Lucky Spin: Godly Programming-Chapter 39: No Revisions

"Oh, that," Jeff replied calmly, sharing his thoughts without hesitation.

"Actually, teacher, the reason I chose stratified random sampling is because I wanted to make sure that every group of students, whether by grade level or gender, gets fair representation in the study," he explained clearly.

This shows that he fully understood the sampling method he had written.

"If I only used simple random sampling, there is a chance that I might end up selecting too many students from one year level and too few from another, which could make the results biased,"

"But with stratified sampling, I can divide the students into groups, like Grade 11 boys, Grade 11 girls, Grade 12 boys, and so on, then randomly pick from each group. This way, every subgroup is properly represented, and the results will be more accurate and reliable."

"To be precise, I did not just limit the sampling to Grade 11 and 12," Jeff added calmly.

"Since my study covers all students from Grade 7 to 12, I included everyone in the sampling process to ensure fair and complete representation."

Mrs. Eve blinked, slightly taken aback by the depth of his reasoning.

She had expected a typical, surface-level answer but instead, his explanation showed clear understanding of both the sampling method and its proper application to his research.

In stratified random sampling, it is not limited to just one or two grade levels.

The researcher can still give everyone a chance to be selected, but the key is to first group (or stratify) the population based on certain characteristics.

Such as grade level and gender. After that, the selection is done randomly within each group to ensure fair representation across all subgroups.

Since Jeff’s research title did not specify any particular grade level, it naturally referred to all students from Grades 7 to 12.

Therefore, all those grade levels should be included in the sampling process to maintain consistency between the research scope and the sampling method.

This approach ensures that the data collected accurately represents the entire target population stated in the study.

The purpose of stratified sampling is to ensure that each group, whether by grade level, gender, or other categories, is fairly represented in the study.

Without stratification, if you were to use simple random sampling, there is a risk of selecting too many participants from one group, such as Grade 12, and too few from another, like Grade 7.

This imbalance could lead to biased results and would not accurately reflect the whole student population.

Stratified sampling prevents this by dividing the population into distinct groups first, then randomly selecting participants within each group.

The difference between random sampling and stratified random sampling is like this.

Simple random sampling means every student has an equal chance of being selected purely at random, but the outcome can be unbalanced.

For example, you might end up with 80% of your respondents from Grade 12 and only 5% from Grade 7, even if that was not your intention.

In contrast, stratified random sampling is still random but done within each defined group. This method ensures a fair balance across the groups.

For instance, if you decide to select 10 students from each grade level, you would randomly pick 10 from Grade 7, 10 from Grade 8, and so on.

This guarantees that each group is properly represented in your sample, reducing the risk of bias and improving the accuracy of your results.

"You really thought this through, huh? If you were in your senior high school year, gathering the data would be pretty challenging since Grade 7 alone has five sections," Mrs. Eve said, nodding in approval.

"But I love your idea," she added with a smile.

Giving him a thumbs up inwardly, clearly impressed by his careful planning and understanding of the research process.

"I really love how dedicated you are and how you think several steps ahead of the others," Mrs. Eve said with a warm smile.

"I was actually about to recommend that you change it to simple random sampling, but since you understand this so well, who am I to stop you?" she added.

Still amazed by the depth of his reasoning and commitment to doing the research properly.

Jeff could not help but touch his nose awkwardly, feeling the weight of her endless praise through the way she looked at him.

"Alright then, now that this is settled, you can just add the number of respondents once I send the data to you. I do not have the exact figures at the moment," she said, her tone softening.

"Thank you, teacher," Jeff replied sincerely, feeling genuinely grateful for her support and assistance.

He took the research paper and was about to return to his seat when Mrs. Eve suddenly called him back.

"Oh, wait, stay here for a moment," she said, stopping him just as he turned away.

Jeff stopped in his tracks and looked back at his teacher.

"Later this morning, the app you made yesterday, I had asked Mr. Dela Cruz, the head of the computer lab, to check it. After that he wants to meet you and asked me that you should pay him a visit," Mrs. Eve explained.

"Since you are already done with everything here, you can go and visit him right now if you have nothing to do," she added, giving him a small nod.

Earlier that morning, after Mrs. Eve had finished checking the app and found no abnormalities, Mr. Dela Cruz had asked her to tell the student, who is Jeff, to come and meet him.

Since the request came from another teacher and the class was not yet at a critical point, Mrs. Eve gave Jeff the permission to leave and fulfill the request.

Jeff stood there for a moment, stunned and curious about what the head of the computer lab could possibly want from him.

"Is he going to test me?" Jeff wondered, but he quickly shook the thought away.

"Okay, teacher, I’ll be leaving now," he said politely as he picked up his research paper.

The whole class watched him as he walked back, carrying the clean white folder.

Many of them immediately guessed what it meant and yet, they could hardly believe it.

The idea that Jeff had already finished his research paper felt unreal to most of them.

"Is Jeff really done with their research study?" one student muttered in disbelief.

"It seems to be the case. But isn’t that way too fast? It has only been two days since the task was given, and he is already finished," another replied, grumbling, still trying to process how it was even possible.

"Everyone, focus. I think he is not really finished yet, maybe there are still some parts that need polishing and fixing. If he were truly done, Mrs. Eve would have taken the paper already," a girl’s voice calmly responded to the two.

"That makes sense," the other student nodded.

"But still, even if there are just a few revisions and suggestions left, they will probably be done soon, which is still pretty amazing," he admitted, unable to hide his admiration.

The girl was none other than Lyra, the leader of Group Four. She stared at Jeff’s figure and the folder he was carrying, unable to hide her thoughts.

"It’s really impressive this must be the kind of dedication and skill a leader should have," she murmured to herself with a sigh.

"Why did I have to be the one chosen..." she added quietly, feeling the weight of her own role as they continued their group brainstorming.

Similar conversations echoed across other groups, each with their own mix of curiosity, envy, and admiration.

As Jeff returned to his seat and rejoined his group, unaware of the small stir his actions had caused around the classroom.

He handed the folder to Mark and told them confidently, "This is our final paper, there is nothing that needs to be revised." His words left the group stunned. ƒгeewebnovёl.com

No revisions? No errors at all? It felt almost unreal to them, like something straight out of a novel.

They had always heard from their older brothers, sisters, and even their seniors that research study was one of the hardest tasks in school, mostly because of the endless revisions, corrections, and exhausting hours spent searching online.

But for their group, that did not seem to be the case, not with Jeff leading the way.

"Just study everything for now. The only part that needs fixing is the Respondents section, since I have not added the numbers yet due to the lack of data. I will be back later since the teacher called me," Jeff said calmly before turning to leave the classroom.

As he stepped out, the group huddled together, flipping through the research paper with curiosity.

After some time, they all shared the same thought, that is Jeff was right.

They were still in disbelief, as there were no errors, and Jeff, their leader, was indeed not joking.

There were no underlines or circles to indicate anything that needed to be corrected.

As Jeff left the classroom, he walked down the hallway, descended the stairs from the second floor, continued through the corridor, and arrived at a door.

He opened the door slightly and peeked his head inside. At the front of the room, near the blackboard, there was a man in a teacher’s uniform sitting at a desk, working on a computer.

There were two doors in the room. The first was at the front, near the blackboard, but it was locked. So he went to the back door. Before entering, he knocked politely.

"Teacher, I’m here," he called out.

Hearing the voice, the teacher peeked out from behind the computer monitor and saw a tall young man, immediately recognizing him as Jeff.

The student he had been waiting for had finally arrived. Filled with excitement, the teacher hurried toward him.