CRT LEARNING MODULE 1

Course Code P.R 2

Course Title PRACTICAL RESEARCH 2

Units 80 HOURS

Module Title NATURE OF INQUIRY AND RESEARCH

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 College for Research & Technology of Cabanatuan

HOW TO USE THIS DIGITIZED LEARNING MODULE?

Welcome to the module in Practical Research 2

(Quantitative Research). This module contains training
materials and activities for you to complete this module.

You are required to go through a series of learning

activities in order to complete each learning outcome of the
module. Each of the learning outcomes is provided with
Modules. Follow these activities on your own and answer the
self-check at the end of each learning outcome. You may
remove a blank answer sheet at the end of each module (or
get the answer sheets from the online facilitator) to write the
answers for each self-check. If you have questions, don’t
hesitate to ask your facilitator for assistance.

This will be the source of Information for you to acquire

knowledge and skill in this particular trade independently and
at your own pace, with minimum supervision of help from
your instructor.

• Talk to your online facilitator and agree on how you will

both organize the Training of this unit. Read each
through the module carefully. It is divided into sections,
which cover all the skills and knowledge you need to
successfully complete this module.

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• Work through all the information and complete the
activities in each section. Read Modules and complete
self-check. Suggested references are included to
supplement the materials provided in this module.
• Most probably your facilitator will be your supervisor or
manager. Your online facilitator will support and correct
you.
• Your online facilitator will tell you about the important
things you need consider when you are completing
activities and it is important that you listen and take
notes.
• You will be given plenty of opportunity to ask questions
and practice on the job. Make sure you practice new
skills during regular work shifts. This way you will
improve both your speed and memory and also your
confidence.
• Talk to more experienced workmates and ask for their
guidance.
• Kindly the self-check questions at the LMS (EDMODO) to
test your own progress.
• When you are ready, ask your online facilitator to watch
you online via Zoom or Google Meet to perform the
activities outlined in this module.
• Ask your online facilitator work through the activities:
ask for written feedback on your progress. Your online
facilitator keeps feedback/pre-assessment reports for
this reason. When you have successfully completed each

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 element, ask the facilitator to mark on the reports that
you are ready for assessment.
• When you have completed this module, and feel
confident that you have sufficient practice, your online
facilitator will arrange an appointment with registered
assessor’s to assess you. The results of your assessment
will be recorded in your competency Achievement
Record.

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 PRACTICAL RESEARCH 2

Contents of this Learning Module

No. Module Title Topic Code

1 Chapter 1: Nature of Lesson 1: Inquiry vs. CS_RS12-Ia-c-1

Inquiry and Research Research: An Overview
Lesson 2: Quantitative
Research
Lesson 3: Experimental CS_RS12-Ia-c-2
Research
Lesson 4: Non-
Experimental Research CS_RS12-Ia-c-3

Lesson 5: Variables CS_RS12-Ia-c-3

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 MODULE CONTENT

MODULE TITLE : CHAPTER 1 NATURE OF

INQUIRY AND RESEARCH

MODULE DESCRIPTOR:
This lesson provides an introduction to research in
general by providing discussions and activities on:

• Importance of Research

• Characteristics, Process and Ethics of Research

• Quantitative and Qualitative Research

• The kinds of Research Across Fields

Number of Hours:
80 hours

LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Describes the characteristics of quantitative research.

2. Illustrates the differences between Experimental and

Non-Experimental Research.

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 3. Differentiates the kinds of variables.

Contents:

1. Inquiry vs. Research: An Overview

2. Quantitative Research
3. Experimental Research
4. Non-Experimental Research
5. Variables
Assessment Criteria
1. The teacher will send an email they need for the
adjustment for this new school set up.
2. The learner should be able to articulate and observation
the topic trough the video that teacher will be given.
3. The learners given a time for some ideas about the subject.
Conditions
The students/trainees must be provided with the following:
1. Online through cellphone or laptop
2. Email Add.
3. Facebook Acct.
4. Pen and this module
Assessment Method:
1. Online Quiz
2. Online Examination
3. Online Observation
4. Online Checking
5. Module checkin
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 Learning Activities (Study Guide)
1. Using EDMODO app on your phone or the website on your
laptop, go to the class.
2. Click on the FOLDERS section (on menu bar)
3. Click the folder MODULE 1: Practical Research 2

4. All the Self-Checks are contained in the folder MY

ACTIVITIES.

Learning Activities Special Instructions

Read Module No. 1.1 Contained in the Module 1: (NATURE
(Lesson 1: Inquiry vs. OF INQUIRY AND RESEARCH)Module
Research: An Overview) 1.1
1. Answer self-check for 1.1 The self-checks are available thru the
folder SELF CHECKS. The activity is
timed (15 minutes). The results will be
immediately be available after clicking
SUBMIT and the system will run
through the items incorrectly answered
(and show the correct answer)
Read Module No. 1. Contained in the Module 1:
2(Lesson 2: Quantitative (NATURE OF INQUIRY AND RESEARCH
Research) Module 1.2
2. Answer self-check for 1. The self-checks are available thru the
2 folder SELF CHECKS. The activity is
timed (15 minutes). The results will be
immediately be available after clicking
SUBMIT and the system will run
through the items incorrectly answered
(and show the correct answer)

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Read Module No. 1. 3 Contained in the Module 1: (NATURE
(Lesson 3: Experimental OF INQUIRY AND RESEARCH)1.3
Research)
3. Answer self-check for 1. The self-checks are available thru the
3 folder SELF CHECKS. The activity is
timed (15 minutes). The results will be
immediately be available after clicking
SUBMIT and the system will run
through the items incorrectly answered
(and show the correct answer)
Read Module No. 1. 4 Contained in the Module 1: (NATURE
(Lesson 4: Non- OF INQUIRY AND RESEARCH)1.4
Experimental Research)
4. Answer self-check for 1. The self-checks are available thru the
3 folder SELF CHECKS. The activity is
timed (15 minutes). The results will be
immediately be available after clicking
SUBMIT and the system will run
through the items incorrectly answered
(and show the correct answer)
Read Module No. 1. 4 Contained in the Module 1: (NATURE
(Lesson 5: Variables) OF INQUIRY AND RESEARCH)1.4
5. Answer self-check for 1. The self-checks are available thru the
5 folder SELF CHECKS. The activity is
timed (15 minutes). The results will be
immediately be available after clicking
SUBMIT and the system will run
through the items incorrectly answered
(and show the correct answer)

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 MODULE 1.1

INQUIRY vs. RESEARCH: A REVIEW

Learning Objective: After reading this MODULE, you

should be able to:
1. relate an unfamiliar term with other terms to
discover the meaning of such
difficult term;
2. explain the meaning of research in relation to
inquiry;
3. point out the similarities and differences of research
and inquiry;
4. distinguish lower-level questions from top-level
questions to give stress to
investigative kind of thinking;
judge the applicability of inquiry or research to a

Nature of Inquiry and Research

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 One goal of education is knowledge acquisition.
However, education is not just stocking your brain with
knowledge, but it also encourages you to use acquired
knowledge for a deeper understanding of the world—an
understanding that inspires you to create, construct, or
produce things for the betterment of not only your own life,
but of the whole world as well. How is this possible?
Inquiry, a term that is synonymous with the word
‘investigation,’ is the answer to this question. When you
inquire or investigate, you tend to ask questions to probe or
examine something. You do this kind of examination through
your HOTS or higher-order thinking strategies of inferential,
analytical, critical, creative, and appreciative thinking to
discover more understandable or meaningful things beyond
such object of your inquiry. Thinking in this manner makes
you ask open- ended questions to elicit views, opinions, and
beliefs of others in relation to your research. (Small 2012)
Characteristics of Research

Research is a scientific, experimental, or inductive manner of

thinking. Starting from particular to more complex ideas, you
execute varied thinking acts that range from lower-order to
higher-order thinking strategies reflected by these research
activities: identifying the topic or problem, gathering data,
making theories, formulating hypotheses, analyzing data,
and drawing conclusions. Cognitively driven terms like
empirical, logical, cyclical, analytical, critical, methodical, and
replicable are the right descriptive words to characterize
research. These powerful modifiers that your previous
research subject, Practical Research 1, explained to a certain
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extent, are the very same terms to characterize any
quantitative research you intend to carry out this time.
The data you work on in research do not come mainly
from yourself but also from other sources of knowledge like
people, books, and artworks, among others. Hence, one
cardinal principle in research is to give acknowledgment to
owners of all sources of knowledge involved in your research
work. Giving credit to people from whom you derived your
data is your way of not only thanking the authors of their
contribution to the field, but also establishing the validity and
reliability of the findings of your research that ought to serve
as instrument for world progress. (Muijs 2011; Ransome
2012)

Methods of Research
To be a researcher is to be a scientist, who must think
logically or systematically; that is, your research activities
must follow a certain order, like doing inductive thinking that
makes you ponder on specific ideas first, then move to more
complex concepts like conclusions or generalizations. Or, do
the opposite of inductive thinking which is deductive
thinking that lets you start from forming generalizations to
examining details about the subject matter. These are not
the only approaches, though, that you can adhere to in
planning your research work. Depending on your topic and
purpose, you are free to choose from several approaches,
methods, and types of research you learned in your previous
research subject, Practical Research 1. (Gray 2011; Sharp
2012)

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Inquiry vis-à-vis Research
One scholarly activity that greatly involves inquiry is
research. Similar to inquiry that starts from what you are
ignorant about, research makes you learn something by
means of a problem-solving technique. Both inquiry and
research encourage you to formulate questions to direct you
to the exact information you want to discover about the
object of your curiosity. Your questions operate like a
scrutiny of a person’s attire to find out what are hidden
between or among the compartments or folded parts of
his/her clothes. Although the core word for both inquiry and
research is investigation or questioning, they are not exactly
the same in all aspects. Research includes more complex
acts of investigation than inquiry because the former follows
a scientific procedure of discovering truths or meanings
about things in this world. (Goodwin 2014; Lapan 2012)

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 Self-Check 1.1

Directions: Explain your understanding of inquiry and

research by answering the following questions.
1. Compare and contrast Inquiry and Research.
2. Which is easier to carry out: Inquiry or Research?
Give reasons for your
answer.
3. How can a researcher be a scientist?
4. What if you do things randomly in research, what will
be the consequences?
5. Should you immediately concern yourself with data
analysis prior to research approach? Why? Why
not?
6. Could Inquiry and Research go together? Explain
your point.
7. What do you think of this line: Inquiry occurs
completely with excessive familiarity with the
physical looks of an object?
8. Do these two words, Inquiry and Research,
somehow indicate strength of
character?
9. Have you had an application of Inquiry and Research
in your day-to-day
life? Explain.
10. Name some institutions or organizations that often
engage themselves in inquiry and research.
Describe their ways of doing it
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 MODULE 1.2

QUANTITATIVE RESEARCH

Learning Objective: After reading this MODULE, you should

be able to:
1. familiarize themselves with vocabulary terms to
clarify things about
quantitative research;
2. communicate with others using the newly learned
vocabulary terms;
3. speculate about quantitative research;
4. define quantitative research accurately;
5. compare and contrast qualitative and quantitative
research based on some
criteria or standards;
6. draw distinctions between a qualitative question from
a quantitative
question;
7. ask questions any quantitative research seeks to
answer; and
8. analyze the power of print media or electronic
devices to trigger off students’
quantitative questioning.
Definition of Quantitative Research
Expressions like numerical forms, objective thinking,
statistical methods, and measurement signal the existence
of quantitative research. One word that reflects the true
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nature of this type of research is numerical. This term,
numerical, is a descriptive word pertaining to or denoting a
number or symbol to express how many, how much, or
what rank things are or have in this world. Expressing
meaning through numerals or a set of symbols indicates
specificity, particularity, or exactness of something.
Quantitative research makes you focus your mind on specific
things by means of statistics that involve collection and study
of numerical data. Thus, to give the basic meaning of
quantitative research is to say that research is a way of making
any phenomenon or any sensory experience clearer or more
meaningful by gathering and examining facts and information
about such person, thing, place, or event appealing to your
senses. You use mathematical operations of addition,
subtraction, division, and multiplication to study and express
relationships between quantities or magnitudes shown by
numbers or symbols. Involving measurements and amounts,
quantitative research seeks to find answers to questions
starting with how many, how much, how long, to what extent,
and the like. Answers to these questions come in numerals,
percentages, and fractions, among others. (Suter 2012; Russell
20.

Characteristics
Since quantitative research uses numbers and figures to
denote a particular thing, this kind of research requires you to
focus your full attention on the object of your study. Doing
this, you tend to exclude your own thoughts and feelings
about the subject or object. This is why quantitative research
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is described as objective research in contrast to qualitative
research that is subjective. Characterized by objectiveness, in
which only the real or factual, not the emotional or cognitive
existence of the object matters greatly to the artist,
quantitative research is analogous to scientific or experimental
thinking. In this case, you just do not identify problems but
theorize, hypothesize, analyze, infer, and create as well.
Quantitative research usually happens in hard sciences like
physics, chemistry, biology, and medicine; qualitative research,
in soft sciences such as humanities, social sciences, education,
and psychology, among others.
Classification
Quantitative research is of two kinds: experimental and
non-experimental. Each of these has sub-types. Falling under
experimental are these specific types: true experimental,
quasi-experimental, single subject, and pre-experimental.
Quasi-experimental comes in several types such as: matched
comparative group, time series, and counterbalanced quasi-
experimental. Non-experimental research, on the other hand,
has these sub-types: survey, historical, observational,
correlational, descriptive, and comparative research.
Importance
The importance of quantitative research lies greatly in the
production of results that should reflect precise measurement
and an in-depth analysis of data. It is also useful in obtaining
an objective understanding of people, things, places, and
events in this world; meaning, attaching accurate or exact
meanings to objects or subjects, rather than inflated
meanings resulting from the researcher’s bias or personal
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attachment to things related to the research. Requiring the
use of reliable measurement instruments or statistical
methods, a quantitative study enables people to study their
surroundings as objective as they can. This kind of research is
likewise an effective method to obtain information about
specified personality traits of a group member or of the group
as a whole as regards the extent of the relationship of their
characteristics and the reason behind the instability of some
people’s characteristics. (Muijs 2011; Gray 2012)
Quantitative vs. Qualitative Research
Having obtained much knowledge about qualitative and
quantitative research, you are now able to compare and
contrast the two based on some standards or criteria
appearing in the following table. (Muijs 2011; Sharp 2012)
Standards Qualitative Quantitative
Mental survey of Results from social Exists in the
reality interactions physical world
Cause-effect Explained by Revealed by
relationships people’s objective automatic
desires descriptions of
circumstances or
conditions
Standards Qualitative Quantitative

Researcher’s Subjective; Objective; least

involvement with the sometimes involvement by
object or subject of personally engaged the researcher
the study
Expression of data, Verbal language Numerals,
data analysis, and (words, visuals, statistics
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findings objects)

Research plan Takes place as the Plans all research

research proceeds aspects before
gradually collecting data
Behavior toward Desires to preserve Control or
research aspects/ the natural setting manipulation of
conditions of research features research
conditions by the
researcher
Obtaining knowledge Multiple methods Scientific method

Purpose Makes social Evaluates

intentions objective sand
understandable examines cause-
effect
relationships
Data-analysis Thematic codal Mathematically
technique ways, competence- based methods
based
Style of expression Personal, lacks Impersonal,
formality scientific, or
systematic
Sampling technique More inclined to Random
purposive sampling sampling as the
or use of chosen most preferred
samples based on
some criteria

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 Self-Check 1.2

Directions: Circle the letter of the correct word to complete

the sentence.
1. You tend to inflate something in a qualitative research
because of
Your____________.
a. objective views c. personal traits
b. teacher’s influence d. mathematical skills
2. This line, “The truth is out there.” is true
for____________.
a. qualitative research c. all research designs
b. quantitative research d. any research type
3. People inclined to doing a quantitative research
wants to discover truth in________________.
a. an exact manner c. an indirect way
b. a careful way d. a personal way

B. Directions: Formulate a quantitative research questions

out of the given qualitative questions.
1. Which of these expressions serves as the favorite of
teenagers nowadays: OMG! My gosh, Oh, yak, Hey,
you! My golly! Oh, my!
2. At which part of PNoy speech did the audience
express their appreciation through rising from their
seats?
3. How did the Miss Universe contestants answer
questions pertaining to
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 climate change?
4. In which country do OFWs love to work?
5. Which social media networking activity is the most
favorable among
Filipino college students?
6. What kind of pick-up lines did the lady Senator utter
in front of the graduates?
7. What stand did the student leaders express about
their school’s new policy on tardiness and absences
of students?
8. What reasons did the senators give about the arrest
of the suspected drug lords?
9. Which shopping mall do people love to spend the
most of their shopping time?
10. What noontime TV program ranks as the most
watched program all over the Philippines?

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 MODULE 1.3

EXPERIMENTAL RESEARCH

Learning Objective: After reading this MODULE, you should

be able to:
1. increase your vocabulary by giving the meanings,
characteristics, and examples of terms used to
explain some concepts about experimental
research;
2. obtain a thorough or an in-depth understanding of
experimental research;
3. justify the link between scientific thinking and
experimental thinking;
4. identify the reasons behind the differences between
experimental research and quasi-experimental
research;
5. sequence the events to take place in any quasi-
experimental research; and
6. synthesize your understanding of experimental
research through a specific
graph or a topical outline.
Definition of Experimental Research
Experimental research is a quantitative research that treats
or deals with the object or subject of the research in a definite
or exact manner and determines the extent of the effects or
influence of the treatment on the object/subject, then
discovers the causes of such effects. Two groups are involved
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in any experimental research: the experimental group, the one
on which the treatment or influence is applied, and the control
group, which does not receive any treatment. The objects or
subjects involved in these types research are chosen randomly
or selected by chance, rather than by the decision of the
researcher.

Classification
Experimental research is categorized into two: true
experimental research and quasi-experimental research. Based
on where the experimental research is done, it is either
laboratory research or field research. Your manner of selecting
the participants indicates whether it is true experimental or
quasi-experimental. The true experimental research absolutely
uses random selection in determining who among the
participants should compose the experimental group or the
control group. The quasi-experimental research adopts a
comparative technique in choosing the subjects.
The experimental group on which the treatment or
condition is applied is not chosen randomly but matched or
compared with another group whom you, the researcher,
believe as having the same characteristics as the experimental
group under treatment. Employing researcher’s influence in
sampling or subject selection, quasi-experimental research
fails to qualify as a genuine experimental research. Hence,
discoveries or findings resulting from this kind of experimental
research are susceptible to doubts. (Sharp 2012; Gray 2013)
Research Design of Non-Experimental Research
Any plan you have about a non-experimental research
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must have the following aspects that take place in a
sequential manner:
1. Specify the problem or topic of your research.
2. Formulate the research problem or hypotheses.
3. Determine the dependent and independent variables.
4. Select the participants or subjects.
5. Decide on the specific type of experimental research;
meaning, whether it will be a true experimental or quasi-
experimental research.
6. Conduct the experiment.
7. Collect, analyze, and interpret the results.
In conducting an experimental research, first, give a
pre-test to examine the initial condition of both groups in
relation to a variable, condition, or factor; second, apply to
the control group a new condition; and third, give the
latter group a post-test to determine the effects or
influence of the treatment or condition applied on them.
There are many ways of letting a variable, factor, or
condition intervene or have an application on the subjects,
and of later determining the effects of such intervention.
Here are some of these methods: (1) treatment
evaluation; and (2) pre-test and post-test of multiple
treatments or conditions. The first one is also called ex
post facto or after the fact; meaning, evaluation comes
after the treatment. Multiple treatment, on the other hand,
makes you apply on the subjects, not just one, but also
varied treatment methods like using books, interview, or
social networking. You resort to this method when you

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 want to discover the extent of student learning by means
of these sources of data. (De Mey 2013; Creswell 2013).

Quasi-Experimental Research
Usually, participants chosen in a quasi-experimental
research are those forming a class that remains as one
group incapable of disintegration. The not randomly
chosen participants are subjected to any of these types of
quasi-experimental research (Muijs 2011):
1. matched comparison – choosing a treatment group
and another group that has similarities with the
treatment group
2. time-series quasi-experimental research – giving
them series of pre-tests and post-tests
3. single-subject quasi-experimental research –
controls treatment and condition applied to just one
individual or a group
In which field of knowledge does a true experimental
research usually take place? People in hard sciences
(Physics, Chemistry, Biology, Pharmacy, and the like) love
to do this kind of research; those in soft sciences
(Psychology, Sociology, Humanities, Literature, Education,
and other subjects falling under Social Sciences) usually do
quasi-experimental research. (Gray 2012; Laursen et al.
2010)

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 Self-Check 1.3
.
A. Directions: INDIVIDUAL WORK. Explain your
understanding about the text by answering the
following questions on the given lines.

1. Compare and contrast the two basic types of

experimental research.

2. Why is an experimental research also called a scientific

method?

3. What is the primary factor in determining whether a

research is true experimental or quasi-
experimental?

4. What are the implications of declaring what is true

by means of a quasi-experimental research?

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5. Which is better between the two types of
experimental research? Justify your choice.

6. How do you know when one is doing a true

experimental or a quasi-experimental research?

7. Do you know somebody who has already done an

experimental research? Describe this person
including how he/she carried out his/her research
work.

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 MODULE 1.4

NON-EXPERIMENTAL RESEARCH

Learning Objective: After reading this MODULE, you should

be able to:
1. increase the number of English words you know;
2. express your world views using newly learned words;
3. familiarize yourself with the nature of non-experimental
research;
4. trace the development of survey research;
5. present a good plan of your survey research;
6. practice honesty and integrity in researching; and
7. conduct a practicable survey research.

Definition of Non-Experimental Research

Non-Experimental research is a way of finding out
truths about a subject by describing the collected data
about such subject and determining their relationships or
connections with one another. Any treatment or condition
is not involved in this type of research. But there is a
measuring of variables here; hence, once you do a non-
experimental research, you deal with both qualitative and
quantitative data. Your desire to discover people’s
thoughts, views, feelings and attitudes about a certain
societal issue, object, place, or event causes you to use
non-experimental research.

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Characteristics
1.It is incapable of establishing cause-effect
relationships; by itself, it is able, if it takes place in
conjunction with other experimental and quasi-
experimental research methods.
2. It involves various ways of data analysis:
➢ Primary – analysis of data collected by the
researcher himself
➢ Secondary – examination of data collected by
other people
➢ Meta-analysis – analysis of data expressed
numerically.
3. It uses research method that applicable to both
quantitative and qualitative data.

4. Assurance of the population or group of people to which

the findings will
be applied to
5. Finalization of the sampling method for selecting the
participants
6. Identification of the method or instrument in collecting
data; that is, whether
it is questionnaire on paper, through phone, via
computer, or face-to-face.

Strengths of Survey Research

Stressing the effectiveness and usefulness of survey
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 research, Schutt (2013) gives the following pluses of
survey research:
1. Versatility. It can tackle any issue affecting society.
2. Efficiency. It is not costly in terms of money and
time, assuming there is
excellent communication or postal system.
3. Generality. It can get a good representation or
sample of a large group of people.
4. Confidentiality. It is capable of safeguarding the
privacy or anonymity of the
respondents.
Here are the weak points of survey research appearing
in several books about this type of quasi-experimental
research:
1. It cannot provide sufficient evidence about the
relationships of variables.
2. It cannot examine the significance of some issues
affecting people’s
social life.
3. It cannot get data reflecting the effects of the
interconnectedness of
environmental features on the research study.
4. It cannot consider man’s naturalistic tendencies as
the basis of human behavior unless his ways or
styles of living are related to his surroundings.
5. It cannot promote interpretive and creative thinking
unless its formation of
ideas result from scientific thinking.
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 6. It cannot have an effective application to all topics
for research.
7. It cannot use a questioning or coding method that
can accurately register
differences among the participants’ responses.
8. It cannot diffuse the main researcher’s abilities to
control and manipulate some factors affecting the
study.
9. It cannot account for real or actual happenings, but
can give ideas on respondents’ views, beliefs,
concepts, and emotions.
Ethical Principles and Rules in Survey Research
You are in a Higher Education Institution called college or
university that always considers academic excellence as its
number one goal. Be academically competent by
producing excellent research paper that will mirror not
only your intellectual abilities but your valuing system as
well. Considering the importance of honesty and integrity
in conducting a research paper, keep in mind the following
ethical principles and rules in producing an honest-to-
goodness research paper ( Ransome 2013; Corti 2014):
1. Respect whatever decision a person has about your
research work for his participation in your study
comes solely from his or her own decision- making
powers.
2. Make sure that your study will be instrumental in
elevating the living conditions of people around you
or in bringing about world progress.

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3. Conduct your research work in a way that the
respondents will be safe from any injury or damage
that may arise from their physical and emotional
involvement in the study.
4. Practice honesty and truthfulness in reporting about
the results of your study.
5. Accept the reality that the nature, kind, and extent
of responses to your questions depend solely on the
dispositions of the respondents.
6. Decide properly which information should go public or
secret.
7. Stick to your promise of safeguarding the secrecy of
some information you obtained from the
respondents.

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 Self-Check 1.4

Directions: INDIVIDUAL WORK. Answer each question

intelligently
1. Describe one doing a survey research.

2. How does a survey research differ from other experimental

research methods?

3. How popular is a survey research? Justify your answer.

4. Account for the historical development of survey research.

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5. Has the history of research affected its present status?

6. How would you describe yourself as a researcher with

integrity?

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 MODULE 1.5

VARIABLES

Definition
Variables are “changing qualities or characteristics” of persons
or things like age, gender, intelligence, ideas, achievements,
confidence, and so on 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. For instance, as
years go by, your age or intelligence increases. But placed in a
situation where you are afflicted with a disease or have no
means of reading or no access to any sources of knowledge,
your intelligence tends to decrease. (Suter 2013, p. 137).
In research, especially in a quantitative research, one
important thing you have to focus on at the start of your study
is to determine the variables involved in your study. Unless you
spend some time pondering on variables in your research, your
work has no chance of attaining its goal. Your research problem
or research topic to which you devote much of your initial
research time finalizing stands great, if it has wordings on the
basic variables involved in your study.
Basic Types
Basically, variables are of two types: independent variables
and dependent variables. Independent variables are those that
cause changes in the subject, while dependent variables are
those that bear or manifest the effects caused by the
independent variables. Hence, in a causal relationship, the
cause comes from the independent variables; the effects, on
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the dependent variables.
In an experimental research, the independent variable as
the condition or treatment applied to the experimental group is
under the control, direction, or manipulation of the researcher
or experimenter. For instance, to determine the positive effects
of one modern grammar theory called SFG (Systemic Functional
Grammar) on IC (Intercultural Competence), you apply this
theory in varied ways like realizing this in a collaborative, oral,
or written activity. In this case, the SFG serves as the
independent variable and the IC as the dependent variable.
Variable Relationships
In a scientific way of studying cause-effect relationships,
these two variables, independent and dependent are part and
parcel of the research because the first one is the cause; the
second, the effect that you can subject to any form of
measurement. However, as you carry out the research, itis
possible that one, two, or more variables or extra variables
crop up to create an impact on the relationship between the
independent and dependent variables. Being extra variables,
they form this other type of variables called extraneous
variables.
For example, in the case of SFG vs. IC, (the first as the
independent variable; the second as the dependent variable)
extraneous variables like age, gender, or personality traits may
suddenly surface to create effects on the relationships of the
two basic variables. Such extraneous variables are called
participant variables if they refer to the moods, emotions, or
intelligence of the subject; situational variables, if they pertain
to nature of the place: smelly, chilly, cold, hot, spacious, and
the like.
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 Other Types of Variables
Extraneous variables are to be controlled by you, the
experimenter. But if they do not give in to your control, they
become confounding variables that can strongly influence your
study. Dealing with these types of variables gives you difficulty
in determining the real cause of changes in the dependent
variables; that is, whether it is due only to the independent
variable or to the combination between the confounding and the
independent variables. The involvement of confounding
variables in the research results in the production of “mixed up,
confusing, or bewildering results.” Involved not within the
research situation but outside the research process, the
extraneous variables exist as “nuisance variables,” whose
potency need to go down to prevent it from affecting the results
negatively. (Suter 2013, p. 137; Thomas 2013; Schreiber 2012).
There are other types of variables which are as follows (Russell
2013; Babbie 2013):

1. Constant – do not undergo any changes during an

experiment
2. Attribute – characteristics of people: intelligence,
creativity, anxiety, learning styles, etc.
3. Covariate – included in the research study to create
interactions with the independent and dependent
variables
4. Continuous – quantitative in nature and is used in
interval or ratio scale of measurement
5. Dichotomous – has only two possible results: one or
zero
1. Latent – cannot be directly observed like personality
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 traits
2. Manifest – can be directly observed to give proofs to
latent variables
3. Exogenous – found outside an identified model
4. Endogenous – found inside; as a part of identified
model

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 Self-Check 1.5
Self-check 5.

Self-check 5.
AE
Self-check 5.

Directions: INDIVIDUAL WORK. Think of your own

research problems then write them on the lines
provided. Underline once the independent variable;
twice, the dependent variable.

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