Practical Research

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 Good morning class.

Student’s Activity Good morning sir.

How’s your day?

It is okay sir.

Can you remember about our topic last meeting?

Yes sir, last meeting we have discussed about 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 1

  

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 know

What I want to Know

What I 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 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.

Students will read the text provided

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. 1. related to a survey topic to answer a 2. survey? 3. What do you call the entire group of people that you are interested in asking questions about on a survey? 3. 4. Does it matter which people you ask to 4. answer your survey?

Sampling It is important that to select respondents or people to answer meant to yield data for a research study. Sample 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. 3

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. 4

E. Discussing new concepts practicing new skills #2 Teacher’s Activity

Student’s Activity

F. Developing Mastery (Leads to Formative Assessment) Teacher’s Activity 1. Types of sampling technique in which the population is grouped into blocks or districts _____? 2. Sampling technique in which all individuals in the population are arranged 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.

1. 2. 3. 4. 5.

G. Finding practical application and skills in daily living Teacher’s Activity Let us now go back to our groups and let us fill 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 cluster sampling systematic sampling sampling multi-stage sampling Population

Student’s Activity

Students will do the 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 5

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.

V.

REMARKS: ____________________________________________________________________________ _______________________________________________________________________________ ______________ 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: ________________________________________________________________________________________ 6

________________________________________________________________________________________ _______

Prepared by: JAN LESTER J. CAUBAT SPST 1

Noted by:

VEVIAN D. SALAHID, Ed. D. Principal I

Date: _________________________

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