Concepts, Variables, Indicators and Measurements

Methods of ResearchLesson 4: Concepts, Variables, Indicators and Measurement

Dr. Racidon P. Bernarte

Important consideration in formulating a research problem:

• The use of concepts• The construction of hypotheses

Nature of Concepts

• Highly subjective as their understanding varies from person to person• “This food is excellent”• “I Think the show is wonderful”• “The guidance counselling is effective”• We are providing a quality of education to our

students”

• Mental images or perceptions that summarizes similar ideas, observations or feeling.

• Their meanings vary remarkably from individual to individual.• Beauty• Rich• Excellence • Education

Nature of Concepts

Nature of Concepts

• Concepts may not be measurable; it should be operationalized in measurable terms so that extent of variation in respondent’s understanding is reduced if not eliminated

• Social sciences often use concepts that are more abstract and therefore the standardization in measurement varies or there is little agreement (e.g. social class, development, poverty, etc.)

Concepts: Applied vs. Social Science

•Normal (?) science deals with concepts that are well defined and to great extent standardized measures (e.g. speed, distance, volume, weight, size, etc.)

• Thus, our goal is that our measurements of the different concepts are valid or match as much as possible the “real” world

Variable

• An image, perception or concept that is capable of measurement—hence capable of taking on different values.

• A Concept that can be measured.• Something that varies.• A symbol which numerical or values are attached.• Characteristic or phenomenon that may take on

different values; variables must vary!

Gender

Female Male

Variable

Attribute Attribute

Concepts and Variables

• Concepts are mental images or perceptions and therefore their meanings vary remarkably from individual to individual.

• Variables are measurable concepts with varying degree of accuracy.

• Measurability is the main difference between concept and variable.

• It is important for the concepts to be converted into variables as they can be subjected to measurement.• Operationalize—how it will be measured• Identifying indicators—a set of criteria reflective

of the concept—which can be converted into variables



Concepts Indicators Variables

© Research Methodology, Third Edition by Ranjit Kumar (2011, SAGE)

Types of Variables

• Independent Variable —the cause to be responsible for bringing about change in a phenomenon or situation.• Is the major variable you hope to investigate.• It is the variable which is selected, manipulated,

and measured by the researcher.

Types of Variables

• Dependent Variable —the outcome of the change brought about by introduction of an independent variable• The variable that you observed and measured

to determine the effect of independent variable

Types of Variables

• Extraneous Variable —several other factors operating in a real-life situation may affect changes in the dependent variable.• EV not measured in the study, may increase or

decrease the magnitude or strength of the relationship between IV and DV.

Types of Variables

• Intervening Variable —sometimes called the confounding variable. Links the IV and DV.• In certain situations, the relationship between

an IV and DV cannot be established without the intervention of another variable.

Types of Variables


Types of Variables


Example

Scales of Measurement

Measurement is the process of assigning numbers to objects or observations; It is a form of quantification expressed in numbers.

Scales define the type categories we use in measurement and the selection of a scale has direct impact on our ability to describe relationships between variables.


The Nominal Scale

• simply represents qualitative difference in the variable measured

• can only tell us that a difference exists without the possibility telling the direction or magnitude of the difference

• e.g. majors in college, race, gender, occupation


The Ordinal Scale

• the categories that make up an ordinal scale form an ordered sequence

• can tell us the direction of the difference but not the magnitude

• e.g. coffee cup sizes, socioeconomic class, T-shirt sizes, food preferences


The Interval Scale

• categories on an interval scale are organized sequentially, and all categories are the same size

•we can determine the direction and the magnitude of a difference

•May have an arbitrary zero (convenient point of reference)

• e.g. temperature in Fahrenheit, time in seconds


The Ratio Scale

• consists of equal, ordered categories anchored by a zero point that is not arbitrary but meaningful (representing absence of a variable

• allows us to determine the direction, the magnitude, and the ratio of the difference

• e.g. reaction time, number of errors on a test

Levels of Measurement

Knowing the level of measurement helps you decide how to interpret the

data from that variable.

Knowing the level of measurement helps you decide what statistical

analysis is appropriate on the values that were assigned.

It's important to recognize that there is a hierarchy implied in the level of

measurement idea.

Important consideration in formulating a research problem:

• The use of concepts• The construction of hypotheses

Hypothesis

• A conjectural statement of the relationship between two or more variables.

• A proposition, condition or principle which is assumed, perhaps without belief in order to draw out its logical consequences and by this method to test its accord with facts which are known or maybe determined.

• A proposition that is stated in testable form and that predicts a particular relationship between two or more variables.

• Is written in such a way that it can be proven or disproven by valid and reliable data.

Hypothesis

• A tentative answer to the research question.

• It is haunch.

• A possible explanation for a cause.

• It may be proved to be correct and in correct.

1. It is a tentative proposition

2. Its validity is unknown

3. It specifies a relationship between two or more variables

Functions of Hypothesis

• The formulation of the hypothesis provide a study with focus. It tells you what specific aspects of a research problem to investigate.

• A hypothesis tells you that data to collect and what not to collect, thereby providing focus.

• As it provides a focus, the construction of a hypothesis enhances objectivity in a study.

• A hypothesis may enable you to add to the formulation of theory. It enables you to specifically conclude what is true or what is false.

Process of Testing Hypothesis

Characteristics of a Hypothesis

• A hypothesis should be simple, specific and conceptually clear

Example:

The average age of the male students in this class is higher than that of the female students

Characteristics of a Hypothesis

• A hypothesis should be capable of verification.

• A hypothesis should be related to the existing body of knowledge .

• A hypothesis should be operationalisable.

Types of Hypothesis

• The hypothesis the researcher wants to test is called

the alternative hypothesis H1.

• The opposite of the alternative hypothesis is the null

hypothesis H0 (the status quo)(no difference between

the sample and the population, or between samples).

• The objective is to DISPROVE the null hypothesis.

Types of Hypothesis

End!Thank you

Lesson 4: Concepts, Variables, Indicators and Measurement


Mind Exercise Lesson 4: Concepts, Variables, Indicators and Measurement


Students of different ages were given the same jigsaw puzzle to

put together. They were timed to see how long it took to finish the

puzzle.

Identify the major variables

What was the independent variable?

•Ages of the students

•Different ages were tested by the scientist

What was the dependent variable?

•The time it to put the puzzle together

•The time was observed and measured by the scientist

What was a controlled variable?

•Same puzzle•All of the participants were tested with the

same puzzle.• It would not have been a fair test if some had

an easy 30 piece puzzle and some had a harder 500 piece puzzle.

An investigation was done with an electromagnetic system made from a battery and

wire wrapped around a nail. Different sizes of nails were used. The number of paper clips the

electromagnet could pick up was measured.


Independent variable:

•Sizes of nails

•These were changed by the scientist

Dependent variable:

•Number of paper clips picked up

•The number of paper clips observed and counted (measured)

Controlled variables:

•Battery, wire, type of nail

•None of these items were changed

The higher the temperature of water,

the faster an egg will boil.


•Independent variable – temperature of water

•Dependent variable – time to cook an egg

•Controlled variable – type of egg

The temperature of water was measured at different

depths of a pond.


• Independent variable – depth of the water

•Dependent variable – temperature

•Controlled variable – thermometer

Assignment Lesson 4: Concepts, Variables, Indicators and Measurement


Based on your identify possible research topics, identify the major variables and the measurement scale to be used. Formulate hypothesis.

Research

Problem

Independent

Variable

Controlled

Variable

Dependent

Variable

Scale of

Measurement

Concepts, Variables, Indicators and Measurements

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