SELF-LEARNING HOME TASK (SLHT) IN PRACTICAL RESEARCH 2

Subject: Practical Research 2 Grade Level: 12 Quarter: 2 Week: 1 Code: CS_RS12-IIa-c-1 and 2
MELC: Chooses appropriate quantitative research design and describes sampling procedure and sample
Name of Student: _____________________________ Section: __________ Date: 01/4-8/2021 Score: ______
School: Tabunan National High School District: Borbon Contact Number: ______________
a. READING/DISCUSSIONS: QUANTITATIVE RESEARCH DESIGNS
Quantitative research is more systematic and controlled than qualitative. However, both research methods have a
statement of the problem to investigate. At this point, it is assumed that you are already done stating your research
problem, the background of the study, scope and delimitation, hypothesis, conceptual framework, and review of related
literature and studies.
Each type of research has a unique design to follow that will also lead the direction of sampling procedure, data
gathering, and data analysis. Each research type also aims to answer specific research questions; how it will be answered
is determined by its design. Important considerations also are the variables of the study. The type of variables provides
paradigm (your conceptual framework), which helps the researcher decide on what will be the design of the study. So it is
very important that you have completed the previous tasks diligently to maximize your learning in this Module. In this
lesson, you will be taught how to select an appropriate quantitative research design.
Meaning of Quantitative Research Designs
When a man decides to build a house, does not he draws first the blue print before he will start to do the work?
Same with the conduct of research, the blueprint for the collection, measurement, and data analysis is drawn as a pattern
to follow. Furthermore, research designs enable the researcher to obtain a more valid, objective, reliable, and accurate
answers to the research questions. Research design is defined as the logical and coherent overall strategy that the
researcher uses to integrate all the components of the research study (Barrot, 2017, p 102). In order to find meaning in the
overall process of doing your research study, a step-by-step process will be helpful to you.
In quantitative research, you are going to have a great deal of abstraction and numerical analysis. According to
Fraenkel and Wallen (2007, p 15), the research designs in quantitative research are mostly pre-established. Hence having
an appropriate research design in quantitative research, the researcher will have a clearer comprehension of what he is
trying to analyze and interpret.
Types of Quantitative Research Design
Quantitative Research Designs have five general classifications: descriptive, correlational, ex post facto, quasi-
experimental, and experimental.
Descriptive Research. When little is known about the research problem, then it is appropriate to use descriptive
research design. It is a design that is exploratory in nature. The purpose of descriptive research is basically to answer
questions such as who, what, where, when, and how much. So this design is best used when the main objective of the
study is just to observe and report a certain phenomenon as it is happening.
Correlational Research. The main goal of this design is to determine if variable increases or decreases as
another variable increases or decreases. This design seeks to establish an association between variables. It does not seek
cause and effect relationship like descriptive research; it measures variables as it occurs. It has two major purposes: (a) to
clarify the relationship between variables and (b) predict the magnitude of the association. However, the extent of the
purpose of correlational research depends on the scope and delimitation of the study.
Ex Post Facto. If the objective of the study is to measure a cause from a pre-existing effects, then Ex Post Facto
research design is more appropriate to use. In this design, the researcher has no control over the variables in the research
study. Thus, one cannot conclude that the changes measured happen during the actual conduct of the study. The last two
types of quantitative research designs are identifiable for the existence of treatment or intervention applied to the current
research study. Intervention or treatment pertains to controlling or manipulating the independent variable in an
experiment. It is assumed that the changes in dependent variables were caused by the independent variable. There are also
two groups of subjects, participants, or respondents in quasiexperimental and experimental research. The treatment group
refers to the group subjected to treatment or intervention. The group not subject to treatment or intervention is called the
control group.
Quasi-Experimental. The term means partly, partially, or almost – pronounced as kwahz-eye. This research
design aims to measure the causal relationship between variables. The effect measured is considered to have occurred
during the conduct of the current study. The partiality of quasi-experimental design comes from assigning subjects,
participants, or respondents into their groups. The groups are known to be already established before the study, such as
age educational background and nationality. Since the assignment of subjects, participants, or respondents are not
randomly assigned into an experimental or control groups, the conclusion of results is limited.
Experimental Research. This research design is based on the scientific method called experiment with a
procedure of gathering data under a controlled or manipulated environment. It is also known as true experimental design
since it applies treatment and manipulation more extensively compared to quasi-experimental design. Random assignment
of subjects or participants into treatment and control group is done increasing the validity of the study. Experimental
research, therefore, attempts to affect a certain variable by directly manipulating the independent variable.
SAMPLING PROCEDURE AND THE SAMPLE
Remember when you were taught how to write your scope and delimitation, you stated the subjects, participants,
or respondents of your study. You also described their characteristics which qualify them to be the source of your research
data. The next question you have to answer is, how many of the subjects, participants, or respondents should be selected
as a source of data? This lesson will teach you how to describe sampling procedures in quantitative research. Note that the
sampling procedure should be aligned to your chosen research design. Since you have already decided the research design
of your study, then you are ready for this lesson.
Population and Sample
 The first step in determining the sample size is identifying the population of the topic of interest. The population
is the totality of all the objects, elements, persons, and characteristics under consideration. It is understood that this
population possesses common characteristics about which the research aims to explore. There are two types of population:
target population and accessible population. The actual population is the target population, for example, all Senior High
School Students enrolled in Science, Technology, Engineering, and Mathematics (STEM) in the Division of Cagayan de
Oro City. While the accessible population is the portion of the population in which the researcher has reasonable access,
for example all Senior High School enrolled, STEM strand at Marayon Science High School – X.
When the whole population is too costly or time-consuming or impractical to consider, then, a sample
representative is identified. Sampling pertains to the systematic process of selecting the group to be analyzed in the
research study. The goal is to get information from a group that represents the target population. Once a good sample is
obtained, the generalizability and applicability of findings increases. The representative subset of the population refers to
the sample. All the 240 Senior High School Students enrolled in Science, Technology, Engineering, and Mathematics
(STEM) Strand in a school, for example, constitute the population; 60 of those students constitute the sample. A good
sample should have characteristics of the represented population – characteristics that are within the scope of the study
with fair accuracy. 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.
Approaches in Identifying the Sample Size
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:
Research Design Number of Subjects/Participants
Descriptive Research 10% to 20% maybe required
Comparative Research 15 subjects or groups
Lunenberg and Irby (2008), as cited by Barrot (2017, p 107), also suggested different sample sizes for each
quantitative research design.
Research Design Number of Subjects/Participants
Survey 800
Correlational 100 to 200
Ex post facto 30+
Experimental 30 or more
Literature Review. Another approach is by reading similar or related literature and studies to your current
research study. Since you are done writing your review of related literature and studies, you might want to recall how
these studies determine sample size. Using this approach increases the validity of your sampling procedure.

Formulas. Formulas are also being established for the computation of an acceptable sample size. The common
formula is Slovin’s Formula.
Slovin’s Formula:
N
n=
1+ Ne2

where: n is the sample size

N is the population size
E is the desired margin of error

600
n= 2
1+600 (0.05)

600
¿
1+ 600(0.0025)

600
¿
1+1.5

¿ 240

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.

The probability of rejecting the null hypothesis is called statistical power. It suggests that indeed there is a
relationship between the independent and dependent variables of the research study. The ideal statistical power of a
research study is 80%. With the statistical power, it will be used to identify the sufficient sample size for measuring
the effect size of a certain treatment. The level of difference between the experimental group and the control group
refers to effect size.
If the statistical power tells that relationship between independent and dependent variables, the effect size
suggests the extent of the relationship between these two variables. Henceforth, the higher the effect size, means the
greater the level difference between the experimental and control groups. For example, your research study reveals
that there is a difference in the pretest and posttest scores of the students in the given anxiety test after implementing
a psychosocial intervention. With the effect size, you will have an idea of how small or large the difference is.
Probability Sampling in Quantitative Research
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. There are various ways of obtaining samples through simple random sampling.
These are 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.
Stratified Random Sampling. The same with simple random sampling, stratified random sampling also 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. The samples are chosen
from these subgroups and not directly from the entire population. This procedure is best used when the variables of the
study are also grouped into classes such as gender and grade level. 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.
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.

Sample Size per Subgroups

180/600 = .30x 240 = 72 Grade 7 students
160/600 = .27x 240 = 65 Grade 8 students
150/600 = .25x 240 = 60 Grade 9 students
110/600 = .18x 240 = 43 Grade 10 students
100% 240 respondents
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. Similar to stratified random sampling, cluster
sampling also involves grouping of the population according to subgroups or
clusters. It is a method where multiple clusters of people from the chosen
population will be created by the researcher in order to have homogenous
characteristics. For example, a researcher would like to interview of all public
senior high school students across Mindanao. 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.
Another way of doing cluster sampling is illustrated on the figure on the
right side.
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.
Therefore the selection is based on a predetermined interval. Dividing the population size by the sample size, the interval
will be obtained. 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.
b. EXERCISES:
b.1 Exercise 1: Quantitative Research Designs Summary
Directions: Using the template below, summarize the five quantitative research designs according to its goal, and its
corresponding variable manipulation.
Research Design Goal How variable is handled or manipulated
1. Descriptive

2. Correlational

3. Ex post facto
4. Quasi-
experimental
5. Experimental
b.2 Exercise 2 Determine the Sampling Procedure
Directions: Identify the sampling procedure used in each given situation. Write your answer on the space provided and
then explain your choice.
Sampling
Sample Situation Justification
Procedure
1. Alex’s target population for his study are the
employees of hotels in Mindanao. Since there are
too many employees in these establishments, he
 randomly selected ten hotels. And then he
considered all employees as participants in his study.
2. Dianne wants to know if the new learning modalities
in the first semester affects the academic
performance of senior high students. He took all the
lists of all students in her school and selected every
6th name to be part of her study.
3. Faye wants to survey all the parents in Cagayan de
Oro who opt to enroll their elementary children to an
online class. All in all there 26,000 parents. Faye
decided to have 450 from the target population.
c. ASSESSMENT/APPLICATION/OUTPUTS.
A. Directions: Determine the quantitative research design appropriate for the sample research titles. Make sure to explain
your choice into two to three sentences.
1. Relationship between Academic Stressors and Learning Preferences of Senior High School Students
Quantitative Research Design: __________________________________________
Explanation: _____________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. Reading Electronic Learning Materials as a Support for Vocabulary of Grade 1 Pupils
Quantitative Research Design: __________________________________________
Explanation: _____________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. Impact of the Implementation of COVID – 19 Health Protocols in Supermarkets on Consumer Behaviors
Quantitative Research Design: __________________________________________
Explanation: _____________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4. Effects of Morning Exercise on the Health Anxiety Level of Senior Citizens
Quantitative Research Design: __________________________________________
Explanation: _____________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
5. Measuring the Gadgets Usage of Children at Home during COVID-19 Community Quarantine
Quantitative Research Design: __________________________________________
Explanation: _____________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
B. Directions: Perform the following task. Identify the size of the population and sample for your study and explain the
sampling method that you will use.
1. Size of Population
2. The method used to determine sample size
(include computation if applicable)
3. Sample Size for the Study
4. Sampling Procedure to be employed (explain
the steps)

5. Who will be your respondents?

d. SUGGESTED ENRICHMENT/REINFORCEMENT ACTIVITY/IES:

Directions: As you have learned from this lesson, answer each question comprehensively.
1. This time, I have learned that quantitative research design….
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2. How do you know the specific quantitative research design applied in a research study?
 __________________________________________________________________________________________
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3. What do I know about the population and sample of the study?
__________________________________________________________________________________________
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4. I have learned that when determining the sample size of the study….
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Reference: Luzano, Rochelle A., Practical Research 2 - Quarter 4 - Module 4, “Understanding Data and Ways to
Systematically Collect Data

Prepared by: Reviewed by:

JESSA SUMAYANG – MONICIT GRACESILA I. MAÑANITA

Subject Teacher Principal I