IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS

IMPORTANCE

1. Communication –
A. What effect do punitive behaviors control statements have on
classroom?
B. What communicative behaviors are associated with different
strategies in a relationship.
C. What communicative behaviors are used to respond to co-
workers displaying emotional stress?
 IMPORTANCE

2. Medical Education tends to be predominantly

observational research based on surveys or
correlational studies.
 IMPORTANCE

3. Behavioral Sciences for questions of relationships and questions of

differences.
A. Are verbally aggressive behaviors related to physical aggression?
B. Are supervisor communication skills related to the emotional experiences
of employees?
C. Do people with disabilities experience emotional labor differently from
those without disabilities?
D. Women perceive talkativeness differently from men?
 IMPORTANCE

4. Education and Psychology research were

positivism and its successor, post positivism. The
assumptions of positivism include the belief that
social world can be studied in the same way as the
natural world.
 IMPORTANCE

5. Social Sciences research is associated with

positivist perspectives.
6. Experiment for laboratory testing such as
COVID19 vaccine in medicine
7. Field experiment in ethnographic study.
 IMPORTANCE

8. The evaluation of school programs for the delivery of

quality education and school improvement.
9. Communicative behaviors that are used to respond to
covid19 positive displaying emotional stress.
10. Sports, Marketing and Business, Politics & Governance,
Psychology and many more.
 KINDS OF
VARIABLES
THE NATURE OF VARIABLES & DATA
KINDS OF VARIABLES
TARGETS FOR THE WEEK:
 Understand the nature of variables and data
 Classify through differentiation the kinds of variables
 Characterize variables according to traits
 Familiarize to the grading system
 Accomplish the following activity sheets:
1. Week 3 Importance of Quantitative Research Across
2. Week 3 Part 2 A & B Kinds of Variables
3. Week 4 Part 1 Kinds of Variables and their Uses
 VARIABLES

• The root word is “vary” or simply “can change”.

• The fundamental concepts of research, alongside with measurement,
validity, reliability, cause and effect and theory.
• Demographics such as age, sex, gender, education and etc. are the common
variables in social research.
 A variable is a characteristic of an individual or organization that can be
observed and measured, and it can vary among people or organizations
being studied. (Creswell, 2002)
 Units of analysis.
 NATURE OF VARIABLES
1. Nominal variables represent categories that cannot be ordered in any
particular way. Ex. Biological sex (males vs, females) political affiliation,
basketball fan affiliation and etc.
2. Ordinal variables represent categories that can be ordered from greatest to
smallest. Ex. Education level (freshman, sophomore, junior, senior) income
brackets, and etc.
3. Interval variables have values that lie along an evenly dispersed ranged of
numbers. Ex. Temperature, a person’s net worth etc.
4. Ratio variables have values that lie along an evenly dispersed ranged of
numbers when there is an absolute zero, as opposed to net worth which can have a
negative debt-to-income ratio-level variable.
• Examples of ratio variables include:
• enzyme activity, dose amount, reaction rate, flow
rate, concentration, pulse, weight, length,
temperature in Kelvin (0.0 Kelvin really does mean
“no heat”), survival time.
• Discrete variables are countable in a finite amount of
time. For example, you can count the change in your
pocket.
• Continuous variables would (literally) take forever to
count. You would get to Forever and never finish counting
them. For example, you can’t count age. Because it
would take forever. You could be 25 years, 10 months, 2
days, 5 hours, 4 seconds, 4 milliseconds, 8 nanoseconds,
99 picoseconds… and so on. 
DISCRETE
Can take on only certain
values along an interval
 The number of sales made
in a week
 the volume of milk bought
at a store
 The number of defective
parts
CONTINUOUS
Can take on any value at any point
along an interval
 The depth at which the drilling
team strikes oil
 The volume of milk produced by a
cow
 The proportion of defective parts
 Kinds of variables
1. Independent – stand-alone and they are not changed by the other variables, those that
probably cause, influence, or affect outcomes. They are invariably called treatment, manipulated,
antecedent or predictor variables. Ex. Demographics
2. Dependent – is what the researchers are interested in and those that show the effects or results
or outcomes of the influence of the independent variables.
3. Intervening or mediating – those that are in-between the independent and dependent
variables, that is, showing the effects of the independent variable on the dependent variable.
4. Control – those that are measured in a study because they potentially influence the dependent
variable, using statistical procedures like analysis of covariance to control these variables.
5. Confounding – those that are not actually measured but they exist. Researchers comment on
the influence of confounding variables, after the study has been completed because those
variables may have operated to explain the relationship between the independent and dependent
variables.
 CONFOUNDING VARIABLE

• example, if you are researching whether a lack of exercise has an effect

on weight gain, the lack of exercise is the independent variable and
weight gain is the dependent variable. A confounding variable would be
any other influence that has an effect on weight gain. Amount of food
consumption is a confounding variable, a placebo is a confounding
variable, or weather could be a confounding variable. Each may change
the effect of the experiment design.
 TRAITS OF VARIABLES

 Exhaustive – this should include all possible

answerable responses.
 Mutually exclusive – no respondent should be
able to have two attributes simultaneously.
 12 HUMSS C

W2 W3 W4 W5 W6 Per. Per. Per. Per.

No. NAMES (MALE) W1 W2 W3 W4 W5 W6 W7 W8 REMARKS
P2 P2 P2 P2 P2 1 2 3 4

1
                                   

2
                                   

3
                                   

4
                                   

5
                                   
 BULKY
OUTPUTS
 GROUP 1

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 GROUP 2

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 GROUP 3

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GROUP 4

1
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 GROUP 5

1
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GROUP 6

1
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