Practical Research 2 Variables

PRACTICAL
RESEARCH 2
EARNING OBJECTIVES:
• Define variables;
• Differentiate kinds of variables and their

uses;
Variables
-are “changing qualities or characteristics” of persons or
things like age, gender, intelligence, ideas, achievements,
confidence and others 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.
Measure
Control
VARIABL
Manipulate
E
Let’s analyze this situation
VARIABLES
Factors that influence low academic performance

Types of Variables
• Independent Variable
• Dependent Variable
• Control Variable
• Moderating Variable
• Confounding Variable
Independent Variable is a variable that is being manipulated in an experiment in
order to examine the effect this has on a dependent variable. It is a variable that stands
alone and is not changed by the other variables the researcher is attempting to
measure.
Dependent Variable is simply a variable that is dependent on independent variable.

It is something that depends on other factors.
(Independent variable) causes a change in (Dependent variable) and it isn’t possible that
(Dependent Variable) could cause a change in (Independent Variable).
For example:
(Time spent in studying ) causes a change in (Test Score) and it isn’t possible that (Test Score )
could cause a change in (Time spent in studying).
Example #2: How bright is right?
An automobile manufacturer wants to know how bright brake
lights should be in order to minimize the time required for the
driver of a following car to realize that the car in front is
stopping and to hit the brakes.
1. What is the independent variables? (brightness of brake

lights)
2. What is the dependent variables? (time to hit brakes)
Control Variable is constant and unaffected in an experiment. It strongly influences
values. It is held constant to examine the relative impact of independent variables.
Moderating Variable is one that has a strong contingent effect on the independent
variable-dependent variable relationship.
Illustration: 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 correct
generally, it is however contingent on the interest and inclination of the students. It means that
only those students who have the interest and inclination to make use of the library will
demonstrate enhanced performance in their studies. In this relationship interest and inclination is
moderating variable which moderates the strength of the relationship between X and Y variables.
Intervening Variable is a variable that explains a relation or provides a causal link
between other variables. Also called by some authors “mediating variable or
intermediary variable”.
Example: A higher education (independent variable) typically leads to a higher

income (dependent variable). Occupation is an intervening variable here between
education and income because it is causally affected by education and itself
affects income. In other words, more schooling tends to mean a better job, which
in turn tends to bring a higher income.
Confounding Variable is a variable that makes vague the effects of another
variable.
Example: If you were comparing cleaning products, the brand of cleaning

product would be the only independent variable measured. The level of dirt and
soiling, the type of dirt or stain, the temperature of the water and the time of the
cleaning cycle are just some of the variables that must be identical between
experiments. Failure to standardize even one of these controlled variables could
cause a confounding variable and nullify the results.
Concept Elaboration
Identify the independent and dependent variables in each research problem. Write your
answer in your notebook.
Research Query Independent Variable Dependent Variable
1. How does logical thinking
develop critical thinking?
2. What are the effects of

koreanovelas on the Filipino
value system?
3. In what ways does
collaborative learning increase
communicative competence?
4. To what extent does texting
decrease students’ grammatical
competence?
5. What corrupt practices trigger
one’s resignation?
Learning Objectives:
• Design a research useful in daily life;

• Write a research title;
• Describe background of research;
1.Should-do-ability- It is about the purpose, relevance,
importance, appropriateness, and ethics of the research.
2.Do-ability- This is about the manageability, skill

required, prior experience needed, timeframe
anticipated, and resource support available to conduct
this research.
3.Want-to-do-ability- It focuses on your own motivation,

commitment and perseverance.
Factors to Consider when Selecting a Research Topic
Factors Questions to Answer

• Is your topic or question carefully
Size stated in a way that sets out the limits
of your study?
• Have you focused your research in a
way that will keep on track?
• Have you defined the scope in terms

Scope of population and sample or setting
and case?
• Have you made a calculated guess at
Time the length of time this study will take?
• Can you fit this study around your
other work, family, or community
commitments?
• Can you meet the necessary deadlines?
• Can you obtain the resources
Resources (financial, material, administrative and
personnel) required?
• Do you have easy access to these or
the finances to support them?
• Do you have the data-gathering and

Skill analytic skills to conduct this study?
• Can you get help or training if it is
beyond your expertise?
• How easy is it to gain access to the
Access site, the sample population, and/or
cases you need to study?
• Have you considered whose
permission you will require and how
you will get it?
• How well do you know the field
Prior knowledge within which this topic sits?
• Will this topic hold your interest for

Motivation the required length of time?
How do you find your research topic?
1. Consider research you have already done.
2. Your own interests are a great source to find a topic.
3. Current events or timely issues can be a good place to find a

promising research question.
4. Make a note of your everyday observations.
5. Your personal experiences about an event, a social group, or a place

are often worth exploration.
RESEARCH TITLE
Effective titles in research studies have several characteristics, namely:
1. Indicate accurately the subject and the scope of the study.
2. Avoid using abbreviations
3. Use words that create a positive impression and stimulate readers interest
4. Use current nomenclature from the field of the study
5. Identify key variables, both dependent and independent
6. May reveal how the paper will be organized

7. Suggest a relationship between variables which supports the major hypothesis
8. Is limited to 10 to 15 substantive words or descriptive terms and phrases that accurately highlight the core content
of the paper
9. Does not include “study of”, “analysis of” or similar constructions,
10. Titles are usually in the form of a phrase, but can also be in the form of a question
11. If a quote is used as part of the title, the source of the quote is cited using an asterisk and footnote
12. Use correct grammar and capitalization with all first words and last words capitalized, including the first word of
a subtitle. All nouns, pronouns, verbs, adjectives, and adverbs that appear between the first and last words of the title
are also capitalize.
BACKGROUND OF THE
STUDY
Review Questions: Write your answers in your
notebook. Copy and answer.
1. What are the factors to consider when choosing a

topic for quantitative research? Describe each
briefly.
2. What are the characteristics of an effective

research title?
3. How must the background of study be written?

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PRACTICAL

• Differentiate kinds of variables and their

Factors that influence low academic performance

Dependent Variable is simply a variable that is dependent on independent variable.

1. What is the independent variables? (brightness of brake

Example: A higher education (independent variable) typically leads to a higher

Example: If you were comparing cleaning products, the brand of cleaning

2. What are the effects of

• Design a research useful in daily life;

2.Do-ability- This is about the manageability, skill

3.Want-to-do-ability- It focuses on your own motivation,

Factors Questions to Answer

• Have you defined the scope in terms

• Do you have the data-gathering and

• Will this topic hold your interest for

1. Consider research you have already done.

2. Your own interests are a great source to find a topic.

3. Current events or timely issues can be a good place to find a

4. Make a note of your everyday observations.

5. Your personal experiences about an event, a social group, or a place

1. Indicate accurately the subject and the scope of the study.

2. Avoid using abbreviations

4. Use current nomenclature from the field of the study

5. Identify key variables, both dependent and independent

6. May reveal how the paper will be organized

9. Does not include “study of”, “analysis of” or similar constructions,

1. What are the factors to consider when choosing a

2. What are the characteristics of an effective

3. How must the background of study be written?

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