______, to put in layman statement is something that can change and or can have more than one value. "A ____, as the name implies, is 1” something that varies" It may be weight, height, anxiety levels, income, body temperature, and so on. Each of these properties varies from one person to another and also has different values along a continuum. It could be demographic, physical or social and include religion, income, occupation, temperature, humidity, language, food, fashion, etc. Some ____ can be quite concrete and clear, such as gender, birth order, types of blood group etc while others can be considerably more abstract and vague.

variables

The term ____' has been mentioned several times so that it is necessary to define it here. In research, a _____ refers to a "characteristics that has two or more mutually exclusive values or properties" (Sevilla et. al, 1988). Sex, for instance, has two properties which are maleness and femaleness.

variable

The root word of the word variable is "____" or simply "can change". These variables are among the fundamental concepts of research, alongside with measurement, validity, reliability, cause and effect; and theory.

vary

_____ (1994) defines a variable as something that can take more than one value, and values can be words or numbers.

bernard

A variable specifically refers to characteristics, or attribute of an individual or an organization that can be measured or observed and that varies among the people or organization being studied (_____, 2002).

creswell

_________ - A variable that can take infinite number on the value that can occur within the population. Its values can be divided into fractions. Examples of this type of variable include age, height, and temperature.

continuous variables

_______ - It have values that lie along an evenly dispersed range of numbers. It is a measurement where the difference between two values does have meaning. Examples: a person's net worth (how much money you have when you subtract your debt from your assets), etc. In temperature, this may illustrate as the difference between a temperature of 60 degrees and 50 degrees is the same as difference between 30 degrees and 20 degrees. The interval between values makes sense and can be interpreted.

interval variables

________ - It have values that lie along an evenly dispersed range of numbers when there is absolute zero. It possesses the properties of interval variable and has a clear definition of zero, indication that there is none of that variable. Examples of which are height, weight, and distance. • Most scores stemming from response to survey items are ratio-level values because they typically cannot go below zero. • Temperature measured in degrees Celsius and degrees Fahrenheit is not a ratio variable because 0 under these temperatures scales does not mean no temperature at all.

ratio variables

_________ - This is also known as categorical or classificatory variable. This is any variable that has limited number of distinct values and which cannot be divided into fractions like sex, blood group, and number of children in family.

discrete variables

_______ - It represent categories that cannot be ordered in any particular way. It is a variable with no quantitative value. It has two or more categories but does not imply ordering of cases. Common examples of this variable include eye color, business type, religion, biological sex, political affiliation, basketball fan affiliation, etc. A sub-type of nominal scale with only two categories just like sex is known as dichotomous.

nominal variables

______ - It represent categories that can be ordered from greatest to smallest. This variable has two or more categories which can be ranked. Examples of ordinal variable include: Education level, Income brackets, etc. An illustration of this is, if you asked people if they liked listening to music while studying and they could answer either "NOT VERY MUCH", "MUCH", "VERY MUCH" then you have an ordinal variable. While you can rank them, we cannot place a value to them. In this type, distances between attributes do not have any meaning. For example, you used educational attainment as a variable on survey: you might code elementary school graduates = 1, high graduates = 2, college undergraduate = 3 college graduate = 4. This measure, higher number means greater education. Even though we can rank these from lowest to highest, the spacing between the values may not be the same across the levels of the variables. The distance between 3 and 4 is not the same with the distance between 1 and 2.

ordinal variables

_______ - Those that probably cause, influence, or affect outcomes. They are invariably called treatment, manipulated, antecedent or predictor variables. This is the cause variable or the one responsible for the conditions that act on something else to bring about changes. Example: "A Study is on the Relationship of Study Habits and Academic Performance of UNHS Senior High School Students" . STUDY HABITS is the independent variable because it influenced the outcome or the performance of the students.

independent variables

______ - those that depend on the independent variables; they are the outcomes or results of the influence of the independent variable. That is why it is also called outcome variable. Example: "A Study is on the Relationship of Study Habits and Academic Performance of UNHS Senior High School Students. ACADEMIC PERFORMANCE is the dependent variable because it is depending on the study habits of the students; if the students change their study habit the

dependent variables

_______ - Variables that "stand between" the independent and dependent variables, and they show the effects of the independent variable on the dependent variable. Example: Consider the given below. Even if farm production is good, if the attitude towards payment is negative, loan repayment would be low, whereas, if the attitude towards repayment is positive or favorable, loan repayment would be high.

intervening or meddling variables

_______ - A special types of independent variables that are measured in the study because they potentially influence the dependent variable. Researchers use statistical procedures (e.g. analysis of covariance) to control these variables. They may be demographic or personal variables that need to be "controlled" so that the true influence of the independent variable on the dependent variable can be determined

control variables

______ - Variables that are not actually measured or observed in a study. They exist but their influence cannot be directly detected in a study. Researchers comment on the influence of confounding variables after the study has been completed, because these variables may have operated to explain the relationship between the independent variables and dependent variable, but they were not or could not be easily assessed.

confounding variables