1) There are various approaches to determining sample size including heuristics, literature review, formulas, and power analysis. Formulas like Slovin's are commonly used to calculate sample size based on population size and desired confidence level. 2) There are different types of probability sampling used in quantitative research including simple random sampling, stratified random sampling, cluster sampling, and systematic sampling. 3) Validity and reliability are important aspects of research instruments. Validity determines if an instrument measures what it intends to measure through various types like face validity and content validity. Reliability refers to an instrument's consistency and can be tested through methods like test-retest reliability.

1. UNDERSTANDING DATA AND
WAYS TO SYSTEMATICALLY
COLLECT DATA
Presented by: Jimnaira Abanto

2. Sampling
Procedure and
Sample
Lesson 2
Research

3. Population and Sample
• The population is the totality of all the objects, elements, persons, and
characteristics under consideration.
❑There are two types of population:
1. Target population -The actual population is the target population
Ex. All Grade 9 students enrolled in Science high school in the Division of Taguig City
and Pateros
2. Accessible population- is the portion of the population in which the researcher has
reasonable access.
Ex. All Grade 9 students enrolled in SRCCMSTHS

4. Sampling
• It pertains to the systematic process of selecting the group to be analyzed
in the research study.
• The representative subset of the population refers to the sample. All the
240 Grade 9 Students enrolled in SRCCMSTHS, for example, constitute the
population; 60 of those students constitute the sample.
• 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.

5. Approaches in Identifying
the Sample Size

6. 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:
Lunenberg and Irby (2008), as cited by Barrot (2017, p 107),
also suggested different sample sizes for each quantitative
research design.

7. Literature
Review
Another approach is by reading
similar or related literature and
studies to your current research
study.
Using this approach increases the
validity of your sampling procedure.

8. Formulas
• Formulas are also being established for the computation of an acceptable
sample size. The common formula is Slovin's Formula.

9. Formulas
• Suppose that you have a group of
600 junior high students and you
want to survey them to find out
which tools are best suited for online
classes. You decide that you are
happy with a margin of error of
0.05. Using Slovin's formula, you
would be required to survey ____
people?

10. 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.

11. Power Analysis
Statistical power –
the probability of
rejecting the null
hypothesis
Effect size - the level
of difference between
the experimental
group and the control
group

12. Power Analysis
SAMPLE SIZE CALCULATOR (https://clincalc.com/stats/samplesize.aspx)
G*POWER (https://stats.idre.ucla.edu/other/gpower/)

13. Probability Sampling
in Quantitative
Research

14. 1. 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.
• 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

15. 2. Stratified
Random Sampling
• It 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.
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.

16. 2. Stratified Random
Sampling
• 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.

17. 3. 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.
For example, a researcher would like to interview of all
public senior high school students across Luzon. 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.

18. 4. 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.
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.

19. Research Instrument,
Validity and Reliability
Research
Lesson 3

20. Research Instruments
are basic tools researchers used to gather data
for specific research problems.
Common instruments are performance
tests, rating scales, questionnaires,
interviews, and observation checklist.

21. Characteristics
of a Good
Research
Instrument
Concise - A good research instrument is concise in
length yet can elicit the needed data.
Sequential. Questions or items must be arranged
well. It is recommended to arrange it from
simplest to the most complex.
Valid and reliable. The instrument should pass
the tests of validity and reliability to get more
appropriate and accurate information.
Easily tabulated - These will be an important
basis for making items in the research
instruments.

22. Ways in
Developing
Research
Instrument
Adopting an instrument from the
already utilized instruments from
previous related studies.
Modifying an existing instrument when
the available instruments do not yield
the exact data that will answer the
research problem.
The researcher made his own
instrument that corresponds to the
variable and scope of his current study

23. Common
Scales Used in
Quantitative
Research
• Likert Scale. This is the most common
scale used in quantitative research.
Respondents were asked to rate or rank
statements according to the scale
provided.

24. Validity
A research instrument is considered valid if
it measures what it supposed to measure.
different Types of Validity of Instrument

25. Types of
Validity of
Instrument
Face Validity. It is also known as “logical validity.” It calls
for an initiative judgment of the instruments as it
“appear.”
Content Validity. An instrument that is judged with
content validity meets the objectives of the study.
Construct Validity. It refers to the validity of instruments
as it corresponds to the theoretical construct of the study
Concurrent Validity. When the instrument can predict
results similar to those similar tests already validated, it
has concurrent validity.
Predictive Validity. When the instrument is able to
produce results similar to those similar tests that will be
employed in the future.

26. Reliability of Instrument
Reliability refers to the consistency of the measures or results of the
instrument.
• Test-retest Reliability. It is achieved by giving the same test to the same
group of respondents twice.
• Equivalent Forms Reliability. It is established by administering two
identical tests except for wordings to the same group of respondents.
• Internal Consistency Reliability. It determines how well the items measure
the same construct.

27. References:
• Luzano, R. A., PhD (2020), Practical Research 2- Grade 12 ADM Quarter 4 – Module 4; Department of Education – Division
of Cagayan de Oro
• https://prudencexd.weebly.com/#:~:text=%2D%20is%20used%20to%20calculate%20the,margin%20of%20error%20(e).&text=%2DIt%20is%20computed%20as%20n,%2F%20(1%2BNe2).&text=
When%20taking%20statistical%20samples%2C%20sometimes,and%20sometimes%20nothing%20at%20all.