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BIOSTATISTICS AND EPIDEMIOLOGY | LAB

EXERCISE NO.2: SCALES OF MEASUREMENT
BSMT - 2A | GROUP 2 | Ms. Veronica Fe Isabel O. Cebedo

TABLE 1:

RESEARCH QUESTIONS INDEPENDENT VARIABLE DEPENDENT VARIABLE

1 What extent do stress-induced eating behaviors impact the academic performance of the students? Stress-induced eating behaviors Academic performance

What are the effects of different study strategies on the academic performance of students with attention deficit hyperactivity disorder
2 Different study strategies Academic performance of students with ADHD
(ADHD)?

How does the use of continuous glucose monitoring (CGM) impact the management of blood glucose levels in patients with Type 2
3 Use of Continuous Glucose Monitoring (CGM) Management of Blood Glucose Levels
diabetes?

4 What is the effect of cognitive-behavioral therapy on anxiety symptoms in individuals with anxiety disorder? Cognitive-behavioral therapy Anxiety Symptoms

5 What are the most effective coping mechanisms explored by students to manage stress? Coping Mechanisms Effectiveness of Coping Mechanisms in Stress Management

TABLE 2:

RESEARCH
MODERATOR VARIABLES LEVELS / SCALES OF MEASUREMENT CLASSIFICATION OF VARIABLES
QUESTION

DEPENDENT INDEPENDENT NOMINAL ORDINAL INTERVAL RATIO QUALITATIVE QUANTITATIVE

1 Academic Performance Performance can be measured

such as assignment, exam,
attendance, project and
participation
✓

1- Below Average
2- Average
3- Above average
 4- Excellent

Sex Sex ( Male or Female)

Time management Time management

(1- poor
2-fair ✓
3-good
4- excellent)

Specific Dietary
(Balanced diet, Low-carb diet,
Specific Dietary
Low-fat diet, Vegan, ✓
Vegetarian, Gluten-free diet)

Stress scores (10- Low Stress ,

20- Moderate Stress, 30- High
Stress, 40- Severe Stress)
Stress levels ✓

Measure by PSS (Perceived

Stress Scale)

Minutes of physical activity per ✓

Physical activity day (0-10mins, 10-30mins, 30-
60mins)

2 Learning Environment Learning environment (noisy,

quiet, location) ✓

Time spent studying Time spent studying (0 hrs, 1 ✓

hrs, 2 hrs)

Severity of ADHD Severity of ADHD (Mild, Severe, ✓

Moderate)

IQ of students IQ of students (110, 75, 87) ✓

Motivation Motivation (High or low) ✓

3 DURATION OF DIABETES IN
Duration of Diabetes YEARS ✓
(5, 10, 15, etc.)

LEVELS OF PHYSICAL ACTIVITY

(Sedentary,
Levels of Physical Activity ✓
Moderately Active,
Highly Active)

AGE IN YEARS
Age ✓
(18, 30, 56, etc.)

SEX
Sex ✓
(Male or Female)

4 Severity of symptoms Severity of Anxiety Symptoms ✓

(Mild, Moderate, Severe)

Duration of anxiety disorder Duration of Anxiety Disorder (3 ✓

months, 6 months, 1 year)

Duration of therapy Duration of therapy (2 months, ✓

6 months, 1 year)

Adherence to therapy Adherence (Adherent, Non- ✓

Adherent)

Therapy Experience Therapy Experience ( Dissatisfied , ✓

Neutral, Satisfied)

5 Perceived Levels of Stress Rank: ✓

● Low
● Moderate
● High
● Very High

Age Age: ✓
● Measured in years,
with a true zero
point, and equal
intervals between
values.

Gender Gender: ✓
● Male
● Female
 ● Non-binary

Year of Study Year of Study: ✓

● 1st Year
● 2nd Year
● 3rd Year
● 4th Year

Type of Stressors Number of Stressors: ✓

● Actual count of
stressors.

Personality Types Classification: ✓ ✓

● Introvert
● Extrovert

R
E
S
E
A
R
C
H
MODERATOR VARIABLES LEVELS / SCALES OF MEASUREMENT CLASSIFICATION OF VARIABLES
Q
U
E
S
T
I
O
N

DEPENDENT INDEPENDENT NOMINAL ORDINAL INTERVAL RATIO QUALITATIVE QUANTITATIVE

Academic
Academic
1 Performance 1
Performance

1
 Sex LEVELS / SCALES
MODERATOR
OF CLASSIFICATION OF VARIABLES
VARIABLES
MEASUREMENT

RESEARCH
DEPENDENT NOMINAL QUALITATIVE QUANTITATIVE
QUESTION

Academic
Performance 2

Learning
environment RESEARCH
CLASSIFICATION OF VARIABLES
QUESTION

Learning
environment
DEPENDENT NOMINAL ✓ QUALITATIVE QUANTITATIVE
(noisy, quiet,
2 location)
Time spent studying (0
Academic
hrs, 1 hrs, 2 hrs)
Time spent Performance
Severity of ADHD 1
studying

IQ of students
IQ of students Stress activity Sex
(110, 75, 87)
3

Learning ✓
environment Time management
Learning
skills
environment
3 2 ✓
(noisy, quiet,
location)
Levels of Physical Time spent studying (0
Severity of ADHD Time spent studying Physical activity ✓
Activity hrs, 1 hrs, 2 hrs)

2
3
 Age IQ of students Stress activity ✓

Learning environment
Learning environment
Gender 2 ✓
(noisy, quiet, location)

a. Severity of
Levels of Physical Time spent studying (0
symptoms 3 ● Time spent studying ✓
Activity hrs, 1 hrs, 2 hrs)

Duration of Diabetes

b. Duration a. Therapy
Severity of ADHD
anxiety experie
Age Severity of ADHD (Mild, Severe, ✓
disorder nce
Moderate)

Student ● IQ of
● Gende IQ of students (110, 75,
5 Perceived Stress Level Demographics: stude ● ● ● ✓
r 87)
1. Age nts
2. Gender
3. Year of
study
4. Socioec
onomic
Backgro
und
c. Severit
Type of Stressor:
y of
● Academ
sympt 3 Duration of Diabetes ●
ic Stress
oms
● Social
Stress
Personality Traits:
● Introver
t
● Extrover
t

d. Durati b. Duration LEVELS OF PHYSICAL

on of Levels of Physical ACTIVITY
4 ● ✓
anxiet therapy Activity (Sedentary,
y Moderately Active,
 disord Highly Active)
er

c. Adherenc
Perceived Stress e to
● Age ● ● ● ● ●
Level therapy

Student
Demographics:
5. Age
6. Gender
7. Year of
study
8. Socioeco
nomic
Backgrou ● Gende
5 ● ● ● ● ●
nd r
Type of Stressor:
● Academic
Stress
● Social
Stress
Personality Traits:
● Introvert
● Extrovert

Severity of Symptoms
(Scale of 1-5):
e. Severi
● 1- Mild
ty of d. Duration of Duration of therapy (2
anxiety
sympt therapy months, 6 months, 1
Symptoms
oms year)
● 5- Severe
anxiety
Symptoms
4

f. Durati
on
anxiet e. Adherence Duration of Anxiety
Adherence (Adherent,
y to the Disorder (3 months, 6
Non-Adherent)
disord months, 1 year)
er

Student Coping Mechanisms: Year of Study: Effectiveness of Age: ● Gender ● Perceived

Perceived Stress
5 Demographics: ● Meditation ● 1st Year Coping Mechanisms ● Measured ● Socioecon Stress
Level
9. Age ● Exercise ● 2nd Year (Scale of 1-5): in years, omic Level
 10. Gender ● Social ● 3rd Year ● 1 - Not with a true Backgroun ● Age
11. Year of Support ● 4th Year Effective At zero point, d ● Year of
study Gender: Perceived Effectiveness All and equal ● Academic Study
12. Socioecon ● Male of Coping ● 5- intervals Stress
omic ● Female Mechanisms: Extremely between ● Social
Backgroun ● Non-binary ● Least to Effective values. Stress
d Personality Type: Most Number of Stressors: ● Introvert
Type of Stressor: ● Introvert Effective ● Actual ● Extrovert
● Academic ● Extrovert count of
Stress stressors.
● Social Time Spent on Coping
Stress Mechanisms:
Personality Traits: ● Minutes
● Introvert ● Hours
● Extrovert