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Variables <3><3><3

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Jecia Vianey Gutierrez Lopez
Jecia Vianey Gutierrez Lopez

This document discusses variables in research and how they relate to one another. It defines a variable as something that can differ over time or among individuals, like proficiency in Spanish. Variables represent underlying human characteristics or abilities and are operationalized to define them concretely. There are five main types of variables: dependent, independent, moderator, control, and intervening. The relationships between these variables are important to understand how a study is designed. Researchers must clearly define and justify the variables and relationships they propose.

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Jecia Vianey Gutièrrez ò
THE PERTINENCE IN KNOWLEDGE Important How caveats variables fit into the research? What are variables The relationship amog variables Different types of variables
How variables fit into the research? A variables is something that may vary or differ. For instances, proficiency in Spanish can be considered as a variables because it may change over time or differ among individuals. As a tentative definition for statistical research in our field, we will view variables as human characteristics or abilities that differ over time or among individuals. Most variables that differ over time also vary among individuals, but the reverse is not necessarily true. Consider, for instance, sex (a variable that is often considered in studies). Certainly, there are observable and interesting differences among individuals on this variable. Variables versus constructs It is important to distinguish variables from the nderlying constructs that they represent. Both variables and construct vary over time or among individuals. However, a variable is essentially what we can observe or qualify of the human characteristics or abilities involved, whereas a construct is the actual characteristic or abilities that it represents in human beings.
Operationalization The operationalization of variables is a researcher’s chance to explain how each variable is being defined with respect to the construction in questions. Such an operational definition should take a variable out of the realm of theory and plan it squarely in concrete reality. Basically, it must be a definition that is based on observable, testable, or quantifiable characteristics. Moreover, an operational definition must be unique, or exclusive; the definition must not also fit other possible constructs. It is the reader’s responsibility to make sure that the variable, as operationalized, makes sence – that it logically represents the construct involved. To this end, several questions might be posed: 1. Is the construct labeled with sufficient precision? 2. Does the operational definition of the variables adequately describe the characteristics of the construct in questions? 3. Could the definition describe any other constructs?
In addition to knowing how constructs are Different types of operationalized as variables, it is important to variables understand how much variables are classified and, indeed, manipulated by researchers in their quest to improve our understanding of what goes on in the lenguage classroom. To that end, let us turn to the five different classifications of variables within statistical language studies: dependent, independent, moderator, control, and intervening variables. These five types of variables are distinguished primarily by the relationships that the researchers hypothesizes to exist among them: • Dependent variables • Independent variables • Moderator variables • Control variables • Intervening variables
The relationship among variables
General relationship One attempt to express the relationship between the varios types of variables is found in the model shown. In looking at this figure, recall that there are five types of variables and that the researcher determines which variable fall into each chategory when designing the study. Note also that all five types may be included in all studies and that there are maybe more than one variable of each type that is included.
Variables <3><3><3
• Important caveats Important caveats You should now have a good sense of how the five types of variables are defined, how they interrelate, and how to identify them in a study. But is it clear why they are important? The variables are assigned and they way they interrelate are mostly in the hands of the researcher. That, along with the basic fallibility of researchers as human beings, place great responsibility to try to ferret out the variables in a study. Are they clearly identify? If so, do they make sense in the chategories in which they are placed? Are they clearly thought out? Do they logically represent the underlying constructs of interest?. You should evalute the investigator’s use of labels for the variables involved. Are they appropriate? Are they sensible? Are they too broad? The relationship between variables must make sense. It is possible to distinguish which type is which? Do the variables fit together properly in these relationships? And do you agree with the relationships that the author has chosen to set up? It is agood idea to ask yourself wheter the uthor has included all the variables that are important to the investigation involved and none that are extraneous.
Variables <3><3><3
Thinkers on Educations - EDGAR MORIN “Learning about the world as world has become a vital and intellectual necessity.”
THANK YOU FOR YOUR ATTENTION

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Variables <3><3><3

  • 2. THE PERTINENCE IN KNOWLEDGE Important How caveats variables fit into the research? What are variables The relationship amog variables Different types of variables
  • 3. How variables fit into the research? A variables is something that may vary or differ. For instances, proficiency in Spanish can be considered as a variables because it may change over time or differ among individuals. As a tentative definition for statistical research in our field, we will view variables as human characteristics or abilities that differ over time or among individuals. Most variables that differ over time also vary among individuals, but the reverse is not necessarily true. Consider, for instance, sex (a variable that is often considered in studies). Certainly, there are observable and interesting differences among individuals on this variable. Variables versus constructs It is important to distinguish variables from the nderlying constructs that they represent. Both variables and construct vary over time or among individuals. However, a variable is essentially what we can observe or qualify of the human characteristics or abilities involved, whereas a construct is the actual characteristic or abilities that it represents in human beings.
  • 4. Operationalization The operationalization of variables is a researcher’s chance to explain how each variable is being defined with respect to the construction in questions. Such an operational definition should take a variable out of the realm of theory and plan it squarely in concrete reality. Basically, it must be a definition that is based on observable, testable, or quantifiable characteristics. Moreover, an operational definition must be unique, or exclusive; the definition must not also fit other possible constructs. It is the reader’s responsibility to make sure that the variable, as operationalized, makes sence – that it logically represents the construct involved. To this end, several questions might be posed: 1. Is the construct labeled with sufficient precision? 2. Does the operational definition of the variables adequately describe the characteristics of the construct in questions? 3. Could the definition describe any other constructs?
  • 5. In addition to knowing how constructs are Different types of operationalized as variables, it is important to variables understand how much variables are classified and, indeed, manipulated by researchers in their quest to improve our understanding of what goes on in the lenguage classroom. To that end, let us turn to the five different classifications of variables within statistical language studies: dependent, independent, moderator, control, and intervening variables. These five types of variables are distinguished primarily by the relationships that the researchers hypothesizes to exist among them: • Dependent variables • Independent variables • Moderator variables • Control variables • Intervening variables
  • 7. General relationship One attempt to express the relationship between the varios types of variables is found in the model shown. In looking at this figure, recall that there are five types of variables and that the researcher determines which variable fall into each chategory when designing the study. Note also that all five types may be included in all studies and that there are maybe more than one variable of each type that is included.
  • 9. • Important caveats Important caveats You should now have a good sense of how the five types of variables are defined, how they interrelate, and how to identify them in a study. But is it clear why they are important? The variables are assigned and they way they interrelate are mostly in the hands of the researcher. That, along with the basic fallibility of researchers as human beings, place great responsibility to try to ferret out the variables in a study. Are they clearly identify? If so, do they make sense in the chategories in which they are placed? Are they clearly thought out? Do they logically represent the underlying constructs of interest?. You should evalute the investigator’s use of labels for the variables involved. Are they appropriate? Are they sensible? Are they too broad? The relationship between variables must make sense. It is possible to distinguish which type is which? Do the variables fit together properly in these relationships? And do you agree with the relationships that the author has chosen to set up? It is agood idea to ask yourself wheter the uthor has included all the variables that are important to the investigation involved and none that are extraneous.
  • 11. Thinkers on Educations - EDGAR MORIN “Learning about the world as world has become a vital and intellectual necessity.”
  • 12. THANK YOU FOR YOUR ATTENTION