SUBJECT CODE: APPLIED 004

SUBJECT TITLE: Practical Research 2

LESSON TITLE: The Nature of Inquiry and Research
MOST ESSENTIAL EARNING COMPETENCIES (MELCs): Differentiates kinds of variables and their
uses (CS_RS12-Ia-c-3)
CONTENT/CORE CONTENT: The nature of variables

WHAT IS A VARIABLE?
A variable is anything that has a quantity or quality that varies. A variable is any factor or property
that a researcher measures, controls, and/or manipulates. It is also the changing quantity or measure of
any factor, trait, or condition that can exist in differing amounts or types. It is also a logical set of attributes,
characteristics, numbers, or quantities that can be measured or counted. It is also called data item.
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) which
are 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.

Variables

Quantitative Qualitative Non-

Experimental
(Numeric) (Categorical) Experimental

Continuous Ordinal Independent Predictor

Discrete Nominal Dependent Criterion

Extraneous
Dichotomous
(Confounding)

Polychotomous

CLASSIFICATION OF VARIABLES

1. Numeric variables. These are variables with values that describe a measurable numerical quantity
and answer the questions ‘’how many’’ or ‘’how much.’’ These values are considered as quantitative data.

a. Continuous variables. These variables can assume any vale between a certain set of real
numbers. The values depend on the scale used. Continuous variables are also called interval
variables. Some examples are time, age, temperature, height, and weight.

b. Discrete variables. These variables can only assume any whole value within the limits of
the given variables. Some examples are the number of registered cars, number of business
location, number of children in the family, population of students, and total number of faculty
members.
2. Categorical variables. These are variables with values that describe a quality or characteristic of
a data unit like “what type” or “which category.”

a. Ordinal variables. These variables can take a value which can be logically ordered or
ranked. Some examples are academic graders such as A, B, C; clothing size such as XL, L, M, S; and
measure of attitudes like strongly agree, agree, disagree or strongly disagree.

b. Nominal variables. These are variables whose values cannot be organized in a logical
sequence. Some examples are business types, eye colors, kinds or religion, various languages and
types of learners.

c. Dichotomous variables. These variables represent only two categories. Some examples
are sex (male and female), answer (yes or no), and veracity (true or false).

d. Polychotomous variables. These are variables that have many categories. Some examples
are educational attainment (elementary, high school, college, graduate and postgraduate), and
level of performance (excellent, very good, good, satisfactory or poor).

3. Non – experimental variables

a. Predictor variables. These variables change the other variable/s in a non-experimental

study.

b. Criterion variables. These variables are usually influenced by the predictor variables.

Example:

Title of Research: Competencies of Teachers and Students’ Behavior in Selected Private Schools
Predictor Variable: Competencies of teachers
Criterion Variable: Students’ Behavior

References:

Cristobal, A., & Cristobal, M. (2017). Practical research 2 for senior high school. C & E Publishing Inc.

DepEd Antipolo. (2020). Senior High School Learner’s Packet (LeaP). Ang KADLUAN: A Learning

Management System. https://www.angkadluan.com/course/view.php?id=20

Ragma, F. (2016). Research 1 & 2 qualitative and quantitative research for senior high school. Mindshapers

Co., Inc.

Prepared by: Dazzle P. Muli, LPT