EVELAND CHRISTIAN COLLEGE PRACTICAL RESEARCH 2

San Mateo, Isabela ALL GRADE 12

2nd QUARTER September 30 – October 5, 2024
LEARNER’S GUIDE 3

RESEARCH VARIABLES
ENGAGE:
You have learned from the previous lessons that quantitative research is concerned about numerical or measurable values
that we can analyze statistically. How do we measure such values? Is it measurable at all times? Do these values change? Are
these values applicable for descriptive, correlational, ex post facto, quasi-experimental and experimental research? In this
lesson, you will learn about the different classifications of data used in quantitative research and their examples.

VISUALIZE:
At the end of the lesson, you are expected to:
a. define and distinguish between different types of research variables;
b. carry out hands-on experiments or simulations to observe how changing variables impacts the results research studies;
c. develop an appreciation for the role of research variables in shaping meaningful and valid research findings.

EXPLORE: Practical Research 2- Grade 12

Alternative Delivery Mode
Quarter 1 – Module 2: Identifying the Inquiry and Stating the Problem
First Edition, 2020

LEARN:
To get an answer to an inquiry that they are investigating, researchers will observe and measure the quality or
quantity of the object of the study. It is therefore imperative for the researcher to identify the variables significant
in explaining observed effects or behavior.
A Variable is anything that has a quantity or quality that varies. For instance, during the quarantine period, your
mother planted tomato seedlings in pots. Now common understanding from science tells you that several factors
are affecting the growth of tomatoes: sunlight, water, kind of soil, and nutrients in soil. How fast the tomato seedlings
will grow and bear fruits will depend on these factors. The growth of tomatoes and the number of fruits produced
are examples of the Dependent Variables. The amount of sunlight, water, and nutrients in the soil are the
Independent Variables. If there is an existing relationship between the independent and dependent variables,
then the value of the dependent variable varies in response to the manipulation done on the independent variable.
The independent variable is also identified as the presumed cause while the dependent variable is the presumed
effect. In an experimental quantitative design, the independent variable is pre-defined and manipulated by the
researcher while the dependent variable is observed and measured. For descriptive, correlational, and ex post
facto quantitative research designs, independent and dependent variables simply do not apply.
It is important to note other factors that may influence the outcome (dependent variable) not manipulated or pre-
defined by the researcher. These factors are called Extraneous Variables. In our example above, the presence
of pests and environmental stressors (e.g. pets, extreme weather) are the extraneous variables. Since extraneous
variables may affect the result of the experiment, it is crucial for the researcher to identify them prior to conducting
the experiment and control them in such a way that they do not threaten the internal validity (i.e. accurate
conclusion) of the result. Controlling the extraneous variable can be done by holding it constant or distribute its
effect across the treatment. When the researcher fails to control the extraneous variable that it caused considerable
effect to the outcome, the extraneous variable becomes a Confounding Variable. For example, if the tomato had
been infested by pests (confounding variable) then you cannot conclude that manipulations in sunlight, water, and
soil nutrients (independent variable) are the only contributing factors for the stunted growth and poor yield
(dependent variable) of the plant or is it the result of both the independent variables and the confounding variable.
The variables can also be classified according to their nature. The diagram below shows the different classifications:
I. Quantitative Variables, also called numerical variables, are the type of variables used in quantitative research
because they are numeric and can be measured. Under this category are discrete and continuous variables.
A. Discrete variables are countable whole numbers. It does not take negative values or values between fixed
points. For example: number of students in a class, group size and frequency.
B. Continuous variables take fractional (non-whole number) values that can either be a positive or a negative.
Example: height, temperature.
Numerical data have two levels of measurement, namely:
A. Intervals are quantitative variables where the interval or differences between consecutive values are equal
and meaningful, but the numbers are arbitrary. For example, the difference between 36 degrees and 37 degrees
is the same as between 100 degrees and 101 degrees. The zero point does not suggest the absence of a property
being measured. Temperature at 0 degree Celsius is assigned as the melting point of ice. Other examples of
interval data would be year and IQ score.
B. Ratio type of data is similar to interval. The only difference is the presence of a true zero value. The zero point
in this scale indicates the absence of the quantity being measured. Examples are age, height, weight, and distance.
II. Qualitative Variables also referred to as Categorical Variables are not expressed in numbers but are
descriptions or categories. It can be further divided into dichotomous, nominal or ordinal.
A. Dichotomous variable consists of only two distinct categories or values, for example, a response to a question
either be a yes or no.
B. Nominal variable simply defines groups of subjects. In here, you may have more than 2 categories of equivalent
magnitude. For example, a basketball player’s number is used to distinguish him from other players. It certainly
does not follow that player 10 is better than player 8. Other examples are blood type, hair color and mode of
transportation.
C. Ordinal variable, from the name itself, denotes that a variable is ranked in a certain order. This variable can
have a qualitative or quantitative attribute. For example, a survey questionnaire may have a numerical rating as
choices like 1, 2, 3, 4, 5 ranked accordingly (5=highest, 1=lowest) or categorical rating like strongly agree, agree,
neutral, disagree and strongly disagree. Other examples or ordinal variable: cancer stage (Stage I, Stage II,
Stage III), Spotify Top 20 hits, academic honors (with highest, with high, with honors).
Prepared by: Checked by: Noted by:

MARK NIGEL A. GAMALOG JESSICA L. PICIO, LPT , MAEd AIDA N. AGCAOILI

Subject teacher Subject coordinator Principal

ANGELIKA B. UAO, LPT, MALL

Subject teacher
 EVELAND CHRISTIAN COLLEGE PRACTICAL RESEARCH 2
San Mateo, Isabela ALL GRADE 12
2nd QUARTER September 30 – October 5, 2024
LEARNER’S WORKSHEET 3

Name:__________________________________ Grade & Section: _________________________________

APPLY: Write one general research question and two specific research questions for the given research problem
below.
Research Problem General Question Specific Questions

The Relationship between Media

Exposure and Health Anxiety

Organization’s Leadership Practices

and Employee’s Job Satisfaction

Effects of Parenting Style and

Children Study Habits

NOURISH: As you have learned from this lesson, answer each item comprehensively.

1. What I know about research question is

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2. I have learned that good questions are
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3. This time, I have learned that when stating quantitative research questions
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DO:

Go to the link below and practice what you’ve learned from this lesson:

https://bit.ly/2zxLYS5
https://bit.ly/2M2lfzC