used to get the appropriate sample size from the intended

population. It is used only on studies whose sample size is not exactly
determined. It is useful in targeting a sample size from a very large
population without necessarily studying the entire population.
Formula:

where:

• n is the sample size

• N is the population size
• e is the desired margin of error (.05 or .01)
Sample computation:

You will conduct a simple survey at Narra National High School, and
your target respondents are Grade 12 students. The total population of
Grade 12 students is 945. Determine the sample size using the Slovin’s
Formula with a .05 margin of error.
Solution:

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2. Cochran’s Formula

It is used for both known and unknown number of populations. It is

regarded as a more relevant, modern, and reliable measure of getting the
desired sample in many research fields.
Formula:

Where:

• e is the desired level of precision (i.e., the margin of error),

• p is the (estimated) proportion of the population that has the
attribute in question,  q is 1 – p.
Sample computation:

A researcher wants to study whether the students in the Schools

Division of Palawan eat breakfast. There is no prior information about it.
Thus, he assumes that half of them eat breakfast. This means that the p =
0.5. The researcher wants 95% confidence and at least 5% precision. The
95% confidence gives the researcher Z values of 1.96, per the normal
tables.
Solution:

Sampling Technique

1. Probability Sampling is a sampling technique where a teacher sets a

selection of a few criteria and chooses members of a population
randomly.

Types of Probability sampling:

1. Simple Random Sampling. It is a reliable method of obtaining
information where every single member of a population is chosen
randomly.

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 2. Cluster sampling is a method where the researchers divide the
entire population into sections or clusters that represent a
population. Clusters are identified and included in a sample based
on demographic parameters
3. Systematic Sampling. It is used to choose sample members of a
population at regular intervals. It requires the selection of starting
point for the sample and sample size that can be repeated at regular
intervals.
4. Stratified random sampling is a method in which the researcher
divides the population into smaller groups that do not overlap but
represent the entire population

2. Non-probability sampling. This sampling is not a fixed or predefined

selection process. This makes it difficult for all population elements to
have equal opportunities to be included in a sample.

Types of non-probability sampling

1. Convenience Sampling. This technique is dependent on the ease of
access to subjects such as surveying customers.
2. Judgmental or purposive sampling. The discretion of the researcher
forms judgmental or purposive sampling. The researcher purely
considers the purpose of the study, along with the understanding of
the target audience.
3. Snowball Sampling is a sampling technique that researchers apply
when the subjects are difficult to trace.
4. Quota sampling. The selection of members in this sampling
technique happens based on a pre-set standard. In this case, as a
sample is formed based on specific attributes, the created sample
will have the same qualities found in the total population.

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 What I Can Do

Activity 1. Describing Quantitative Research Design

Directions: On your answer sheet, identify what quantitative research

design is being described.

1. It involves comparing two or more samples of study subjects on one

or more variables, often a single point of time.
2. It systematically investigates the nature of relationships or
associations between and among variables without necessarily
investigating causal reasons underlying them.
3. It employs multiple measures before and after the experimental
intervention.
4. It controls for both time-related and group-related threats.
5. It is a comparative analysis of various research on common topics
and criteria with contradicting results.

Activity 2. Identification

Directions: Read the statements carefully and identify what sampling

methods and techniques are being referred to. Write your answer on your
answer sheet.

1. It is used when samples are not fixed or predefined selection

process.
2. This method is dependent on the accessibility of the target
respondents.
3. It is a sampling technique where the researcher selects a few criteria
and randomly chooses members of a population.
4. It requires the selection of starting point for the sample and sample
size that can be repeated at regular intervals.
5. It is regarded as a more relevant, modern, and reliable measure of
getting the desired sample.

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 What’s More
Activity 3: Am I Appropriate?
Directions: Among the different quantitative research designs, choose
what is appropriate for the following research topics and state your reason
for choosing it.

1. The paper attempts to understand intellectual history through

literature and literature through its cultural context.
2. A researcher wants to know the effect of code-switching in text
comprehension and assessment of 50 STEM Grade 12 students in
Narra National High School, Schools Division of Palawan.
3. The effects of an intervention project on students’ ability to frame
thought-provoking questions will be tested before and after using
the said intervention.
4. The aim of the study is to trace the status of Senior High School
graduates of Narra del Norte District in the school year 2017-2018
as to the SHS’ four curriculum exits.
5. The study wants to confirm whether financial institutions play a
prominent role in the growth and development of the economy of
Palawan.

Activity 4. Computation

Directions: Read the scenario below and compute for the sample size
using the Slovin’s Formula. Show your solution.

Scenario:

Alexis is researching the efficacy of the Department of Social

Work and Development’s (DSWD) Social Amelioration Program. The

target respondents are the recipients of the program in the entire

Province of Palawan. Assuming that the total number of SAP recipients

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 is 50,000 and the desired margin of error is .05. What is the number or

size of the sample to be used by Alexis?

What I Have Learned

Activity 5. Compare and Contrast

Directions: Differentiate the following terms according to their purpose

and processes.

1. Experimental vs. Non-experimental

_____________________________________________________________________
_____________________________________________________________________
2. Comparative vs. Correlational
_____________________________________________________________________
_____________________________________________________________________
3. True experimental vs. Quasi-experimental
_____________________________________________________________________
_____________________________________________________________________
4. Slovin’s Formula vs. Cochran’s Formula
_____________________________________________________________________
_____________________________________________________________________
5. Probability vs. non-probability sampling
_____________________________________________________________________
_____________________________________________________________________

Scoring Rubrics for 5: Compare and Contrast

Score Standards
10 The learner presented the differences between the two terms
clearly and correctly. The grammar is correct.

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 7 The learner presented the differences between the two terms
with few errors. The grammar is somewhat correct
5 The learner presented the differences between the two terms
with many errors. The grammar is erroneous.

Assessment

Directions: Read the questions carefully and choose the letter of the best
answer. Write the letter of your answer on a separate sheet of paper.

1. It pertains to the types of inquiry within the three research methods

approaches, providing specific direction for procedures in research.
a. Research design c. Quantitative research design
b. Sampling d. Sampling technique

2. Which of the following is considered the highest form of quantitative

study as it is characterized by randomization, control, and treatment?
a. Meta-analysis c. Experimental
b. Quasi-experimental d. Quantitative

3. What do we call the design that does not randomly assign subjects to
the group?
a. Experimental c. Time series
b. Quasi-experimental d. Meta-analysis

4. If you are conducting a study assessing previous research studies to

stem the study's inferences, which research design should you use?
a. Comparative c. Quasi-experimental
b. Experimental d. Meta-analysis

5. It refers to the studies on quantifiable variables that have no Control

and no treatment.
a. Non-experimental c. Experimental
b. Quasi-experimental d. Descriptive

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6. A study to be conducted is devoted to establishing whether there is a
relationship over the variables or not. Which research design is
appropriate?
a. Descriptive c. Methodological
b. Correlational d. Comparative

7. It is a type of experiment where the researcher attempts to study two

or more independent variables or observe the effects of two or more
treatments.
a. Factorial c. Pretest-posttest
b. Posttest only d. Correlational

8. It refers to the representative subset of the population.

a. Sample c. Target population
b. Sampling d. Respondents

9. What does e in the Slovin’s and Cochran’s formulae stand for?

a. Error c. Desired level of precision
b. Sample size d. Estimated the sample

10. It is a sampling technique where a teacher selects a few criteria and

randomly chooses members of a population.
a. Non-probability sampling c. Probability sampling
b. Simple random sampling d. Convenience sampling

11. Which of the following is a sampling technique wherein samples are

chosen from these subgroups and not directly from the entire
population? a. Simple random sampling c. Cluster sampling
b. Stratified random sampling d. Systematic sampling

12. If you intend to include HIV-AIDS positive as your respondents, who

are difficult to trace, which sampling technique will you use?
a. Quota sampling c. Stratified random sampling
b. Purposive sampling d. Snowball sampling

13. The study's target population is the four Senior High Centers in
Narra del Norte District, composed of 150 from Dumangueña NHS, 800
from Narra NHS, 300 from Sandoval NHS, and 250 from Panacan NHS. If
the computed sample size is 316, what are the sample sizes per
subgroup? a. DNHS-10%; NNHS-53%; SNHS-20%; PNHS-17%
b. DNHS-32; NNHS-167; SNHS-63; PNHS-54
c. DNHS-79; NNHS-79; SNHS-79; PNHS-79

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 d. DNHS-35; NNHS-195; SNHS-54; PNHS-32

14. Which sampling technique depends on the accessibility of the target

respondents and is commonly used to survey customers?
a. Convenience sampling c. Judgemental sampling
b. Systematic sampling d. Cluster sampling

15. It is a way of choosing individuals in which all members of the

accessible population are given an equal chance to be selected.
a. Simple random sampling c. Stratified random sampling
b. Cluster sampling d. Purposive Sampling

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