Module-3-Practical-Research-2-1st-Quarter.pdf

Senior High Practical Research 2 Quarter 1 – Module 3: The Nature of Variables 1 Practical Research 2 – Grade 12 Quarter 1 – Module 3: Nature of Variables Second Edition, 2021 Republic Act 8293, section 176 states that: No copyright shall subsist in...

Senior High Practical Research 2 Quarter 1 – Module 3: The Nature of Variables 1 Practical Research 2 – Grade 12 Quarter 1 – Module 3: Nature of Variables Second Edition, 2021 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary toprotect it from exploitation for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Dr. Reynaldo V. Moral, MT1-Don Sergio Osmeňa Sr. MNHS Editors/ : John Paul Lisondato- SEPs, SGOD Reviewers Alice S. Ganar, OIC-PSDS SD8/SHS Assisting Roy Guarin, Principal, Ramon Duterte NHS Marilou Dela Cuesta, Principal Don Vicente Rama MNH Dr. Leonora EspinaTravero, Principal- Busay NHS Dr. Gilda Salvo, MT2- Apas NHS Daisy Von Dy, MT1- CC Don Carlos Gothong MNHS Cirila Malalay, MT1,CCDon Carlos Gothong MNHS Florinda Geyrozaga, T3- CC Don Carlos Gothong MNHS Management Team: Dr. Rhea Mar A. Angtud, Schools Division Superintendent Dr. Danilo G. Gudelosao, Asst. Schools Division Superintendent Dr.Grecia F. Bataluna, Chief-Curriculum Implementation Div. Dr.Luis O Derasin, EPS -AralingPanlipunan/SHS Coordinator Dr.Vanessa L. Harayo, EPS- LRMDS Printed by DepEd Cebu City Division, Region VII Office Address: New Imus Road Avenue, Cebu City Telefax: 255-1516 E-mail Address: [email protected] 2  12 Practical Research 2 Quarter 1 – Module 3: The Nature of Variables 3 Introductory Message For the facilitator: Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module 3 on The Nature of Variables. This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independen t learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. For the learner: Welcome to Practical Research 2) Module 3 on the Nature of Variables. The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner are capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. 4 This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. 5 At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! 6  FIRST QUARTER Module 3- Week 3 The Nature of Variables Content Standard : The learners demonstrate understanding of the nature of variables. Performance Standard : The learners should be able to decide on a suitable quantitative research in different areas of interest. Competency/Code : 1. Differentiate kinds of variables and their uses; and 2. Determine the classifications of variables. CS_RS12-la-c-3 Learning Outcomes : 1. Define variables; 2. Characterize variables; and 3. Determine the connection of variables and research problems. What I Know Instructions: Choose the letter of the correct answer. Write it on a separate sheet of paper. 1. What type of response variable which is observed and measured to determine the effect of stimulus variable? A. intervening variable C. independent variable B. moderate variable D. dependent variable 2. Performance is affected by civil status and gender because single female researchers are more efficient than married female researchers. To which variable does performance belong? A. dependent variable C. intervening variable B. independent variable D. moderator variable 3. In item no. 2, to which variable which is observed and measured to determine the effect of stimulus variable? A. dependent variable C. intervening variable B. independent variable D. moderator variable 7 4. Which type of stimulus variable that determines the relationship to an observed phenomenon? A. dependent variable C. intervening variable B. independent variable D. moderator variable 5. Salinity is a variable that affects the growth of seaweeds. To which of the variables does salinity fall? A. dependent variable C. intervening variable B. independent variable D. moderator variable 6. Civil status affects the performance of teachers in performing their duties. To which of the variables does civil status belong? A. dependent variable C. intervening variable B. independent variable D. moderator variable 7. Educational qualification of teachers affects their socioeconomic status because the higher the educational qualification, the higher the salary will be. What type of variable does educational qualification belongs to? A. dependent variable C. intervening variable B. independent variable D. moderator variable 8. The yield of Caulerpa peltata using planting and broadcasting methods in Aklan, Philippines. To which variable does yield belong? A. control variable C. independent variable B. dependent variable D. intervening variable 9. In item No. 7, to which variable do planting and broadcasting methods fall? A. control variable C. independent variable B. dependent variable D. intervening variable 10. A study of teaching professionals suggests that their performance-related pay increases their motivation which in turn leads to an increase in their job satisfaction. What kind of variable is motivation in this study? A. control variable C. independent variable B. dependent variable D. intervening variable 11. Which of the following can be described as a nominal variable? A. age C. annual sales B. annual income D. geographical location of a firm 12. What is the key for defining the characteristic of experimental research? A. A positive correlation exists C. samples are large B. Hypotheses are proved D. the independent variable is manipulated 13. Which of the following variables does not belong to nominal category? A. postal code C. religious affiliation B. region D. test scores 14. Which of the following is an example of a continuous variable? A. Age: 40 years old older C. Gender: male/female 8  B. Educational level: high D. Reaction time in seconds 15. Which of the following is not an example of a categorical variable? A. Age: 18-10 years C. Height in cm B. Gender: male/female D. Taste of a specific brand of coffee Lesson 1 Numeric and Categorical Variables What I Need to Know At the end of this lesson, the learners will be able to: 1. Define variables; 2. Determine the classification of variables; and 3. Differentiate the classifications of variables as numeric and categorical. What’s In Research cannot be possible without taking into consideration measurable factors that are subject to change due to circumstances. Anything that can vary in research due to circumstances is called a variable. Instructions: Analyze this statement: Adults who were taking a course to learn English as a second language were asked to name their country of birth and their number of years of formal education. In this example, how many variables were being studied? On the above statement, which variable is a categorical variable? Which variable is quantitative? What’s New A sample of adults were asked as to their level of agreement with the statement, “The President of the Philippines is doing a good job in foreign relations.” They were permitted to respond either “strongly agree,” “agree,” “disagree,” or “strongly disagree.” How many variables were being studied? Within the context of quantitative research investigation, concepts are usually referred to as variables. Weight, blood pressure readings, preoperative anxiety 9 levels, and body temperature are all variables; that is, each of these properties varies or differs from one person to another. To the quantitative researcher, nearly all aspects of human beings and their environment are considered variables (Polit & Hungler, 1999). What Is It There are different ways variables can be described according to the ways they can be studied, measured, and presented. Numeric variables have values that describe a measurable quantity as a number, like 'how many' or 'how much'. Therefore numeric variables are quantitative variables. Numeric variables may be further described as either continuous or discrete: Continuous variables. Observations can take any value between a certain set of real numbers. The value given to an observation for a continuous variable can include values as small as the instrument of measurement allows. Examples of continuous variables include height, time, age, and temperature. Discrete variables. Observations can take a value based on a count from a set of distinct whole values. A discrete variable cannot take the value of a fraction between one value and the next closest value. Examples of discrete variables include the number of registered cars, number of business locations, and number of children in a family, all of which measured as whole units (i.e. 1, 2, 3 cars). Categorical variables have values that describe a 'quality' or 'characteristic' of a data unit, like 'what type' or 'which category'. Categorical variables fall into mutually exclusive (in one category or in another) and exhaustive (include all possible options) categories. Ordinal variables. Observations can take a value that can be logically ordered or ranked. The categories associated with ordinal variables can be ranked higher or lower than another, but do not necessarily establish a numeric difference between each category. Examples of ordinal categorical variables include academic grades (i.e. A, B, C), clothing size (i.e. small, medium, large, extra-large) and attitudes (i.e. strongly agree, agree, disagree, strongly disagree). Nominal variables. Observations can take a value that is not able to be organized in a logical sequence. Examples of nominal categorical variables include sex, business type, eye color, religion and brand. Dichotomous variables. These variables represent only two categories. Some examples are gender (male and female), answer (yes or no), and veracity (true or false). Polychotomous variables. These are variables that have many categories. Some examples are educational attainment (elementary, high school, college, graduate, and post graduate), level of performance (excellent, very good, good, satisfactory, or poor). 10  What’s More Enrichment Activity #1 Instructions: Classify the following variables by checking the appropriate column. Write your answers on a separate sheet of paper. Variables Numerical Categorical Continuous Discrete Ordinal Nominal Dichotomous Polychotomous Intelligence Quotient Absences Values Mortality rate Honor rolls Enrichment Activity #2 Instructions:Keeping in mind the meaning of variables in research, check all words in the list that can operate as variables in any research study. academic grades aspirations class size ghost dreams life plans reading comprehension world guardian angel morality skills physical exercise voice social media front liners 11  What I Have Learned Instructions: Rate your understanding of the concepts behind the following topics by checking the column of your answer. Write your answer on a sheet of paper. Very Poor Fair Good Excellent Topics Poor 1. Meaning of Variables 2. Classification of Variables 3. Role of Nominal Variables 4. Numerical Variables 5. Categorical Variables What I Can Do Instructions: Imagine that you own a business company. With the use of short size bond paper, create a poster or an advertisement to promote the product of your company. Provide your work with a caption that uses the words you have newly learned regarding the classification of variables. 12  Lesson 2 Experimental and Non-Experimental Variables What I Need To Know At the end of this lesson, the learners will be able to: 1. Define experimental and non-experimental variables; 2. Determine the classification of experimental and non-experimental variables; and 3. Differentiate other variables according to the number being studied. What’s In Instructions: Identify what is being referred to in the statements by filling in the blank boxes. Write your answer on a separate sheet of paper. 1. A variable that represents two categories. 2. A variable that is not being studied but influences the accuracy of the results of an experiment. 3. A variable that cannot be arranged logically. 4. A variable that cannot be organized in a logical order. 13 5. A variable in an experimental study that is also called a response variable. What’s New Instructions: Read the title and identify what type of experimental variable is being referred to. Independent Dependent Research Title Variable Variable The Effects of Types of Audio-visual Materials to the Problem-solving Skills in Mathematics Various Study Habits, and their Effects on the Level of Performance in Management Subject Types of Feeds and Salinity Level: Their Effects on the Growth of Tilapia in Fishponds Types of Business and Managerial Skills towards Profitability Level of Canteens Relationship of Leadership Styles and Levels of Satisfaction of Customers of Selected Restaurants What Is It Experimental Variables An independent variables sometimes called an experimental or predictor variable, is a variable that is being manipulated in an experiment in order to observe the effect on a dependent variable, sometimes called an outcome variable. Imagine that a tutor asks 100 students to complete a Math test. The tutor wants to know why some students perform better than others. While 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 14 investigate the effect of revision time and intelligence on the test performance of the 100 students. The dependent and independent variables for the study are: Dependent Variable: Test Mark (measured from 0 to 100)Independent Variables: Revision time (measured in hours) Intelligence (measured using IQ score) The dependent variable is simply that, a variable that is dependent on an independent variable(s). For example, in our case the test mark that a student achieves is dependent on revision time and intelligence. Whilst revision time and intelligence (the independent variables) may (or may not) cause a change in the test mark (the dependent variable), the reverse is implausible; in other words, whilst the number of hours a student spends revising and the higher a student's IQ score may (or may not) change the test mark that a student achieves, a change in a student's test mark has no bearing on whether a student revises more or is more intelligent (this simply doesn't make sense). Therefore, the aim of the tutor's investigation is to examine whether these independent variables - revision time and IQ - result in a change in the dependent variable, the students' test scores. However, it is also worth noting that whilst this is the main aim of the experiment, the tutor may also be interested to know if the independent variables - revision time and IQ - are also connected in some way. Extraneous Variables Extraneous variables are any variables that you are not intentionally studying in your experiment or test. When you run an experiment, you’re looking to see if one variable ) has an effect on another variable (the dependent variable). Types of Extraneous Variables 1. Demand characteristics: environmental clues which tell the participant how to behave, like features in the surrounding or researcher’s non-verbal behavior. 2. Experimenter / Investigator Effects: where the researcher unintentionally affects the outcome by giving clues to the participants about how they should behave. 3. Participant variables like prior knowledge, health status or any other individual characteristic that could affect the outcome. 4. Situational variables like noise, lighting or temperature in the environment. Non-experimental Variables Predictor variable is a variable that is being used to predict some other variable or outcome. In the example we just used now, Mia is using attendance as a means to predict another variable, grade point average. 15  Criterion variable is a name used to describe the dependent variable in a variety of statistical modeling contexts, including multiple regression, discriminant analysis, and canonical correlation. The goal of much statistical modeling is to investigate the relationship between a (set of) criterion variable(s) and a set of predictor variables. The outcomes of such analyses are myriad and include as possibilities the development of model formulas, prediction rules, and classification rules. Criterion variables are also known under a number of other names, such as dependent variable, response variable, predict and, and Y. What’s More Enrichment Activity #1 Instructions: Identify the independent variable (IV) and the dependent variable (DV) of the given situations. 1. A planned program or counseling interventions will enable clients to achieve low anxiety levels more rapidly than clients who received normal nursing and medical care. IV DV 2. Due to the emergence of COVID 19, the entire Luzon was locked down and subject for Enhanced Community Quarantine (ECQ). IV DV 3. In a study of how different drugs affect the severity of the symptoms, the researcher compared the frequency and intensity of the symptoms when different drugs where administered. IV DV 4. A florist wants to see if a certain product will extend the life of cut flowers so that they last longer. IV DV 5. A soap manufacturer wants to prove that their detergent works better to remove tough stains. IV DV 16  Enrichment Activity #2 Instructions: Analyze the situation and answer briefly the question. Write your answer on a sheet of paper. As you read in the lesson, predictor variables do not show cause-and-effect but show a relationship between variables. For example, wearing short sleeves is a predictor variable for buying ice cream. Does wearing short sleeve cause a person to buy ice cream? No. There is at least one other variable at work. List three reasons why there may be a correlation between the predictor variable of short sleeves and buying ice cream. Reasons 1. 2. 3. What I Have Learned Instructions: Rate your understanding of the concepts behind the following topics by checking the column of your answer. Topics Very Poor Poor Fair Good Excellent Meaning of variables Dependent variables Independent variables Extraneous variables Non-experimental variables What I Can Do Instructions: Imagine that you are interested in discovering the effect of smoking during pregnancy. Explain briefly and concisely your answer on the following questions: Write your answer on a separate sheet of paper. 1. Why must smoking be a predictor variable rather than an independent variable? 2. What would be the problem with conducting a true experiment regarding smoking during pregnancy? 17  Assessment Instructions: Choose the letter of the correct answer. Write it on a separate sheet of paper. 1. How does extraneous variable described in research terminology? A. The cause responsible for bringing change(s) in a situation B. The outcome or change(s) brought about by introduction of an independent variable C. Linking the independent and dependent variables D. Several factors operating in a real-life situation which are not measured in the study that may affect changes in the dependent variable 2. Which of the following is an example of an interval scale? A. Attitudinal score between 0-100 B. Rating of TV program: good/average/poor C. Smoker: yes/no D. Temperature in Fahrenheit 3. What kind of variables with values that describe a measurable numerical quantity and answer the questions “how many” or “how much”? A. Categorical variables C. Experimental variables B. Extraneous variables D. Numeric variables 4. What type of variables that represent only two categories? A. Dichotomous variables C. Ordinal variables B. Ordinal variables D. Polychotomous variables 5. Daily rainfall is an example of what sort of data? A. Continuous C. Nominal B. Discrete D. Ordinal 6. The number of times that a cyclist rides over 45 km each day is what sort of data? A. Continuous C. Nominal B. Discrete D. Ordinal 7. Which of these is not a discrete data? A. Height of sunflower as measured each day B. How many students are absent from school each day C. The number of people who drive through a red light each hour during rush hour D. Total number of siblings in the family 8. Which type of variables that have many categories? A. Bivariate variables C. Monotonous variables B. Dichotomous variables D. Polychotomous variables 18  9. What type of variables do the following categories belong: rich and poor, black and white, over and under? A. Bivariate variables C. Monotonous variables B. Dichotomous variables D. Polychotomous variables 10. Excellent, Fair, Poor, and Needs Improvement are examples of what variables? A. Bivariate variables C. Monotonous variables B. Dichotomous variables D. Polychotomous variables 11. What type of variable that is manipulated in an experimental study? A. Confounding variable C. Independent variable B. Dependent variable D. Moderating variable 12. In an experiment, what type of variable that is being measured? A. Confounding variable C. Independent variable B. Dependent variable D. Moderating variable 13. Which of the following is NOT one of the key characteristics of a true experiment? A. All participants experience all experimental conditions B. Holding everything constant apart from the variable being manipulated C. The manipulation of a variable D. The measurement of changes caused by the manipulation of a variable 14. Mrs. Bautista wanted to investigate whether the amount of time students studied for the test would affect their grade on final. What is the independent variable in the experiment? A. Amount of students B. Amount of time students studied C. Grade on final D. There is not an independent variable 15. What is the independent variable? Charles placed three tomato plants (A,B, C) under three different types of light. She measured the height of each plant after 3 weeks. A. The different types of light C. The tomato B. The height D. Three weeks Additional Activity Instructions: Think of your own research problem then write them on a sheet of paper. Underline once the independent variable; twice the dependent variable. 19  Answer Key Module 3; Lesson 1 Module 3; Lesson 2 References Aquino, G.V. (1992). Fundamentals of Research.Mandaluyong City: National Book Store. Avilla, R.A. (2016). DIWA Senior High School Series: Practical Research 1. Makati City: DIWA Learning Systems Inc. Baraceros, E.L. (2016). Practical Research 2 (First Edition). Quezon City: Rex Bookstore. Calmorin,L.P. &Calmorin, M.A. (2007). Research Methods and Thesis Writing (Second Edition). Manila: Rex Book Store. Chico, A.M. &Matira, M.D. (2016). Practical Research for the 21st Century Learners 20 (Quantitative Research), Sampaloc, Manila: St. Augustine Publications, Inc. Cristobal,A.P. & Cristobal, M.C. (2017). Practical Research for Senior High School 2. Quezon City: C&E Publishing, Inc. Vizcarra, F.O. (2003). Introduction to Educational Research. Quezon City: Great Books Trading. https://statistics.laerd.com/statistical-guides/types-of-variable.php https://www.statisticshowto.com/extraneous-variable/ https://study.com/academy/lesson/predictor-variable-definition-example.html http://methods.sagepub.com/reference/encyc-of-research-design/n89.xml 21