Research Methodology

Lecture 4
 Sampling
Techniques
Sampling
Methods
 Sampling
 Population?
 All the subjects
 Eg: University students
 Sample
 Why?
 Represent population
 To make inferences
 Sampling Methods

Probability Sampling
Non-probability Sampling
Probability?
Equal opportunity of
being selected
 Probability Sampling
 1. Simple Random Sampling
 All ===== equal probability
 Students of MEd
 2. Stratified Sampling
 Population subgroups- strata
 eg: race, age
 Representing members
 3. Systematic Sampling
 Order, Numbers
 nth Number (n= sample
interval)
 Advantage of
Randomization
 Advantage of
Randomization

Generalization
External Validity
 Randomization

Random Random
selection assignment
Non-probability Sampling

 Qualitative research
 1. Convenience sampling
 convenience of the researcher
 Eg: for interview, focus group
discussions
 2. Purposive Sampling
 Qualitative research
 selection of most productive
sample to answer research
questions
 judgmental sampling
 size – time, resources
 3. Extreme case sampling
 Qualitative research
 Eg: Selecting one slow
learner & recording his
language use
 Case studies
 4. Maximum variation
sampling
 You study about second
language learners
 Select very good learners,
very weak learners
The larger the sample
size, the more accurate
the results will be.
 Let’s discuss a
Question for Mid
Exam
 Effectiveness of
online teaching on
Teacher efficiency
w you
ss ho
Discu a sample
el ec t
s
 ti ve
nnaire uanti t a
est i o Q
Qu

Effectiveness of
online teaching on
Teacher efficiency
a n dom
pl e R
Si m p l i ng
Sam
 ti ve
nnaire uanti t a
est i o Q
Qu

Effectiveness of
online teaching on
Teacher efficiency
andom
i ed R
if
Strat mpling
Sa
 ti ve
nnaire uanti t a
est i o Q
Qu

Effectiveness of
online teaching on
Teacher efficiency
ndom
ti c R a
t em a
Sys p l i ng
Sam
 t at i ve
r vi ew Qual i
Inte

Effectiveness of
online teaching on
Teacher efficiency
mpl e
i ve s a
ur pos
P
 t ati ve
uanti
r vi ew Q
Inte

Effectiveness of
online teaching on
Teacher efficiency
m pl e
ce sa
venien
Con
 Again
st i on
Que
Effectiveness of
online teaching on
Teacher efficiency
w you
ss ho
Discu a sample
el ec t
s
 Which of the following terms best
describes 'deliberate selection of
particular
participants of the population for
constituting a sample which represents
the population'?
Probability Purposive
sampling sampling

Stratified Random
sampling sampling
27
 Which of the following terms best
describes 'deliberate selection of
particular
participants of the population for
constituting a sample which represents
the population'?
Probability Purposive
sampling sampling

Stratified Random
sampling sampling
28
A researcher wants to investigate the opinions
of Science teachers in Kandy district about the
new biology book. He selects 20 science
teachers whom he has close contact with from
30 science teachers working in Mahamaya
Girls' school. His sampling technique can be
best described as
Probabil
ity Non-
samplin probability
g sampling

Judgement
sampling Stratified
29
sampling
A researcher wants to investigate the opinions
of Science teachers in Kandy district about the
new biology book. He selects 20 science
teachers whom he has close contact with from
30 science teachers working in Mahamaya
Girls' school. His sampling technique can be
best described as
Probabil
ity Non-
samplin probability
g sampling

Judgement
sampling Stratified
30
sampling
................................ refers to
the
extent to which a research
measures what we actually
wish to measure.
Reliabili Accurac
ty y

Replicabilit
Validity
y
31
................................ refers to
the
extent to which a research
measures what we actually
wish to measure.
Reliabili Accurac
ty y

Replicabilit
Validity
y
32
Types of Data
34
 Your Age
Your Gender
Your Religion
Your IQ marks
Your Weight
Your mark in Research
Methodology
35

Your Occupation
 Not ?
ber s or
h Num
d w i t
ci at e
Asso

Your Age
Your Gender
Your Religion
Your IQ marks
Your mark in Research
Methodology
36
Your Occupation
 Variables ot?
r s orN
um be
i t h N
t ed w
ci a
Asso
Variables
39
 abels
L

40
 abels
L

i nals
Nom

41
 abels
L

i nals
Nom
 Nominals

Dichotomo
us
Two Polytomous
Categories More
Gender: Categories
Male/Fema Ethnic
le Group
Good/Bad
 Qualitative Variables
Labels
Classifications
Nomin Gender:
Male/Female
al Place of Living:
Scale City/Suburban/
Rural
Married or Not
 Qualitative Variables
Labels
Classifications
Nomin Gender:
al Male/Female
Scale Place of Living:
City/Suburban/
Rural
Ordinal Order
Scale
 Qualitative Variables
Labels
Classifications
Nomina Gender: Male/Female
Place of Living:
l Scale City/Suburban/Rural

Gender
1.Male
2. Female
 Qualitative Variables
Labels
Classifications
Nominal Gender: Male/Female
Place of Living:
Scale City/Suburban/Rural

1 : N o
Gender Nu mbe r
i cal va l ue
em at
1.Male m ath

2. Female
 Qualitative Variables
Labels
Classifications
Nomina Gender: Male/Female
Place of Living:
l Scale City/Suburban/Rural
Order
Eg: Satisfaction:
High/Moderate/
Ordinal Low
Scale Education?
 Cancer
Patients

Level 3 Level 5
 Cancer
Patients
evels
i nal L
Or d

Level 3 Level 5
Level 2 Level 4
i o n a l
du c at s
E ti on
al i f i ca
Qu

Level 1
Level 3
Level 2 Level 4
i o n a l
du c at i nal
E
ca ti on s Or d
al i f i
Qu

Level 1
Level 3
 sef ul?
ook u
te xtb
Is the
 s eful.
k i s u
x tboo
te
The
1.Strongly
Agree
2.Agree
Questionnair
3.Neutral e
4.Disagree
5.Strongly
Disagree
 s eful.
k i s u
x tboo
te
The
1.Strongly
Agree
2.Agree
Questionnair
3.Neutral k
ei ng.
Ran
4.Disagree
5.Strongly
Disagree
 Nominal-
Mere Groups
Ordinal:
Numbers but
No Numerical
values

58
Variables
 Categoric Continuou
al s
variables variables

Nominal or ordinal Interval or a ratio

measurement scales scale
Gender: Male/Female
Marks of a test
Religion: Islam, Buddhism,
paper
Hindu
Income of the
Family
 Interval Scale

Mathematical

Order + Value

Mean and Median

 Interval Scale
e z ero
o t r u
N
Mathematical

Order + Value

Mean and Median

Interval Scale

e z ero
o t r u
N
Ratio Scale

Zero
s fr om
Start
 Interval Scale

City A
5C
City B
25 C
 Interval Scale

C i t y B
e m in
T a t er
C gr e
20 A
tha n
City A
5C
City B
25 C
 Interval Scale

City B r
hott e
es
5 tim n A
City A tha
5C
City B
25 C
 Interval Scale

City B r
hott e
es
5 tim n A
City A tha
5C
City B
25 C
 Interval Scale

City B r
hott e
es
5 tim n A
City A tha
5C
r at i o City B
No ip
ti o n s h 25 C
r el a
Name Total Place in
Marks the
Class
Nimal 25 4
Ajith 54 2
Kamal 39 3
Lal 75 1
 i ma l
s as N
t i me
t hr ee
ed
Lal scor
Name Total Place in
Marks the
Class
Nimal 25 4
Ajith 54 2
Kamal 39 3
Lal 75 1
 pl ac e
e t ter
es ab
our t im a l
as f Ni m
Lal h t h a n

Name Total Place in

Marks the
Class
Nimal 25 4
Ajith 54 2
Kamal 39 3
Lal 75 1
 pl ac e
e t ter
es ab
our t im a l
as f Ni m
Lal h t h a n

Name Total Place in

Marks the
Class
Nimal 25 4
Ajith 54 2
Kamal 39 3
Lal 75 1
 a ti o?
h i s R
Whic
Name Total Place in
Marks the
Class
Nimal 25 4
Ajith 54 2
Kamal 39 3
Lal 75 1
Name Time of No of
Arrival hours
worked
Silva 2. 00 pm 6 hours
Perera 4.00 pm 3 hours
Weerasing 1.00 pm 2 hours
he
Amarasing 3. 00 pm 4. hours
he
Name Time of No of
Arrival hours
worked
Silva 2. 00 pm 6 hours
Perera 4.00 pm 3 hours
Weerasing 1.00 pm 2 hours
he
Amarasing 3. 00 pm 4. hours
he
 er er a
i ce as P
ed tw
w or k
va
S i l Ratio
Name Time of No of
Arrival hours
worked
Silva 2. 00 pm 6 hours
Perera 4.00 pm 3 hours
Weerasing 1.00 pm 2 hours
he
Amarasing 3. 00 pm 4. hours
he
Name Time of No of
Arrival hours
worked
Silva 2. 00 pm 6 hours
Perera 4.00 pm 3 hours
Weerasing 1.00 pm 2 hours
he
Amarasing 3. 00 pm 4. hours
he
 bef ore
t w i ce
tar ted
i l va s e r a ?
S Pe r
Name Time of No of
Arrival hours
worked
Silva 2. 00 pm 6 hours
Perera 4.00 pm 3 hours
Weerasing 1.00 pm 2 hours
he
Amarasing 3. 00 pm 4. hours
he
 ef or e
d t w ice b
s tar te
Si l va r e r a ?
Pe
a t io
Name NTime
o R of No of
Arrival hours
worked
Silva 2. 00 pm 6 hours
Perera 4.00 pm 3 hours
Weerasing 1.00 pm 2 hours
he
Amarasing 3. 00 pm 4. hours
he
Types of Data
in Research
 peat
Re

1. Nominal Data

2. Ordinal Data
3. Interval Scale
4. Ratio Scale
 Types of Data
 Type 1: Nominal Data
 Nominal” - “labels".
 What is your gender?
 What is the colour of your
hair?
 Where do you live?
 No quantitative significance.
 Nominal data

 Where do you live?

 1- Remote village
 2- Close to town
 3- City
 No need for any specific order
 How many respondents selected?
 Frequencies - quantifiable
 Educational Qualifications
 1. O/L or below
 2. A/L
 3. Degree/Diploma
 4. Postgraduate
 Frequencies
 Type 2: Ordinal Data
 the order of the values -
important
 but we don’t know–and
cannot quantify–how much
better it is.
 non-numeric concepts like
satisfaction, happiness,
discomfort
How satisfied are you with the
online teaching in MEd
Programme?
1.1.Very unsatisfied
2.2. Somewhat unsatisfied
3.3. Neutral
4.4. Somewhat satisfied
5.5. Very satisfied
 Type 3: Interval
 Interval scales - numeric scales
 both the order and the exact
differences between the values
 even minus values – no true
zero
 statistical analysis
Temperature
18 C, 20,C, 21 C, 21 C, 23 C, 19 C, 21 C
Order?
18, 19, 20, 21, 21, 21, 23,
Range: 23-18 = 5 C
Mode?
21C
Median?
21 C
Mean?
20.4
Mean ?
If mean is 70?
Mean 60 or 70 better?
 Class A: Mean 80
 100, 100, 100, 100, 00
 Class B: Mean 80
 80, 80, 80, 80, 80, 80
Measures of central
tendency can be calculated
mode,
median,
mean
standard deviation
 Type 4: Ratio
 statistical analysis (begins with
zero)
 Central tendency can be
measured
 mode, median, or mean
 measures of dispersion, such as
standard deviation and
coefficient of variation
 Measures of Central Tendency
 Mean
 average value of the data
 sum of all the cases divided by
the total number of cases
 8, 5, 4, 8, 5, 6
 Mean : 36/6 = 6
 Median
 middle score
 If data - split in half in
numeric order: mid point
score.
 Mode
 number that occurs most
frequently
 Minimum and Maximum
 The lowest (smallest) and
the highest (largest) values
 Range
 Difference between the
maximum and the minimum
Education

Postgraduate
A/L
Graduate
Below A/L
 Education

i nal
Nom
Postgraduate
A/L
Graduate
Below A/L
 Education

Below A/L –1
A/L –2
Graduate –3
Postgraduate -4
How effective is the new
educational circular?
Very
5
Effective

Effective 4

Moderatel
y Effective 3

Less
2
Effective

Minimally
Effective 1
 Ordinal Scale
How effective is the new
educational circular?
Very
5
Effective

Effective 4

ti ca l
ema
Moderately 3
-ma th
Effective
Non
Less
2 idea
Effective

Minimally
Effective 1
Number of
children

Kamal – 4
Ajith – 2
 Number of
children
Ratio Kamal – 4
Ajith – 2
Ratio: 2:1
 Weight
Height

Number Monthly
of income
children
Marks of
a test
Categoric Continuou
al s
variables variables

er si on
C on v
Categoric Continuou
al s
variables variables

Monthly
Income in
Rupees – Rs
50000
Categoric Continuou
al s
variables variables

INCOME Monthly
Low Income in
Middle Rupees Rs
High 50000
Categoric Continuou
al s
variables variables

Children
Adolescents
Adults
Categoric Continuou
al s
variables variables

Children Age: Years,

Adolescents Months,
Adults Days