LESSON 2

THE VARIABLES
Lesson Objectives:
1. Define variables, and
2. Identify the different research variables.

2.2 Meaning of Variables

A variable is defined as a quantity or a “characteristics that has two or more
mutually exclusive values of properties” (Sevilla et al., 1992). Numerical values or
categories represent these quantities or characteristics.
Hence, variables are the basic elements that are measures in any study. These
are observable or measurable characteristics of persons or objects that are capable
of taking several values or of being expressed in different categories. Thus, person’
age and practice are variables because these are directly observable or indirectly
measurable, and can take several values or different categories. Likewise, type,
size, color, thickness, cost, and length of communication materials are variables
because these can be observed or measured.

2.3 Types of Variable

There are 5 types of variables. These are the (1) independent variable, (2)
dependent variable, (3) moderate variable, (4) control variable, and (5) intervening
variable.
1. Independent Variable. This is the stimulus variable which is chosen by the
researcher to determine its relationship to an observed phenomenon. For
instance, an investigator wants to determine the effect of NCEE percentile rank
(independent variable) on achievement (dependent variable). He takes a group
of students with high NCEE percentile rank and observes their achievement.
Likewise, he takes another group of students with low NCEE percentile rank and
 also observes their achievement. The NCEE percentile rank is the independent
variable because it is the stimulus variable that is manipulated.
Another example of independent variable is when a research worker
wants to ascertain the effect of educational qualifications (EQ) on performance.
He takes a group of high EQ teachers and observes their performance. Likewise,
he takes another group of low EQ mentors and observes their performance. In
this particular example, EQ is the independent variable because it is
manipulated.
2. Dependent Variable. This is the response variable which is observed and
measured to determine the effect of the independent variable. For instance, a
researcher wishes to determine the effect of NCEE percentile rank on
achievement. He takes a group of students with high NCEE percentile rank and
observes their achievement. The dependent variable is achievement because it
changes when the independent variable (NCEE percentile rank) varies.
In another example, an investigator wants to determine the effect of
educational qualification (EQ) on performance. He takes a group of high EQ
teachers and observes their performance. Likewise, he takes another group of
low EQ teachers and observes their performance. In this example, the dependent
variable is performance because it changes as a result of variation in EQ. If EQ is
high, what happens to performance? If EQ is low, what happened to
performance?
3. Moderate Performance. This is a secondary or special type of variable of
independent variable chosen by the researcher to ascertain if it alters or modifies
the relationships between the independent and dependent variables. For
instance, if an investigator wants to determine the effects of the independent
variable A on the dependent variable B, but suspects that a third factor C, alters
or modifies the relationship between A and B, then C is considered the
moderator variable.
4. Control Variable. This is a variable controlled by the researcher in which the
effects can be neutralized by eliminating or removing the variable. For example,
the researcher wishes to determine the effects of A (independent variable) on B
 (dependent variable). He may control D (control variable) because he cannot do
many variables simultaneously. In other words, he may remove or eliminate D to
neutralize the effects. Control variable will guarantee that it will not have a
moderating effect on the relationship between A and B.
5. Intervening Variable. This is a variable which interferes with the independent
and dependent variables, but its effects can either strengthen or weaken the
independent and dependent variables. For example, a research worker wants to
ascertain how A (independent variable) will affect B (dependent variable). It is
possible that F (intervening variable) might have an effect on B.
Suppose a researcher wishes to know the effect of educational
qualifications (EQ) on performance. EQ is the independent variable and
performance is the dependent variable. But it is possible that age, sex, civil
status, experiences, socio-economic status, values, and attitudes as intervening
variables might have an effect on performance.
Another example: suppose an investigator wants to determine the effect of
NCEE percentile rank on achievement. NCEE percentile rank is the independent
variable and achievement is the dependent variable. But it is possible that age,
sex, socio-economic background, values, and attitude towards study as
intervening variables might have an effect on achievement.
Figure 1 shows the illustrations of independent, intervening, and
dependent variables.
Illustration 1

Independent Variable Intervening Variable Dependent Variable

Educational Age, Sex, Civil Status, Performance

Qualification Experience, Socio-
(EQ) Economic Status, Values,
Attitude toward work, etc.

Independent Variable Intervening Variable Dependent Variable

NCEE Age, Sex, Civil Status, Achivement

Percentile Experience, Socio-
Rank Economic Status, Values,
Attitude toward work, etc.
 Figure 1. Illustrations of Independent, Intervening, and Dependent Variables.

ACTIVITY 2
Research Methodology
SUMMER 2020

Name: Rhea Jane N. Lampaso

Program: Ma.Ed – Administration and Supervison
Class Schedule: Sunday 7:00 AM – 1:00 PM

1. Identify the dependent and independent variables of the following research.

Discuss what makes it as dependent and independent variable.
a. This research assessed the attitude and performance of third year education
student towards team sports in CTU-Moalboal Campus, Malabuyoc
Extension, Academic Year 2018-2019, as basis for designing learning
activities (Pepito, 2018). – Answer: Dependent Variable because the basis
for designing learning activities will depends on the attitude and performance
of a student.
b. This research determines the effect of Differentiated Instruction to learners’

level of competence in TLE 10 at Guihulngan National High School- Hilaitan

(Trinidad Annex) Negros Oriental during the School Year 2018-2019 as inputs

for instruction (Marco, 2018). Answer: Independent Variable

c. This research determined the effect of Tiered instruction in Mathematics

performance and learning experiences of Grade 7 learners at Guiwanon

National High School, Ginatilan, Cebu during the School Year 2018 – 2019 as
 basis for tiered learning activities (Mascardo, 2018). Answer : Independent

Variable

d. This research determined the effects of modular approach to the Araling

Panlipunan performance of Grade 10 learners who engaged in fishing activity

in Basay National High School, Negros Oriental during the school year 2018-

2019 as basis for enhanced learning module (Gagaa, 2019). Answer:

Dependent Variable

e. Is there a significant relationship between the respondents’ level of reading

performance and their identified profile? (Robelyn Golbin, 2017) Answer:
Independent Variable

2. Look for 2 studies that are related to your field. Identify then the independent and
dependent variables. Discuss how the connectivity or relationship of these
variables are justified by the researcher.
Answer:
“There will be a statistically significant difference in graduation rates of at
risk high school seniors who participate in an intensive study program as
opposed to at risk high school seniors who do not participate in the
intensive study program”
The Independent Variable – Participation in intensive study program
The Dependent Variable – Graduation rates
Because graduation rates of at risk high school seniors depends on the
Participation in intensive study program.
“A Director of residential living on a large university campus is concerned
about the large turnover rate in resident assistants. In recent years many
resident assistants have left their positions before completing even 1 year
in their assignments. The Director wants to identify the factors that predict
commitment as a resident assistant (defined as continuing in the position
a minimum of 2 years). The Director decides to assess knowledge of the
position, attitude toward residential policies, and ability to handle conflicts
as predictors for commitment to the position”.
The Independent Variable – knowledge of position, attitude toward
policies, and ability to handle conflicts.
The Dependent Variable – Commitment to position (continuing in position
for 2 years or not continuing)