Republic of the Philippines

Department of Education
Division of Leyte

MATLANG NATIONAL HIGH SCHOOL

Matlang, Isabel, Leyte

DETAILED LESSON PLAN (DLP)

Subject: PRACTICAL RESEARCH 2

Teacher: JAN LESTER J. CAUBAT
Date: SEPT. 15, 2019
Class/Time: XII – Perseverance (7:45 – 8:45)

I. OBJECTIVES:

A. Content Standard: THE LEARNER WILL BE ABLE TO UNDERSTAND DATA

COLLECTION PROCEDURES AND SKILLS USING VARIED INSTRUMENTS AND DATA
PROCESSING, ORGANIZING, AND ANALYSIS

B. Performance Standard: THE LEARNER WILL BE ABLE TO DESCRIBE ADEQUATELY

QUANTITATIVE RESEARCH DESIGNS, SAMPLE, INSTRUMENT USED, INTERVENTION (IF
APPLICABLE), DATA COLLECTION, AND ANALYSIS PROCEDURES

C. Learning Competency/Objectives:
 DESCRIBE SAMPLING PROCEDURE AND THE SAMPLE

D. Content: FINDING ANSWERS THROUGH DATA COLLECTION

II. LEARNING RESOURCES:

1. Teacher’s Reference
2. LM’s
3. Textbook:
Additional Materials from Learning Resources (LR Portal): Computer, Powerpoint presentation,
LCD projector, manila papers/cartolina, pentel pens

III. PROCEDURES:
A. Review/Presentation of the Lesson:
Teacher’s Activity Student’s Activity
Good morning class. Good morning sir.

How’s your day? It is okay sir.

Can you remember about our topic last Yes sir, last meeting we have discussed about
meeting? Quantitative research designs

What are the quantitative research designs?

B. Establishing the purpose of the lesson

Teacher’s Activity Student’s Activity

At the end of the discussion of

competency, learners will be able to:
 Discusses the different sampling
procedure and sample to be used in a
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 quantitative research.
 Uses the appropriate sampling procedure
and sample in a given research context.
 Demonstrate cooperation in group tasks
 Shows eagerness in research writing

2. Group Activity
To set your minds to our topic, I’ll group you into
three. Each group must complete the KWL Chart Students will do the activity
about sampling. For now, do KW without looking
at the main reading material of this lesson; the L,
after reading the text.

What I already What I want What I

know to Know learned

C. Presenting examples/instances of the lesson

Teacher’s Activity Student’s Activity

Silently read the research experience that will be

shown to you through powerpoint presentation.

Scenario…
Dave and Jule are owners of a local Students will read the text provided
gym in a small town. They want to know what
types of equipment or classes will be most
popular. They decide to do a survey to find out
the answer to their question.

Answer the following questions:

1. What it is called when you ask some
people, but not all people to answer a
survey?
2. Why wouldn't you ask all the people Ans.
related to a survey topic to answer a 1. Sampling
survey? 2. It is important that to select
3. What do you call the entire group of respondents or people to answer
people that you are interested in asking meant to yield data for a research
questions about on a survey? study.
4. Does it matter which people you ask to 3. Sample
answer your survey? 4. Yes, the chosen ones constitute the
sample through which you will
derive facts and evidence to support
the claims or conclusions
propounded by your research
problem.

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D. Discussing new concepts and practicing new skills #1
Teacher’s Activity Student’s Activity

History
The beginning of sampling could be traced back to the early
political activities of the Americans in 1920 when Literary Digest Students need to
did a pioneering survey about the American citizens’ favourite take down notes.
among the 1920 presidential candidates. This was the very first
survey that served as the impetus for the discovery by academic
researchers of other sampling strategies that they categorized
into two classes: probability sampling or unbiased sampling and
non-probability sampling (Babbie 2013)

Probability Sampling or Unbiased Sampling

Probability sampling involves all members listed in the
sampling frame representing a certain population focused on by
your study. An equal chance of participation in the sampling or
selection process is given to every member listed in the sampling
or selection process is given to every member listed in the
sampling frame.
A sampling frame crops up if the selection does not take place
in the way it is planned. Such sampling error is manifested by
strong dissimilarity between the sample and the ones listed in
the sampling frame. (P) how numerous the sampling errors are
depends on the size of the sample. The smaller the sample is,
the bigger the number of sampling errors. Thus, choose to have
a bigger sample of respondents to avoid sampling errors.
However, deciding to increase the size of your sample is not so
easy. There are these things you have to mull over in finalizing
about this such as expenses for questionnaires and interview
trips, interview schedules, and time for reading respondents’
answer.
The right sample size also depends on whether or not the
group is heterogeneous or homogeneous. The first group
requires a bigger size; the second, a smaller one. For a study in
the field of social sciences requiring an inn-depth investigation of
something such as one involving the national government, the
right sample size ranges from 1,000 to 1, 500 or up to 2,500. On
the other hand, hundreds, hundreds, not thousands, of
respondents suffice for a study about any local government unit.
(Suter 2012; Emmel 2013)

Types of Probability Sampling

1. Simple Random Sampling
Simple random sampling is the best type of probability
sampling through which you can choose sample from a
population. Using a pure chance selection, you assure every
member the same opportunity to be in the sample. Here, the only
basis of including or excluding a member is by chance or
opportunity, not by any occurrence accounted for by cause-effect
relationships. Simple random sampling happens through any of
these two methods: (Burns 2012)
1.) Have a list of all members of the population; write each
name on a card, and choose cards through a pure-chance
selection.

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 2.) Have a list of all members; give a number to member and
then use randomized or unordered numbers in selecting names
from the list.

2.Systematic Sampling
For this kind of probability sampling, chance and system are
the ones to determine who should compose the sample.

3. Stratified Sampling
The group comprising the sample is chosen in a way that
such group is liable to subdivision during the data analysis stage.

4. Cluster Sampling
This is a probability sampling that makes you isolate a set of
persons instead of individual members to serve as sample
members.

Non-Probability Sampling
Non-probability sampling disregards random selection of
subjects. The subjects are chosen based on their availability or
the purpose of the study, and in some cases, on the sole
discretion of the researcher. This is not a scientific way of
selecting respondents. Neither does it offer a valid or an objective
way of detecting sampling errors. (Edmond 2013)

Types of Non- Probability Sampling

1. Quota Sampling
You resort to quota sampling when you think you know the
characteristics of the target population very well. In this case, you
tend to choose sample members possessing or indicating the
characteristics of the target population. Using a quota or a
specific set of persons whom you believe to have the
characteristics of the target population involved in the study is
your way of showing that the sample you have chosen closely
represents the target population as regards such characteristics.

2. Voluntary Sampling
Since the subjects you expect to participate in the sample
selection are the ones volunteering to constitute the sample,
there is no need for you to do any selection process.

3. Purposive or Judgmental Sampling

You choose people whom you are sure could correspond to
the objectives of your study, like selecting those with rich
experience or interest in your study.

4. Availability Sampling
The willingness of a person as your subject to interact with
you counts a lot in this non-probability sampling method. If during
the data-collection time, you encounter people walking on a
school campus, along corridors, and along the park or employees
lining up at an office, and these people show willingness to
respond to your questions, then you automatically consider them
as your respondents.

5. Snowball Sampling
Similar to snow expanding widely or rolling rapidly, this
sampling method does not give a specific set of samples. This is
true for a study involving unspecified group of people. Dealing
with varied groups of people such as street children, mendicants,
drug dependents, call center workers, informal settlers, street
vendors, and the like is possible in this kind of non-probability
sampling.
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E. Discussing new concepts practicing new skills #2
Teacher’s Activity Student’s Activity

F. Developing Mastery (Leads to Formative Assessment)

Teacher’s Activity Student’s Activity

1. Types of sampling technique in which the 1. cluster sampling

population is grouped into blocks or 2. systematic sampling
districts _____? 3. sampling
2. Sampling technique in which all 4. multi-stage sampling
individuals in the population are arranged 5. Population
in a methodical manner?
3. This refers to the statistical process of
selecting subset of a population.
4. This refers to a combination of cluster and
stratified sampling of individual.
5. A technical term in research which means
a big group of people from where you
choose the sample.

G. Finding practical application and skills in daily living

Teacher’s Activity Student’s Activity

Let us now go back to our groups and let us fill Students will do the activity
the L part of the KWL Chart. Go to your groups
and write your learning’s in the metacards
provided.
What I What I want What I
already know to Know learned

H. Generalization/Abstraction
Teacher’s Activity Student’s Activity

In research, sampling is a word

that refers to your method or process of
selecting respondents or people to answer
meant to yield data for a research study. The
chosen ones constitute the sample through
which you will derive facts and evidence to
support the claims or conclusions propounded
by your research problem. The bigger group
from where you choose the sample is called
population, and sampling frame is the term

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 used to mean the list of the members of such
population from where you will get the sample.

I. Evaluating Learning
A. In a ¼ sheet of paper, write P if the sentence talks about probability sampling
otherwise, write NP.
_________1. Checking every 10th student in the list
_________2. Interviewing some persons you meet on the campus
_________3. Dividing 100 persons into groups
_________4. Choosing subjects behaving like the majority members of NPC town
_________5. Choosing a group of subjects among several groups
_________6. Choosing subjects capable of helping you meet the aim of your study
_________7. Choosing samples by chance but through an organizational pattern
_________8. Letting all members in the population join the selection process
_________9. Having people willing to be chosen as respondents
_________10. Matching people’s traits with the population members’ traits

Ans.
1. P
2. NP
3. P
4. NP
5. NP
6. P
7. P
8. NP
9. NP
10. P

J. Additional Activities for application or remediation

IV. REMARKS:
____________________________________________________________________________
_______________________________________________________________________________
______________

V. REFLECTION:

A. No. of learners who earned 80% in the evaluation

____________________________________________
B. No. of learners who required additional activities for remediation
_______________________________
C. Did the remedial lessons work? No. of learners who 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 innovations or localized materials did I use/discover which I wish to share with other
teachers?____________________________________________________________________
____________________

Others:
________________________________________________________________________________________

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________________________________________________________________________________________
_______

Prepared by: JAN LESTER J. CAUBAT Noted by: VEVIAN D. SALAHID, Ed. D.
SPST 1 Principal I

Date: _________________________