PRACTICAL RESEARCH 2

WHAT IS VARIABLE?
* A variable is any characteristic, number, or quantity that can be measured or
observed and that can vary or change from one person, group, or situation to
another.
* It is also defined as anything that has a quantity or quality that varies.
* According to Creswell (2002) as cited by Prieto, et al. a variable specifically
refers to a characteristic, or attribute of an individual or an organization that
can be measured or observed and that varies among the people or organization being
studied.

LEVEL OF MEASUREMENTS

NOMINAL
ORDINAL
INTERVAL
RATIO

NOMINAL
* Categorizing data into distinct groups without implying any order or ranking.
* These are names, labels, or categories used to identify or classify items.
* Example:
Male, Female, Prefer not to say
Used in student profiles or classroom demographics
Gender
* Example:
ABM, HUMSS, GAS, TVL
For analyzing enrollment trends in Senior High School
Strand
* Example:
District I, District II, Yeban Sur, Maluno Norte
Used for identifying areas with low school attendance
Barangay of Residence
* 📈 Appropriate Statistical Tools:
Frequency, percentage
Mode
Chi-square tests
* What is the distribution of preferred learning modalities among Grade 12 students
in Benito Soliven National High School?

ORDINAL
* Ordinal level refers to data that can be arranged in a specific order, but
differences between ranks are not measurable or equal.
* Often used for ranking or rating.
* Example:
With Highest Honors
High Honors
Honors
Used during moving-up and graduation ceremonies
Academic Awards
* Example:
Very Satisfied to Very Dissatisfied
For feedback on school services (canteen, library)
Satisfaction Ratings
* Example:
Always, Often, Sometimes, Rarely
For evaluating student involvement in activities
Participation Level
* 📈 Appropriate Statistical Tools:
Median
Percentiles
Spearman’s rank correlation
* What is the satisfaction level of students regarding the school’s feeding
program?

INTERVAL
* The interval level includes ordered categories with known and equal intervals
between them, but there is no true zero point.
* Often used for ranking or rating.
* Example:
NAT scores
Used to compare academic performance across grade levels
Standardized Test Scores
* Example:
From guidance tests
Used for psychological profiling (with consent)
IQ Scores
* 📈 Appropriate Statistical Tools:
Mean, median, standard deviation
t-tests, ANOVA
Pearson correlation
* Is there a significant difference in the average NAT scores of students in
different learning modalities?

RATIO
* Ratio level includes all the features of interval level, plus a true zero point,
allowing for all arithmetic operations including ratios (e.g., twice, half).
* Absolute zero means the complete absence of the variable
* Example:
e.g., 16 years old
Collected during enrollment for student profiling
Age
* Example:
₱0 to ₱200+
For research on economic factors affecting learning
Daily Allowance
* Example:
0%–100%
Mastery of learning competencies in subjects
Final Grade
* 📈 Appropriate Statistical Tools:
All arithmetic operations (mean, median, ratio)
Regression analysis
t-test, ANOVA, correlation
* Is there a correlation between the number of hours students spend studying and
their final grades in Science?

TYPES OF VARIABLES IN RESEARCH

INDEPENDENT VARIABLE (IV)

* The variable you manipulate or categorize to observe its effect on another
variable. It is considered the "cause" in a cause-effect relationship.
* This is what the researcher changes or controls in the study.
* EXAMPLE:
A teacher at Benito Soliven National High School wants to study whether using
interactive science videos affects students’ academic performance in Grade 10
Biology.
DEPENDENT VARIABLE (DV)
* The outcome or the effect observed and measured in a study. It depends on the
independent variable.
* This is what the researcher measures.
* EXAMPLE:
A teacher at Benito Soliven National High School wants to study whether using
interactive science videos affects students’ academic performance in Grade 10
Biology.

INTERVENING VARIABLE (MV)

* Explains how or why the independent variable affects the dependent variable. It
serves as a link in the cause-effect chain.
* It's what happens in between the cause and effect.
Is there always an intervening variable in research?
❓
* Intervening variables are ONLY included when the researcher/s suspects or wants
TO EXPLORE what explains the relationship between the independent variable and the
dependent variable.

Does school feeding improve academic performance?

Nutrition level or student concentration
Researchers focus only on the independent and dependent variables.
❌ When Intervening Variables Are Not Needed
The Effect of Study Time on Science Test Scores

CONTROL VARIABLE
* The factors kept constant or accounted for to ensure they do not affect the
outcome of the study.
* These are things the researcher tries to keep the same for all participants.
* EXAMPLE:
A teacher at Benito Soliven National High School wants to study whether using
interactive science videos affects students’ academic performance in Grade 10
Biology.
To ensure fairness, the teacher gives the same test, the same teaching duration,
and conducts the lesson in the same classroom conditions.

The Effect of Using Kahoot! Quizzes on the Science Performance of Grade 10 Students
at Benito Soliven National High School

2. The Influence of Parental Support on the Study Habits of Grade 11 Students

3. The Relationship Between Classroom Ventilation and Student Concentration During

the Hot Season

4. The Effect of Study Time on the Mathematics Grades of Grade 8 Students at Benito
Soliven National High School

SIGNIFICANT OF THE STUDY

-Start with a general overview

-Briefly state what your study is about and what it tries to achieve.
-Start with a general overview
Example:
This study investigates the relationship between study habits and academic
performance of senior high school students. In the current educational landscape,
academic performance is often used as a primary measure of student success.
However, less attention is given to how students' day-to-day learning behaviors—
such as their study habits—affect academic outcomes.
Statement of Purpose (Why the Study is Being Conducted)

Clearly state what your study aims to do and what gap it is trying to fill.

Statement of Purpose (Why the Study is Being Conducted)

Example:
This study aims to identify how specific study habits such as time management,
concentration, and learning strategies influence the academic performance of
students. It also seeks to provide data-driven insights that can be used to enhance
teaching and learning strategies.

Identification of Beneficiaries
-List the specific individuals or groups who will benefit from the findings of your
study.
-Explanation of the Benefits for Each Group

For each beneficiary, explain how they will benefit from the research. Write in
logical order—starting from the direct participants (like students) to wider
stakeholders (like administrators, parents, future researchers).

Students: gain self-awareness, improve learning...

Teachers: improve instructional practices...
School Administrators: policy and program decisions...
Parents: understand and support learning at home...
Curriculum Developers: create relevant materials...
Future Researchers: build on your work...

Closing Statement (Broader Impact or Future Use)

End with a sentence that emphasizes the broader importance or future relevance of
the study.
Example:
The results of this research may contribute to a better understanding of
student learning behavior and serve as a foundation for developing more effective
academic support systems in public schools.

Remember to write Specific, Measurable, Attainable, Relevant, and Timely benefits.

The benefits and beneficiaries that you will write here will be the ones to receive
your Recommendations in Chapter 5 after the conduct of your study.
So think thoroughly, or it could backfire in the future.

SCOPE AND DELIMITATION OF THE STUDY

Scope

The scope is about what your study covers.

👉 It answers the question: "What is included in my study?"
You explain:
Who are your participants?
Where and when is your study conducted?
What topic or variables are being studied?

Delimitation

It is about what your study does NOT cover, or what is outside your study’s focus,
by your own decision.
👉 It answers: "What are the limits or boundaries of my study, and why did I choose
them?"
You explain:
What you did not include (and why)
The choices you made to keep your study manageable and focused

This study aims to determine the relationship between study habits and the academic
performance of Grade 12 students at Benito Soliven National High School during the
first semester of School Year 2025–2026. The study focuses on four aspects of study
habits: time management, note-taking, reading strategies, and concentration. The
participants include selected Grade 12 students from the HUMSS, ABM, and STEM
strands.

The study is limited to senior high school students and does not include learners
from Junior High School or other schools. It also excludes other possible factors
that affect academic performance, such as home environment, peer influence, or
teacher-related factors. These aspects were not included to keep the study focused
and achievable within the time frame and resources available.