VARIABLES IN

QUANTITATIVE RESEARCH
 QUANTITATIVE RESEARCH
- numerical data or
- measurable values
- analyze statistically
How do we measure such values?
Is it measurable at all times?
Do these values change?
Are these values applicable for descriptive research design, for
correlational, ex post facto, quasi-experimental and experimental
research design.
 WHAT YOU WILL LEARN?
Different classifications of data used in quantitative research and
their examples.
Variables play a significant role in quantitative research. When
you intend to accomplish something through research, the
boundaries of your goal must be defined first to direct your focus
into a specific characteristic or condition through identifying the
variables of your research study.
Doing such, eliminates complexities and elaborate work.
Knowing the different kinds of research variables aids in smooth
data collection and analysis.
ACTIVITY: READ AND ANALYZE THE FOLLOWING QUESTIONS.
CHOOSE THE LETTER OF THE CORRECT ANSWER.

1. Which variable is manipulated by the researcher?

A. Extraneous variable C. Dependent Variable
B. Independent variable D. Confounding Variable

2. Which of the following is an example of a quantitative

variable?
A. Plant variety C. Hair color
B. IQ D. Race
ACTIVITY: READ AND ANALYZE THE FOLLOWING QUESTIONS.
CHOOSE THE LETTER OF THE CORRECT ANSWER.

3. Which of the following is an example of a qualitative

variable?
A. Monthly sales C. Gender
B. Basketball player number D. IQ

4. The variable is the presumed effect of the manipulation on

the object/subject of the experiment?
A. Extraneous variable C. Dependent variable
B. Independent variable D. Confounding variable
ACTIVITY: READ AND ANALYZE THE FOLLOWING QUESTIONS.
CHOOSE THE LETTER OF THE CORRECT ANSWER.

5. A type of variable that represent categories and can be

ordered.
A. Nominal C. Ordinal
B. Discrete D. Ratio

6. What type of variable is characterized by evenly

dispersed range of numbers?
A. Nominal C. Dichotomous
B. Interval D. Ratio
ACTIVITY: READ AND ANALYZE THE FOLLOWING QUESTIONS.
CHOOSE THE LETTER OF THE CORRECT ANSWER.

7. The variable that have potential effect on the dependent

variable that are not part of the study.
A. Extraneous variable C. Dependent variable
B. Independent variable D. Confounding variable

8. A variable that is used to name, categorize, or label the

attributed being measured.
A. Nominal C. Ordinal
B. Interval D. Ratio
ACTIVITY: READ AND ANALYZE THE FOLLOWING QUESTIONS.
CHOOSE THE LETTER OF THE CORRECT ANSWER.

9. What type of variable is gender

A. Nominal C. Dichotomous
B. Interval D. Continuous

10. The height of learners before and after taking growth

enhancers for 2 months is what type of variable?
A. Nominal C. Dichotomous
B. Interval D. Continuous
 THE ROOT WORD OF THE WORD VARIABLE IS “VARY”
OR SIMPLY “CAN CHANGE”
Variables are among the fundamental concepts of research, alongside
with measuremen, validity, realiability, cause and effect and theory.
Variables defiines as something that can take more than one value,
and values can be words or numbers, Bernard (1994).
Age, sex, gender, education, marital status, occupation - the most
common variables in social research - demographic profile
All social research is based on defining variables, looking for
association among them, and trying to understand whether one
variable causes another.
Variable is anything that has a quantity or quality that varies.
During the quarantine period, you planted tomato seedlings in
pots. 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 produces are examples of the Dependent Variables
The amount of sunlight, water, kind of soil , and nutrients
in soil are the examples of Independent Variables
 If there is an existing relationship between the
independent and dependent variables, then the
value of the dependent variables 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 instance, the number of hour spent in studying affects
the score in a quiz.
For descriptive, correlational and ex post facto
quantitative research designs, independent and dependent
variables does not apply. Reseachers cannot presumed the
 Extraneous Variables other factors that may influence the
outcome (dependent variable) which are not manipulated or pre-
defined by the researcher.
For instance, the presence of pests and environmental stressors
(e.g. harmful insects, pets, extreme weather).
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 or the accutate
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 instance, 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 tomato plant or is it the result of both the independent
Classification of variables according to their nature.
Quantitative (Numerical)
1. Discreet Variables
2. Continuous Variables

Qualitative (Categorical)
1. Nominal
2. Ordinal
3. Dichotomous
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 the
fixed points. 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

Two levels of measurement of Numerical data:

A. Interval are quantitative variables where the interval or

differences between consecutive values are equal and
meaningful but the numbers are arbitrary.
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°C (0 degrees Celcius) is assigned as
the melting point of ice.
Example 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: age, height, weight and distance
II. Qualitative Variables are also referred to as Categprical
are not expressed in numbers but are descriptions or
categories. It is divided into nominal, ordinal or
dichotomous.

C. Dichotomous are consisting of only two distinct

categories or values.
Example: a response to a question either be a yes or no.
D. Nominal variable defines groups of subjects. It has more than 2
categories of equivalent magnitude.
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;
-blood type;
- hair color and
- mode of transportation
E. 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.Examples: 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 5=strongly agree;
4= agree; 3=nuetral; 2=disagree; and 1=strongly disagree.
- ordinal variable: cancer stage (Stage I, Stage II, Stage III &
Stage IV); Spotify Top 20 hits, academic honors (with highest,
with high, with honors).
PREPARE FOR A QUIZ ON TUESDAY!

GOODLUCK AND GOD BLESS!

Variables are units of analysis, some of which include gender, age,
socio-economic status, attitudes or behaviors such as bullying,
racial discrimination.
Variable refers to a characteristic, or attribute of an individual or
an organization that can be measured or observed and that varies
among the people or organization being studied (Creswel, 2002).
variable is anything that has a quantity or quality that varies.
for Example:
your mother planted tomato seedlings in pots.
Sunlight, water, kind of soil and nutrients in soil- Factors that affect
the growth of tomatoes. The growth of tomato seedlings will grow and
bear fruits depend on these factors.
Dependent variables - the growth of tomatoes and the number of
fruits produced are examples of dependent variables.
Independent variables - the amount of sunlight, water, kind of soil
and nutrients in soil are independent variables.
 If there is an existng relationship between the independent and
dependent variables, then the value of the dependent variables varies in
response to the manipulation done on the independent variable.
Independent variable is also identified as the presumed cause,
Dependent variable is the presumed effect.
In Experimental quantitative design, the independent variable is pre-
defined and manipulated by the researcher, while the dependent
variable is observed and measured.
In Descriptive, Correlational and Ex post facto quantitative research
designs, independent and dependent variables simply do not apply.
INDEPENDENT AND DEPENDENT
VARIABLE(S)
Extraneous variables - other factors that may influence the outcome
(Depentdent Variable) which are not manipulated or pre-defined by the
researcher.
Example:
Presence of pests, environmental stressors (e.g. pets and extreme weather)
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 (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 variables.
• Types of variables in research
• 1. Types of Variables in Research
• 2. INTRODUCTION • Each person/thing we collect data on is called an observation (in our research work these are usually people/subjects). • Observation (participants) possess a variety of characteristics. • If a characteristic of an observation (participant) is the same for every member of the group i.e. it does not vary, it is called a constant • If a
characteristic of an observation (participant) differs for group members it is called a variable.
• 3. MEANING OF VARIABLES • A variable is a concept or abstract idea that can be described in measurable terms. In research, this term refers to the measurable characteristics, qualities, traits, or attributes of a particular individual, object, or situation being studied. • Anything that can vary can be considered a variable. For instance, age can be
considered a variable because age can take different values for different people or for the same person at different times. Similarly, Income can be considered a variable because a person's Income can be assigned a value.
• 4. • Variables are properties or characteristics of some event, object, or person that can take on different values or amounts. • A variable is not only something that we measure, but also something that we can manipulate and something we can control for.
• 5. TYPES OF VARIABLES
• 6. Dependent and Independent Variables • Independent variables are variables which are manipulated or controlled or changed. It is what the researcher studies to see its relationship or effects.  Presumed or possible cause • Dependent variables are the outcome variables and are the variables for which we calculate statistics. The variable which
changes on account of independent variable is known as dependent variable. i.e.It is influenced or affected by the independent variable  Presumed results(Effect)
• 7. The Relationship between Independent and Dependent Variables
• 8. Example • Imagine that a tutor asks 100 students to complete a maths test. The tutor wants to know why some students perform better than others. Whilst the tutor does not know the answer to this, she thinks that it might be because of two reasons: (1) some students spend more time revising for their test; and (2) some students are naturally more
intelligent than others. As such, the tutor decides to investigate the effect of revision time and intelligence on the test performance of the 100 students. What are the dependent and independent variables for the study ?
• 9. Solution • Dependent Variable: Test Mark (measured from 0 to 100) • Independent Variables: Revision time (measured in hours) Intelligence (measured using IQ score)
• 10. Activity • Indentify the dependent and Independent Variables for the following examples: 1. A study of teacher-student classroom interaction at different levels of schooling. 2. A comparative study of the professional attitudes of secondary school teachers by gender.
• 11. Solution 1. Independent variable: Level of schooling, four categories – primary, upper primary, secondary and junior college. Dependent variable: Score on a classroom observation inventory, which measures teacher – student interaction 2. Independent variable: Gender of the teacher – male, female. Dependent variable: Score on a professional
attitude inventory.
• 12. Moderator Variable • It is a special type of independent variable. • The independent variable’s relationship with the dependent variable may change under different conditions. That condition is the moderator variable. • That factor which is measured, manipulated, or selected by the experimenter to discover whether it modifies the relationship of the
independent variable to an observed phenomenon.
• 13. Example • A strong relationship has been observed between the quality of library facilities (X) and the performance of the students (Y). Although this relationship is supposed to be true generally, it is nevertheless contingent on the interest and inclination of the students. It means that only those students who have the interest and inclination to use
the library will show improved performance in their studies. • In this relationship interest and inclination is moderating variable i.e. which moderates the strength of the association between X and Y variables
• 14. Quantitative and Qualitative Variables • Quantitative variables are ones that exist along a continuum that runs from low to high. Interval, and ratio variables are quantitative. • Quantitative variables are sometimes called continuous variables because they have a variety (continuum) of characteristics. • Height in inches and scores on a test would be
examples of quantitative variables.
• 15. Quantitative and Qualitative Variables • Qualitative variables do not express differences in amount, only differences. • They are sometimes referred to as categorical variables because they classify by categories. Ordinal, Nominal variables are qualititative • Nominal variables such as gender, religion, or eye color are categorical variables. Generally
speaking, categorical variables
• 16. Variable Qualitative Nominal Ordinal Quantitative Interval Ratio
• 17. Nominal Scale • Nominal Scale, also called the categorical variable scale, is defined as a scale used for labeling variables into distinct classifications and doesn’t involve a quantitative value or order. • This scale is the simplest of the four variable measurement scales.
• 18. Nominal Scale Examples • Gender • Political preferences • Place of residence What is your Gender What is your Political preference? Where do you live? M- Male F- Female 1- Independent 2- Democrat 3- Republican 1- Suburbs 2- City 3- Town
• 19. Ordinal Scale • Ordinal Scale is defined as a variable measurement scale used to simply depict the order of variables(what’s important and significant) and not the difference between each of the variables(differences between each one is not really known) • For example, is the difference between “OK” and “Unhappy” the same as the difference
between “Very Happy” and “Happy?” We can’t say.
• 20. • Ordinal scales are typically measures of non- numeric concepts like satisfaction, happiness, discomfort, etc. • “Ordinal” is easy to remember because is sounds like “order” and that’s the key to remember with “ordinal scales”–it is the order that matters. • Example: On a survey you might code Educational Attainment as 0=less than high school;
1=some high school.; 2=high school degree; 3=some college; 4=college degree; 5=post college. In this measure, higher numbers mean more education. But is distance from 0 to 1 same as 3 to 4? Of course not.
• 21. Interval scale • Interval Scale is defined as a numerical scale where the order of the variables is known as well as the difference between these variables. Variables which have familiar, constant and computable differences are classified using the Interval scale. • Interval scale contains all the properties of ordinal scale, in addition to which, it offers a
calculation of the difference between variables. The main characteristic of this scale is the equidistant difference between objects.
• 22. • In statistics, interval scale is frequently used as a numerical value can not only be assigned to variables but calculation on the basis of those values can also be carried out. • Calendar years and time also fall under this category of measurement scales. • Likert scale is the most-used interval scale examples.
• 23. Ratio Scale • Ratio Scale is defined as a variable measurement scale that not only produces the order of variables but also makes the difference between variables known along with information on the value of true zero. • It is calculated by assuming that the variables have an option for zero, the difference between the two variables is the same and
there is a specific order between the options.
• 24. • In addition to the fact that the ratio scale does everything that a nominal, ordinal and interval scale can do, it can also establish the value of absolute zero. • Examples The following questions fall under the Ratio Scale category: • What is your daughter’s current height? – Less than 5 feet. – 5 feet 1 inch – 5 feet 5 inches – 5 feet 6 inches- 6 feet –
More than 6 feet • What is your weight in kilograms? – Less than 50 kilograms – 51- 70 kilograms – 71- 90 kilograms – 91-110 kilograms – More than 110 kilograms
• 25. Continuous and Discontinuous Variables • If the values of a variable can be divided into fractions then we call it a continuous variable. • Such a variable can take infinite number of values. Income, temperature, age, or a test score are examples of continuous variables. • These variables may take on values within a given range or, in some cases, an
infinite set.
• 26. • Any variable that has a limited number of distinct values and which cannot be divided into fractions, is a discontinuous variable. • Such a variable is also called as categorical variable or classificatory variable, or discrete variable. • Some variables have only two values, reflecting the presence or absence of a property: employed-unemployed or
male-female have two values. These variables are referred to as dichotomous. • There are others that can take added categories such as the demographic variables of race, religion. All such variables that produce data that fit into categories are said to be discrete/categorical/classificatory, since only certain values are possible.
• 27. VARIABLES EXAMPLES Examples Dichotomous •Gender:Male and female •Variables Type of property: Commercial and residential •Pregnant and non pregnant •Alive and dead •HIV positive and HIV negative •Education: Literate and illiterate Trichotomous •Residence:Urban, semi urban and rural Variables • Religion: Hindu, muslim, and
Christianity. Multiple Variables •Blood groups: A,B,AB and O
• 28. DEMOGRAPHIC VARIABLES: • “Demographic variables are characteristics or attributes of subjects that are collected to describe the sample”. They are also called sample characteristics. • It means these variables describe study sample and determine if samples are representative of the population of interest. • Although demographic variables
cannot be manipulated, researchers can explain relationships between demographic variables and d e p e n d e nt v a r i a b l e s . • Some common demographic variables are age, gender, occupation, marital status, income etc.
• 29. Extraneous variable • It happens sometimes that after completion of the study we wonder that the actual result is not what we expected. In spite of taking all the possible measures the outcome is unexpected. It is because of extraneous variables • Variables that may affect research outcomes but have not been adequately considered in the study are
termed as extraneous variables. Extraneous variables exist in all studies and can affect the measurement of study variables and the relationship among these variables.
• 30. • Extraneous variables that are not recognized until the study is in process, or are recognized before the study is initiated but cannot be controlled, are referred to as confounding variables. These variables interferes the results of the existing activity. • Certain external variables may influence the relationship between the research variables, even
though researcher cannot see it. These variables are called intervening variables.
• 31. Control Variable • Sometimes certain characteristics of the objects under scrutiny are deliberately left unchanged. These are known as constant or controlled variables. • The variables that are not measured in a particular study must be held constant, neutralized/balanced, or eliminated, so they will not have a biasing effect on the other variables. • In
• 11. Solution 1. Independent variable: Level of schooling, four categories – primary, upper primary, secondary and junior college. Dependent variable: Score on a classroom observation inventory, which measures teacher – student interaction 2. Independent variable: Gender of the teacher – male, female. Dependent variable:
Score on a professional attitude inventory.
• 12. Moderator Variable • It is a special type of independent variable. • The independent variable’s relationship with the dependent variable may change under different conditions. That condition is the moderator variable. • That factor which is measured, manipulated, or selected by the experimenter to discover whether it
modifies the relationship of the independent variable to an observed phenomenon.
• 13. Example • A strong relationship has been observed between the quality of library facilities (X) and the performance of the students (Y). Although this relationship is supposed to be true generally, it is nevertheless contingent on the interest and inclination of the students. It means that only those students who have the
interest and inclination to use the library will show improved performance in their studies. • In this relationship interest and inclination is moderating variable i.e. which moderates the strength of the association between X and Y variables
• 14. Quantitative and Qualitative Variables • Quantitative variables are ones that exist along a continuum that runs from low to high. Interval, and ratio variables are quantitative. • Quantitative variables are sometimes called continuous variables because they have a variety (continuum) of characteristics. • Height in inches and
scores on a test would be examples of quantitative variables.
• 15. Quantitative and Qualitative Variables • Qualitative variables do not express differences in amount, only differences. • They are sometimes referred to as categorical variables because they classify by categories. Ordinal, Nominal variables are qualititative • Nominal variables such as gender, religion, or eye color are
categorical variables. Generally speaking, categorical variables
• 16. Variable Qualitative Nominal Ordinal Quantitative Interval Ratio
• 17. Nominal Scale • Nominal Scale, also called the categorical variable scale, is defined as a scale used for labeling variables into distinct classifications and doesn’t involve a quantitative value or order. • This scale is the simplest of the four variable measurement scales.
• 18. Nominal Scale Examples • Gender • Political preferences • Place of residence What is your Gender What is your Political preference? Where do you live? M- Male F- Female 1- Independent 2- Democrat 3- Republican 1- Suburbs 2- City 3- Town
• 19. Ordinal Scale • Ordinal Scale is defined as a variable measurement scale used to simply depict the order of variables(what’s important and significant) and not the difference between each of the variables(differences between each one is not really known) • For example, is the difference between “OK” and “Unhappy” the
same as the difference between “Very Happy” and “Happy?” We can’t say.
• 20. • Ordinal scales are typically measures of non- numeric concepts like satisfaction, happiness, discomfort, etc. • “Ordinal” is easy to remember because is sounds like “order” and that’s the key to remember with “ordinal scales”–it is the order that matters. • Example: On a survey you might code Educational Attainment as
0=less than high school; 1=some high school.; 2=high school degree; 3=some college; 4=college degree; 5=post college. In this measure, higher numbers mean more education. But is distance from 0 to 1 same as 3 to 4? Of course not.
• 21. Interval scale • Interval Scale is defined as a numerical scale where the order of the variables is known as well as the difference between these variables. Variables which have familiar, constant and computable differences are classified using the Interval scale. • Interval scale contains all the properties of ordinal scale, in
addition to which, it offers a calculation of the difference between variables. The main characteristic of this scale is the equidistant difference between objects.
• 22. • In statistics, interval scale is frequently used as a numerical value can not only be assigned to variables but calculation on the basis of those values can also be carried out. • Calendar years and time also fall under this category of measurement scales. • Likert scale is the most-used interval scale examples.
• 23. Ratio Scale • Ratio Scale is defined as a variable measurement scale that not only produces the order of variables but also makes the difference between variables known along with information on the value of true zero. • It is calculated by assuming that the variables have an option for zero, the difference between the two
variables is the same and there is a specific order between the options.
• 24. • In addition to the fact that the ratio scale does everything that a nominal, ordinal and interval scale can do, it can also establish the value of absolute zero. • Examples The following questions fall under the Ratio Scale category: • What is your daughter’s current height? – Less than 5 feet. – 5 feet 1 inch – 5 feet 5 inches –
5 feet 6 inches- 6 feet – More than 6 feet • What is your weight in kilograms? – Less than 50 kilograms – 51- 70 kilograms – 71- 90 kilograms – 91-110 kilograms – More than 110 kilograms
• 25. Continuous and Discontinuous Variables • If the values of a variable can be divided into fractions then we call it a continuous variable. • Such a variable can take infinite number of values. Income, temperature, age, or a test score are examples of continuous variables. • These variables may take on values within a given
range or, in some cases, an infinite set.
• 26. • Any variable that has a limited number of distinct values and which cannot be divided into fractions, is a discontinuous variable. • Such a variable is also called as categorical variable or classificatory variable, or discrete variable. • Some variables have only two values, reflecting the presence or absence of a property:
employed-unemployed or male-female have two values. These variables are referred to as dichotomous. • There are others that can take added categories such as the demographic variables of race, religion. All such variables that produce data that fit into categories are said to be discrete/categorical/classificatory, since only
certain values are possible.
• 27. VARIABLES EXAMPLES Examples Dichotomous •Gender:Male and female •Variables Type of property: Commercial and residential •Pregnant and non pregnant •Alive and dead •HIV positive and HIV negative •Education: Literate and illiterate Trichotomous •Residence:Urban, semi urban and rural Variables •
Religion: Hindu, muslim, and Christianity. Multiple Variables •Blood groups: A,B,AB and O
• 28. DEMOGRAPHIC VARIABLES: • “Demographic variables are characteristics or attributes of subjects that are collected to describe the sample”. They are also called sample characteristics. • It means these variables describe study sample and determine if samples are representative of the population of interest. • Although
demographic variables cannot be manipulated, researchers can explain relationships between demographic variables and d e p e n d e nt v a r i a b l e s . • Some common demographic variables are age, gender, occupation, marital status, income etc.
• 29. Extraneous variable • It happens sometimes that after completion of the study we wonder that the actual result is not what we expected. In spite of taking all the possible measures the outcome is unexpected. It is because of extraneous variables • Variables that may affect research outcomes but have not been adequately
considered in the study are termed as extraneous variables. Extraneous variables exist in all studies and can affect the measurement of study variables and the relationship among these variables.
• 30. • Extraneous variables that are not recognized until the study is in process, or are recognized before the study is initiated but cannot be controlled, are referred to as confounding variables. These variables interferes the results of the existing activity. • Certain external variables may influence the relationship between the
research variables, even though researcher cannot see it. These variables are called intervening variables.
• 31. Control Variable • Sometimes certain characteristics of the objects under scrutiny are deliberately left unchanged. These are known as constant or controlled variables. • The variables that are not measured in a particular study must be held constant, neutralized/balanced, or eliminated, so they will not have a biasing effect
on the other variables. • In the ice cube experiment, one constant or controllable variable could be the size and shape of the cube. By keeping the ice cubes' sizes and shapes the same, it's easier to measure the differences between the cubes as they melt after shifting their positions, as they all started out as the same size.
• Presentation on theme: "Variables It is very important in research to see variables, define them, and control or measure them."— Presentation transcript:
• 1 Variables It is very important in research to see variables, define them, and control or measure them.
• 2 Outline of today’s presentation 1.The concept and definition of variable 2.Variables in research 3.Constructs versus variables 4.Operationalization 5.Types and
functions of variables 6.Measurement Scales
• 3 The concept of variable The concept of variable is basic but very important in research. You won't be able to do very much in research unless you know how to
deal with variables. A variable is any entity that can take on different values across individuals and time.
• 4 Some examples Age can be considered a variable because age can take different values for different people or for the same person at different times. Similarly,
country can be considered a variable because a person's country can be assigned a value.
• 5 Variables in research Variables are things that we measure, control, or manipulate in research. The measurement may be different from everyday notions of
measurement such as weight and temperature. Measurement can involve merely categorization (e.g. sex, country, etc.)
• 6 Remember Most variables that differ over time also vary among individuals, but the reverse is not true. That is, the variables that differ among individuals may
not necessarily differ over time. An example for the former is “proficiency” and for the latter is “sex.”
• 7 Operationalization Variables such as intelligence, motivation, and academic achievement are concepts, constructs, or traits that cannot be observed directly. They
should be stated in precise definitions that can be observed and measured. This process is called operationalization.
• 8 Operationalization Intelligence Trait or construct Scores on the Wechsler Adult Intelligence Scale Operational definition of intelligence operationalization
• 9 Operationalization Proficiency Trait or construct Scores on the TOEFL test Operational definition of proficiency
• 10 Operational definition of a variable With students’ intelligence scores or TOEFL scores, we now have observable and quantifiable definitions of what the
researcher means by the constructs of “intelligence” and “proficiency”. This is an operational definition of the variable.
• 11 Important point! Operational definitions must be based upon a theory that is generally recognized as valid. For example, to operationalize the construct of
“proficiency” we should construct a test based on an accepted theory or model of language proficiency.
• 12 Different types and functions of variables In addition to knowing how constructs are operationalized as variables, it is important to understand how such
variables are classified and manipulated by researchers in their
• Different types and functions of variables In addition to knowing how constructs are operationalized as variables, it is important to understand how such variables
are classified and manipulated by researchers in their quest to empirical knowledge. To that end, we describe five different functions of variables.
• 13 Functions of variables To assess the relationship between variables in research, we must be able to identify each variable. Variables can be classified as:
1.Independent 2.Dependent 3.Moderator 4.Control 5.Intervening
• 14 Independent vs. Dependent Variables An important distinction having to do with the term 'variable' is the distinction between an independent and dependent
variable. This distinction is particularly relevant when you are investigating cause-effect relationships (experiment). However, the concept is also used in other
research designs.
• 15 Independent vs. dependent V. In fact the independent variable is what you (or nature) manipulates -- a treatment or program or cause. The dependent variable
is what is affected by the independent variable -- your effects or outcomes.
• 16 Independent Variables The independent variable is the major variable which you hope to investigate. It is the variable which is selected, manipulated, and
measured (its effect) by the researcher. Examples: The effect of your instruction on reading scores of your students. The effect of social class on language use.
• 17 Dependent variable The dependent variable is the variable which you observe and measure to determine the effect of the independent variable. In the previous
examples, the reading scores of your students and the use of language would be the dependent variable.
• 18 Two points 1.A variable that functions as a dependent variable in one study may be an independent variable in another study. 2.Depending on the design of the
study, we may have more than one independent and even more than one dependent variable in the study.
• 19 Moderator variable A moderator variable is a special type of independent variable which you may select for study in order to investigate whether it modifies
the relationship between the dependent and independent variables. Example, sex in the study of the effect of instruction on students’ reading scores
• 20 Independent vs. moderator variable The essential difference between independent and moderator variables lies in how the researcher views each in the study.
For independent variables, the concern is with their direct relationship to the dependent variable, whereas for moderator variables, the concern is with their effect
on
• Different types and functions of variables In addition to knowing how constructs are operationalized as variables, it is important to understand how such variables
are classified and manipulated by researchers in their quest to empirical knowledge. To that end, we describe five different functions of variables.
• 13 Functions of variables To assess the relationship between variables in research, we must be able to identify each variable. Variables can be classified as:
1.Independent 2.Dependent 3.Moderator 4.Control 5.Intervening
• 14 Independent vs. Dependent Variables An important distinction having to do with the term 'variable' is the distinction between an independent and dependent
variable. This distinction is particularly relevant when you are investigating cause-effect relationships (experiment). However, the concept is also used in other
research designs.
• 15 Independent vs. dependent V. In fact the independent variable is what you (or nature) manipulates -- a treatment or program or cause. The dependent variable
is what is affected by the independent variable -- your effects or outcomes.
• 16 Independent Variables The independent variable is the major variable which you hope to investigate. It is the variable which is selected, manipulated, and
measured (its effect) by the researcher. Examples: The effect of your instruction on reading scores of your students. The effect of social class on language use.
• 17 Dependent variable The dependent variable is the variable which you observe and measure to determine the effect of the independent variable. In the previous
examples, the reading scores of your students and the use of language would be the dependent variable.
• 18 Two points 1.A variable that functions as a dependent variable in one study may be an independent variable in another study. 2.Depending on the design of the
study, we may have more than one independent and even more than one dependent variable in the study.
• 19 Moderator variable A moderator variable is a special type of independent variable which you may select for study in order to investigate whether it modifies
the relationship between the dependent and independent variables. Example, sex in the study of the effect of instruction on students’ reading scores
• 20 Independent vs. moderator variable The essential difference between independent and moderator variables lies in how the researcher views each in the study.
For independent variables, the concern is with their direct relationship to the dependent variable, whereas for moderator variables, the concern is with their effect
on
• Independent vs. moderator variable The essential difference between independent and moderator variables lies in how the researcher views each in the
study. For independent variables, the concern is with their direct relationship to the dependent variable, whereas for moderator variables, the concern is
with their effect on that relationship.
• 21 Control variables It is virtually impossible to include all the potential variables in each study. As a result, the researcher must attempt to control, or
neutralize, all other extraneous variables that are likely to have an effect on the relationship between the independent, dependent, and moderator variables.
• 22 Control variables Control variables, then, are those that the researcher has chosen to keep constant, neutralize, or otherwise eliminate so that they will
not have an effect on the study. Example, the effect of outside practice on reading in the previous example.
• 23 Intervening variables Intervening variables are constructs (other than the construct under study) that may explain the relationship between independent
and dependent variables but are not directly observable themselves. We are somehow aware of their effects, but we are not able to account for them.
• 24 The relationship among variables Independent Variable(s) Dependent Variable(s) Intervening Variable(s) Moderator Variable(s) Control Variable(s) The
Study
• 25 Two points When designing a study, the researcher determines which variables fall into each category. In real situations, all five types of variables may
not be included in all studies.
• 26 Measurement Scales To measure different variables, we have four measurement scales: 1.Nominal Scale 2.Ordinal Scale 3.Interval Scale 4.Ratio Scale
• 27 Nominal Scale Nominal scale classifies persons or objects into two or more categories. Members of a category have a common set of characteristics,
and each member may only belong to one category. Other names: categorical, discontinuous, dichotomous (only two categories).
• 28 True vs. artificial categories True categories are those to which the member naturally falls, such as gender (male vs. female). Artificial categories are
those to which the researcher places the members, such as learning style (field independent versus field dependent).
• Nominal Scale Nominal scale classifies persons or objects into two or more categories. Members of a category have a common set of
characteristics, and each member may only belong to one category. Other names: categorical, discontinuous, dichotomous (only two
categories).
• 28 True vs. artificial categories True categories are those to which the member naturally falls, such as gender (male vs. female). Artificial
categories are those to which the researcher places the members, such as learning style (field independent versus field dependent).
• 29 Ordinal Scale Ordinal variables allow us to rank order the items we measure in terms of which has less and which has more of the
quality represented by the variable, but still they do not allow us to say "how much more.“ Example: Ranking students
• 30 Ordinal Scale Ordinal scales both classify subjects and rank them in terms of how they possess the characteristic of interest. Members
are placed in terms of highest to lowest, or most to least. Students may be ranked by height, weight, or IQ scores. Ordinal scales do not,
however, state how much difference there is between the ranks.
• 31 Interval Scale Not only rank order the items that are measured, but also to quantify and compare the sizes of differences between them.
For example: students performance on a spelling test A score of 16 will be higher than 14 and lower than 18 and the difference between
them is 2 points (equal intervals). Interval scales normally have an arbitrary minimum and maximum point. A score of zero in a spelling test
does not represent an absence of spelling knowledge, nor does a score of 20 represent perfect spelling knowledge.
• 32 Ratio Scale V ery similar to interval scale; has all the properties of interval variables, it has absolute zero point. Height, weight, speed,
and distance are examples of ratio scales. Measurements made with ratio scales can be added, subtracted, multiplied, and divided. For
example, we can say that a person who runs a mile in 5 minutes is twice as fast as a person who runs the mile in 10 minutes. Because ratio
scales are often used in physical measurements (where absolute zero exists), they are not often employed in educational research and
testing.