3. DIRECTION: CAREFULLY ANALYZE THE PICTURE
PRESENTED AND ANSWER THE QUESTIONS
1. How will you describe the picture posted above?What do you
think are the factors/ variables needed in order for the seedling to
grow?
2. What do you think will happen if the seedling did not met the
variables you stated in question number 2?
4. At the end of this module, you should be able to:
• Cognitive:
1. Define research variables
2. Identify the different types of variables
3. Create graphic organizer comparing and contrasting the
different types of variables
4. Cite uses of variables in making a research title
• Affective:
1. Show the importance of variables identification in making a
research title
• Psychomotor:
1. Make and use variables in making a research title
5. THE VARIABLES IN RESEARCH
• A variable specifically refers
to characteristics, or
attribute of an individual or
an organization that can be
measured or observed and
that varies among the
people or organization being
studied (Creswell, 2002).
6. THE VARIABLES IN RESEARCH
• The root word of the word
variable is “vary” or simply “can
change”. These variables are
among the fundamental concepts
of research, alongside with
measurement, validity, reliability,
cause and effect; and theory. A
variable as something that can
take more than one value, and
values can be words or numbers.
7. THE VARIABLES IN RESEARCH
The foundation of quantitative research
are variables.
Hefner defined variables as any aspect of
theory that can vary or change as part of
the interaction within the theory.
Variables are anything that can affect or
change the result of the study.
8. THE VARIABLES IN RESEARCH
Every study has variables because these are needed to
understand differences.
Variables are “changing qualities or characteristics” of
persons or things like age, gender, intelligence, ideas,
achievements, confidence, and so on that are involved
in your research study. Made up of the root or base
word “vary” which means to undergo changes or to
differ from, variables have different or varying values
in relation to time and situation.
9. THE VARIABLES IN RESEARCH
In research, especially in a quantitative
research, one important thing you have to focus
on at the start of your study is to determine the
variables involved in your study. Unless you
spend some time pondering on variables in your
research, your work has no chance of attaining
its goal
10. DIFFERENT TYPES OF VARIABLES
There are other types of variables which are as follows
(Russell 2013; Babbie 2013):
1.Constant – do not undergo any changes during an
experiment
2.Attribute – characteristics of people: intelligence, creativity,
anxiety, learning styles, etc.
3.Covariate – included in the research study to create
interactions with the independent and dependent variables
4.Continuous – quantitative in nature and is used in interval
or ratio scale of measurement
11. DIFFERENT TYPES OF VARIABLES
5. Dichotomous – has only two possible results: one or zero
6. Latent – cannot be directly observed like personality traits
7. Manifest – can be directly observed to give proofs to
latent variables
8. Exogenous – found outside an identified model
9. Endogenous – found inside; as a part of identified model
12. TYPES OF VARIABLES ACCORDING
TO HUNT 2009
• CONTINUOUS VARIABLES – A
variable that can take infinite
number on the value that can
occur within the population. Its
values can be divided into
fractions. Examples of this type of
variable include
age,
height,
and temperature
13. CONTINUOUS VARIABLES
INTERVAL VARIABLES
•INTERVAL VARIABLES – It
have values that lie along an
evenly dispersed range of
numbers. It is a measurement
where the difference between
two values does have meaning.
14. CONTINUOUS VARIABLES
INTERVAL VARIABLES
• Examples of interval data include
temperature,
a person’s net worth (how much money you
have when you subtract your debt from your
assets), etc.
• In temperature, this may illustrate as the
difference between a temperature of 60
degrees and 50 degrees is the same as
difference between 30 degrees and 20
degrees. The interval between values makes
sense and can be interpreted.
15. CONTINUOUS VARIABLES
RATIO VARIABLES
•RATIO VARIABLES – It have
values that lie along an evenly
dispersed range of numbers when
there is absolute zero. It
possesses the properties of
interval variable and has a clear
definition of zero, indication that
there is none of that variable
16. CONTINUOUS VARIABLES
RATIO VARIABLES
• Examples of which are
height,
weight, and
distance.
• Most scores stemming from response to survey
items are ratio-level values because they typically
cannot go below zero.
• Temperature measured in degrees Celsius and
degrees Fahrenheit is not a ratio variable because
0 under these temperatures scales does not mean
no temperature at all.
17. TYPES OF VARIABLES ACCORDING TO HUNT 2009
• DISCRETE VARIABLES – This
is also known as categorical or
classificatory variable. This is any
variable that has limited number of
distinct values and which cannot be
divided into fractions like sex,
blood group, and number of
children in family.
18. DISCRETE VARIABLE
NOMINAL VARIABLE
•NOMINAL VARIABLE – It
represent categories that cannot
be ordered in any particular
way. It is a variable with no
quantitative value. It has two or
more categories but does not
imply ordering of cases
19. DISCRETE VARIABLE
NOMINAL VARIABLE
• Common examples of this variable include
eye color,
business type,
religion,
biological sex,
political affiliation, basketball fan affiliation,
etc.
• A sub-type of nominal scale with only two
categories just like sex is known as
dichotomous.
20. DISCRETE VARIABLE
ORDINAL VARIABLE
ORDINAL VARIABLE – It represent
categories that can be ordered from
greatest to smallest. This variable has
two or more categories which can be
ranked. Examples of ordinal variable
include
• education level,
• income brackets, etc.
21. DISCRETE VARIABLE
ORDINAL VARIABLE
An illustration of this is, if you asked
people if they liked listening to music
while studying and they could answer
either
• “NOT VERY MUCH”,
• “MUCH”,
• “VERY MUCH”
then you have an ordinal variable For
example, you used educational
attainment as a variable
22. DISCRETE VARIABLE
ORDINAL VARIABLE
• on survey, you might code
elementary school graduates = 1,
high graduates = 2, college
undergraduate = 3, and college
graduate = 4. In this measure,
higher number means greater
education.
23. MAJOR KINDS OF VARIABLES
INDEPENDENT VARIABLES –
Those that probably cause, influence, or
affect outcomes. They are invariably
called treatment, manipulated,
antecedent or predictor variables. This
is the cause variable or the one
responsible for the conditions that act
on something else to bring about
changes.
• EXAMPLE: A study is on the
relationship of study habits and
academic performance of
UTNHS senior high school
students.
• STUDY HABITS is the
independent variable because it
influenced the outcome or the
performance of the students.
24. MAJOR KINDS OF VARIABLES
DEPENDENT VARIABLES –
those that depend on the
independent variables; they are
the outcomes or results of the
influence of the independent
variable. That is why it is also
called outcome variable.
• EXAMPLE: A study is on the relationship of
study habits and academic performance of
UTNHS senior high school students.
• ACADEMIC PERFORMANCE is the
dependent variable because it is depending on
the study habits of the students; if the students
change their study habit the academic
performance also change.
25. MAJOR KINDS OF VARIABLES
CONTROLLED VARIABLES – A
special types of independent
variables that are measured in the
study because they potentially
influence the dependent variable.
Researchers use statistical
procedures (e.g. analysis of
covariance) to control these
variables. .
• They may be demographic or
personal variables that need to
be “controlled” so that the true
influence of the independent
variable on the dependent
variable can be determined. .
26. ACTIVITY
DIRECTION: Identify the independent and dependent variables in the following
statements. Underline the Independent Variable then Encircle the Dependent
Variable.
1. Students of different ages were given the same jigsaw puzzle to put
together. They were timed to see how long it took to finish the puzzle.
INDEPENDENT VARIABLE: Students of different ages were given the same jigsaw
puzzle
DEPENDENT VARIABLE: They were timed to see how long it took to finish the puzzle.
27. 2. IF THE TEMPERATURE OF WATER IS HIGHER,
THEN AN EGG WILL BOIL FASTER
INDEPENDENT VARIABLE: temperature of
water is higher
DEPENDENT VARIABLE: egg will boil faster
29. 4. WHAT BRAND OF SODA CONTAINS THE
MOST CAFFEINE?
INDEPENDENT VARIABLE: the most
caffeine
DEPENDENT VARIABLE: brand of soda
30. 5. WHAT GRADE OF MIDDLE SCHOOL
STUDENTS (6TH, 7TH, OR 8TH) CAN JUMP THE
HIGHEST?
INDEPENDENT VARIABLE: grade of middle
school students (6th, 7th, or 8th)
DEPENDENT VARIABLE: can jump the
highest
31. BIBLIOGRAPHY
• Melegrito L. and Mendoza D. Applied Research: Introduction to Quantitative
Research Method and Report Writing. Phoenix Publishing House 2016
• Fraenbel, J. Wallen, N., and Hyun, H. 2012. How to design and evaluate
research in education. 2012. USA: Mc-Graw-Hill.
• Creswell, J. 2014. Research design: qualitative, quantitative, and mixed method
approaches. 4th ed. Los Angeles: Sage.
• Jesson, J., Matheson, L., and Lacy, F. 2011. Doing your literature review:
Traditional and systematic techniques. Los Angeles: Sage.
• Baraceros E. Practical Research 2. Rex Publishing House
