DESCRIBING

SAMPLING
PROCEDURE
AND SAMPLE
 HISTORY OF SAMPLING
Beginning of Sampling
early political activities of the Americans, in 1920 when
Literary Digest did a pioneering survey about the American
citizens’ favorite 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 and non-probability sampling. (Babbie 2013)
 BROWN (2006) SUMMARIZES THE
ADVANTAGES OF SAMPLING IN THE
FOLLOWING POINTS :

a. Makes the research of any type and size manageable;

b. Significantly saves the cost of the research;
c. Results in more accurate research findings;
d. Provides an opportunity to process the information in a
more efficient way;
e. Accelerates the speed of primary data collection
(Dudovskiy, 2016)
 SAMPLING PROCEDURE

There are numerous ways of getting a sample, but here are the most
commonly used sampling methods.

Non-Probability Sampling
Probability Sampling
Methods
Methods
1. Convenience Sampling
1. Simple Random Sampling
2. Purposive Sampling
2. Systematic Random
3. Quota Sampling
Sampling
4. Volunteer Sampling
3. Stratified Random Sampling
5. Snowball Sampling
4. Cluster Sampling
 PROBABILITY SAMPLING
METHODS

Probability sampling is a type of sampling in which

all the members of an entire population have a
chance of being selected.

This is also called as scientific sampling, and is

commonly used in quantitative research.
 SIMPLE RANDOM SAMPLING

a method of choosing samples in which all the members of

the population are given an equal chance of being selected.
It is an unbiased way of selection, as samples are drawn by
chance.

There are various ways of obtaining samples through simple

random sampling (Treece & Treece, 1986). These include the
roulette wheel, fishbowl method, and the use of table of
random numbers.
 EXAMPLE: Observe the following steps
using the fishbowl method

 The sampling frame, or a list of all the subjects or

elements of the population in question, should be
prepared.
 All the names of the subjects or elements should be
written down on strips of paper (one name per strip
of paper).
 The strips of paper with the listed names are then
placed in a bowl or container.
 Samples can be drawn as desired.
SYSTEMATIC RANDOM SAMPLING

a method of selecting every nth

element of a population
e.g., every fifth, eighth, ninth, or
eleventh element until the desired
sample size is reached.
Example:
If you want to have a sample of 150, you
may select a set of numbers like 1 to 15, and
out of a list of 1,500 students, take every
15th name on the list until you complete the
total number of respondents to constitute
your sample.
 STRATIFIED RANDOM SAMPLING

a method where the population is divided into

different strata (groups), and then the sampling
follows.
Age, gender, and educational qualifications are
some possible criteria used to divide a
population into strata.
Example:
A researcher will study the common effects
of smoking on high school students. The
researcher decides to select equal numbers
of students from the freshman, sophomore,
junior, and senior levels.
 CLUSTER SAMPLING

is used in large-scale studies. Clusters are

representative samples of the population as a whole.

After the clusters are established, a simple random

sample of the clusters is drawn and the members of
the chosen clusters are sampled. Sampling
procedures are difficult and time-consuming.
Example:
A researcher wants to interview 100 teachers across
the country. It will be difficult and expensive on
their part to have respondents in 100 different cities
or provinces. Cluster sampling is helpful for the
researcher who randomly selects the regions (first
cluster), then selects the schools (second cluster),
and then the number of teachers.
 NON-PROBABILITY SAMPLING METHODS

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, and is
commonly used in qualitative research.
 CONVENIENCE SAMPLING

involves choosing respondents at the

convenience of the researcher. It is also
called accidental or incidental
sampling.
Example:
A researcher intends to study the elementary
students of a particular school and has
determined the desired sample size. Due to the
study’s constraints, the elementary pupils who
are present at the time of the researcher’s visit
to the school will be chosen as respondents.
 PURPOSIVE SAMPLING

involves handpicking subjects, usually

to suit very specific intentions. This is
also called judgmental sampling.
Example:
In a study about honor students, the researcher
uses a list of honor students and chooses the
necessary number of respondents, to the
exclusion of all other students
 QUOTA SAMPLING

is somewhat similar to stratified sampling, in that the

population is divided into strata, and the researcher
deliberately sets specific proportions in the sample,
whether or not the resulting proportion is reflective of
the total population.
This is commonly done to the ensure the inclusion
of a particular segment of the population.
Example:
A researcher wants to survey the employees of a company
regarding their thoughts on the company’s new policies.
The researcher intends to have representatives from all
departments in his sample, but one department is so small
that doing random sampling might result in that
department not being represented. The researcher then sets
a quota of respondents from that department to ensure
their inclusion in the sample.
 VOLUNTEER SAMPLING

involves people who self-select into the

survey. Often, these folks have a strong
interest in the main topic of the survey.
Example:
A noontime show like ‘It’s Showtime asks viewers to
participate in an online poll, or to vote for the winner in
“Tawag ng Tanghalan.” This would be a volunteer sample
since the sample is chosen by the viewers, not by the
survey administrator.
 SNOWBALL SAMPLING

A snowball sample is achieved by asking a participant to

suggest someone else who might be willing or appropriate
from the study.
does not give a specific set of samples, similar to
snow expanding widely or rolling rapidly. This is true
for a study involving unspecified group of people.
Dealing with varied groups of people such as street
children, drug dependents, gang members, informal
settlers, street vendors, and the like is possible in this
kind of non-probability sampling.
 STRATEGIES TO OBTAIN
A QUALITY SAMPLE

1. Focus on the study - Make certain that the research

question is feasible and the study answers a question with
clear variables.

2. Find a representative sample - Determine the necessary

addition and omission criteria for the study population such
that findings cane exactly generalize or identify results to the
target group.
 STRATEGIES TO OBTAIN
A QUALITY SAMPLE

3. Determine a recruitment strategy - Spell out a plan to

identify and enroll study participants. This may entail screening
or establishing criteria fro number, location, and sampling
method.
4. Consult with the community to identify and recruit
potential participants - Study existing infrastructure to
discover venues of contacting suitable samples. Researchers
must also be considerate and receptive to the recommendation
of local experts and leaders.
 STRATEGIES TO OBTAIN
A QUALITY SAMPLE

5. Avoid selection bias - It is also essential to recruit a fitting

comparison group.

6. Do not give up after the first attempt to recruit a

potential participant - Follow-up using various
communication strategies, including personal, written, or
electronic messaging. The importance of personal contact
should not be undervalued
 STRATEGIES TO OBTAIN
A QUALITY SAMPLE

7. Allow flexibility in the process

If existing recruitment strategies are resulting to
inadequate enrollment of participants or modifications are
made in criteria of participants, the solution may be to change
the sampling plan.
 Well done! You have now learned the essential
concepts of the lessons. This time, let’s have some
practice to hone your skills better.
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