Teaching Engagements Held At Local Universities And Colleges Essay

this study is the use of convenience sampling, as previously mentioned. Black et al. (2000) make

The researchers used purposive sample but did not give any explanation as to why this choice sampling was made. It is essential to describe the sampling process in a research where this facilitates the reader to distinguish any bias in the whole sampling process. In studies using participants, the process of how to select, access, inform and retain research participants requires considerable thought. Sampling is a key issue, because it is

According to Acharya, Prakash, Saxena, and Nigam (2013), sampling designs are classified into two categories: probability sample and non-probability sample. Probability sampling aids in the generalizability of the results because individuals in the population have an equal chance of being selected to participate in the study (Acharya et al., 2013). With the non-probability sampling method, every individual does not have the same chances of being included (Frankfort-Nachmias, & Nachmias,

Probability sampling, also known as random sampling, requires that every member of the study population have an equal opportunity to be chosen as a study subject. For each member of the population to have an equal opportunity to be chosen, the sampling method must select members randomly. Probability sampling allows every facet of the study population to be represented without researcher bias. Four common sampling designs have been developed for selection of a random sample: simple random sampling, stratified random sampling, cluster sampling, and systematic sampling (Burns & Grove,

In this essay, I will appraise the sampling methods used in the following two case studies:

In Greyber, L. , Dulmus, C. , & Cristalli, M. (2012) article, it indicated that the sample size consisted of 59 children participates ages 6-16. Non-Probability sampling was used in this study, as most of the children sampled were referred from a child psychiatric outpatient clinic. According to Rubin and Babbie (2014), this type of convenience or purposive sampling is the

Prior to this course I thought I could look at current research and appraise a study; however, after this course I determined my knowledge about research studies was limited. Now when I look at the sampling methods and how the data was analyzed I can review it with a new lens. This is especially evident with how samples are determined. Establishing how a sample will be taken is of utmost importance and according to Polit and Beck (2017) validity of a study is directly impacted by how the sample is obtained and how it can be generalized to the overall population. Many factors can cause a sample to not be representative or result in bias through convenience sampling. When I look at a study now I look at

Sampling: Both studies used a non-probability convenience sample by choosing students enrolled in college classes.

It was stated in the study’s paper that “sampling was designed to enhance the diversity of perspectives heard from each study site while achieving comparable diversity between sites.”(p.1335). Sampling methods that were used to target diversity include convenience and stratified quota strategies to recruit participants

c. A non-random sampling is more convenient because getting data by putting up flyers is easier than looking through the entire population of SJSU.

There are 3000 students at my school. For this experiment, I decided that using a sample size of 40 students will be feasible and fairly representative of the entire population. In order to try and insure that this sample best represents the school, it is important to carefully choose a sampling method which decreases any chance of bias. Originally, I wanted to use a simple random sample which would give everyone in the school an equal chance of being chosen, therefore making the results fair and not directed towards a certain group of individuals. However, getting a hold of a list of all students in the school that I can use to randomly select my sample group was not realistic. So, I decided that a voluntary response sample would be more practice in this situation. Not only does using this sample make the process less time consuming and convenient, but it also solves the problem of not being

What type of sampling would you use for your study (considering the design you have chosen of course) and why?

We hope to collect a convenience sample of at least 50 students at the University of Wisconsin- Eau Claire, during the 2016 spring semester. To achieve this we will distribute our survey through the SONA system, in relationship with the Eau Claire campus. Researchers will also share the survey on social media pages that have connections with the university. Together all responses will make up the final convenience sample.

The participants that were selected were from an invitation. The invitation was based on students that were previous identified or exhibited theoretical dimensions of leadership. The ethnicity of participants were diverse in selection. The participants range from sophomores to seniors and graduates in college. The group was selected were from diverse religion. Students used only their first and or nick name to be identified. The sampling chosen for this research was to have a well diverse population for the phenomenon. The distinction between random selecting and purposeful sampling expands the differences between quantitative and qualitative sampling. The assessment of theory or concept sampling would closely fit this type of research. The participants are selected is to generate a theory or explore a new concept of purposeful sampling.

Sampling strategy and sample size is distinctly influenced by the research approach taken. This applies both to the overall research direction appropriate for a proposed study (quantitative, qualitative, and mixed methods) as well as to the technique applied to explore the phenomenon under investigation. Moreover, even though Ms. Lynn noted that quantitative and qualitative research methods exist on a continuum, where different methods reflect the amount of data and information available, literature and practice demonstrate significant differences in research strategy and sampling (Laureate Education, n.d.).