Research Problem. objectives and its bac

The research problem, objectives and its background

1. Part III. The Research Problem , Objectives and Its Background 6. The Research Objectives 7. Major Classifications 8. Good Research Objectives 9. The Theoretical and the Conceptual Framework 10. Characteristics of Variables 11. Types of Variables 12. Classification of variables

2. The Research Objectives Research objectives describe what your research is trying to achieve and explain why you are pursuing it. They summarize the approach and purpose of your project and help to focus your research. Your objectives should appear in the introduction of your research paper, at the end of your problem statement. They should: Establish the scope and depth of your project Contribute to your research design Indicate how your project will contribute to existing knowledge

3. A distinction is often made between research objectives and research aims.

4. Research Objectives Vs Research Aims Research aim and research objectives are fundamental constituents of any study, fitting together like two pieces of the same puzzle. The ‘research aim’ describes the overarching goal or purpose of the study (Kumar, 2019). This is usually a broad, high-level purpose statement, summing up the central question that the research intends to answer. Example of an Overarching Research Aim: “The aim of this study is to explore the impact of climate change on crop productivity.” 

5. Research Objectives Vs Research Aims Comparatively, ‘research objectives’ are concrete goals that underpin the research aim, providing stepwise actions to achieve the aim. Objectives break the primary aim into manageable, focused pieces, and are usually characterized as being more specific, measurable, achievable, relevant, and time-bound (SMART). Examples of Specific Research Objectives: 1. “To examine the effects of rising temperatures on the yield of rice crops during the upcoming growth season.” 2. “To assess changes in rainfall patterns in major agricultural regions over the first decade of the twenty-first century (2000-2010).” 3. “To analyze the impact of changing weather patterns on crop diseases within the same timeframe.”

6. How To Write Research Objectives Once you’ve established a research problem you want to address, you need to decide how you will address it. This is where your research aim and objectives come in. The acronym “SMART” is commonly used in relation to research objectives. It states that your objectives should be: SMART is an acronym standing for Specific, Measurable, Achievable, Relevant, and Time-bound. It provides a clear method of defining solid research objectives and helps students know where to start in writing their objectives (Locke & Latham, 2013). Each element of this acronym adds a distinct dimension to the framework, aiding in the creation of comprehensive, well-delineated objectives.

7. Here is each step:  Specific :  We need to avoid ambiguity in our objectives. They need to be clear and precise (Doran, 1981). For instance, rather than stating the objective as “to study the effects of social media,” a more focused detail would be “to examine the effects of social media use (Facebook, Instagram, and Twitter) on the academic performance of college students.” Measurable:  The measurable attribute provides a clear criterion to determine if the objective has been met (Locke & Latham, 2013). A quantifiable element, such as a percentage or a number, adds a measurable quality. For example, “to increase response rate to the annual customer survey by 10%,” makes it easier to ascertain achievement.

8. Here is each step: Achievable:  The achievable aspect encourages researchers to craft r ealistic objectives, resembling a self-check mechanism to ensure the objectives align with the scope and resources at disposal (Doran, 1981). For example, “to interview 25 participants selected randomly from a population of 100” is an attainable objective as long as the researcher has access to these participants. Relevance:  Relevance, the fourth element, compels the researcher to tailor the objectives in alignment with overarching goals of the study (Locke & Latham, 2013). This is extremely important – each objective must help you meet your overall one-sentence ‘aim’ in your study.

9. Here is each step: Time-Bound:  Lastly, the time-bound element fosters a sense of urgency and prioritization, preventing procrastination and enhancing productivity (Doran, 1981). “To analyze the effect of laptop use in lectures on student engagement over the course of two semesters this year” expresses a clear deadline, thus serving as a motivator for timely completion.

10. Research Objectives Examples 1. Field: Psychology Aim: To explore the impact of sleep deprivation on cognitive performance in college students. Objective 1: To compare cognitive test scores of students with less than six hours of sleep and those with 8 or more hours of sleep. Objective 2: To investigate the relationship between class grades and reported sleep duration. Objective 3: To survey student perceptions and experiences on how sleep deprivation affects their cognitive capabilities.

11. Research Objectives Examples 2 . Field: Technology Aim: To investigate the influence of using social media on productivity in the workplace. Objective 1: To measure the amount of time spent on social media during work hours. Objective 2: To evaluate the perceived impact of social media use on task completion and work efficiency. Objective 3: To explore whether company policies on social media usage correlate with different patterns of productivity.

12. Research Objectives Examples 3 . Field: Education Aim: To examine the effectiveness of online vs traditional face-to-face learning on student engagement and achievement. Objective 1: To compare student grades between the groups exposed to online and traditional face-to-face learning. Objective 2: To assess student engagement levels in both learning environments. Objective 3: To collate student perceptions and preferences regarding both learning methods.

13. Research Objectives Examples 4 . Field: Economics Aim: To evaluate the effects of minimum wage increases on small businesses. Objective 1: To analyze cost structures, pricing changes, and profitability of small businesses before and after minimum wage increases. Objective 2: To survey small business owners on the strategies they employ to navigate minimum wage increases. Objective 3: To examine employment trends in small businesses in response to wage increase legislation.

14. The Importance Of Research Objectives T he importance of research objectives cannot be overstated. In essence, these guideposts articulate what the researcher aims to discover, understand, or examine (Kothari, 2014). When drafting research objectives, it’s essential to make them simple and comprehensible, specific to the point of being quantifiable where possible, achievable in a practical sense, relevant to the chosen research question, and time-constrained to ensure efficient progress (Kumar, 2019).  Remember that a good research objective is integral to the success of your project, offering a clear path forward for setting out a research design, and serving as the bedrock of your study plan. Each objective must distinctly address a different dimension of your research question or problem (Kothari, 2014). Always bear in mind that the ultimate purpose of your research objectives is to succinctly encapsulate your aims in the clearest way possible, facilitating a coherent, comprehensive and rational approach to your planned study, and furnishing a scientific roadmap for your journey into the depths of knowledge and research (Kumar, 2019).

15. Classification of Research Research could be classified into various categories based on the subject matter, research methods, source of data to be used, types of data to be used, objective of the research, purpose of the research, scope of the research etc. 01. Classification based on the source of data 02. Classification based on data analysis 03. Classification based of purpose 04. Classification based of the objective 05. Classification based on the scope of research 06. Classification based on application of research 07. Classification based on target 08. Classification based on the researchers

16. 01. Classification based on the source of data: i. Primary Research : is defined as factual, firsthand study written by a person who was part of the study. The methods vary on how researchers run an experiment or study, but it typically follows the scientific method. In other words primary research is the original research. i i . Secondary Research: defined as an analysis and interpretation of primary research. The method of writing secondary research is to collect primary research that is relevant to a writing topic and interpret what the primary research found. For instance, secondary research often takes the form of the results from two or more primary research articles and explains what the two separate findings are telling us. In other words secondary research is conducted to explain or refer or come up a concluding decision by explain a primary research.

17. 02. Classification based on data analysis: i. Qualitative Research : primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. It provides insights into the problem or helps to develop ideas or hypotheses for potential quantitative research. Qualitative Research is also used to uncover trends in thought and opinions, and dive deeper into the problem. i i . Quantitative Research: is used to quantify the problem by way of generating numerical data or data that can be transformed into useable statistics. It is used to quantify attitudes, opinions, behaviors, and other defined variables – and generalize results from a larger sample population. Quantitative Research uses measurable data to formulate facts and uncover patterns in research. Quantitative data collection methods are much more structured than Qualitative data collection methods. 

18. 03. Classification based of purpose: i.  Theoretical Research: A non-empirical approach to research, this usually involves perusal of mostly published works like researching through archives of public libraries, court rooms and published academic journals. In other words we could state that, a theoretical research is research driven by curiosity or interest in a scientific question. The main motivation is to expand man’s knowledge, not to create or invent something. i i . Applied Research: The practical approach consists of the empirical (based on testing or experience) study of the topic under research and chiefly consists of hands on approach. This involves first hand research in the form of questionnaires, surveys, interviews, observations and discussion groups. In other form we could describe that, an applied research is designed to solve practical problems of the modern world. 

19. 04. Classification based of the objective: i.   Exploratory Research: Research conducted for formulating a problem for more clear investigation is known as exploratory research. The primary objective of exploratory research is to explore a problem to provide insights into and comprehension for more precise investigation. It focuses on the discovery of ideas and thoughts. The exploratory research design is suitable for studies which are flexible enough to provide an opportunity for considering all the aspects of the problem. i i . Descriptive Research: Research that explore and explains an individual, group or a situation, is known as descriptive or concluding research. It is concerned with describing the characteristics of a particular individual or group. It includes research related to specific predictions, features or functions of person or group, the narration of facts, etc.

20. 05. Classification based on the scope of research: i.   Diagnostic Study: refers to studies that aim to quantify a test’s added contribution beyond test results readily available to the physician in determining the presence or absence of a particular disease. i i . Evaluation Study: the systematic acquisition and assessment of information to provide useful feedback about the outcome of a project or intervention.

21. 06. Classification based on application of research: i.   Action Research: is either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. It is conducted to find solutions to problems in a specific context. i i . Educational Research: refers to a variety of methods, in which individuals evaluate different aspects of education including: "student learning, teaching methods, teacher training, and classroom dynamics". It is conducted to develop and test educational theory and derive generalizations.

22. 07. Classification based on target: i.  Problem Oriented Research: Research conducted by the apex private sector institutions / development agencies to identify development barriers of any particular sector is known as problem oriented research. i i . Problem Solving Research: esearch conducted by individual organization to solve a problem faced by it is known as problem solving research.

23. 08. Classification based on the researchers: i.  Collaborative Research: Research conducted with cross faculty / cross disciplinary issues is known as collaborative research. This type of research team generally includes more than one academic faculties / disciplines to get the study done. Biomedical physics could be an example of such research field. i i . Practitioner Research: addresses the investigator, the setting and the purpose. The investigator is the practitioner, in workplace settings ranging from hospitals, to schools and communities. The general purpose is to better align the practitioner’s purpose with their actions. There are those who argue that practitioner research stems from a larger social justice movement within qualitative research. Even when social justice is not the sole motivating principle, an underlying commonality of purpose is the desire to improve upon and develop deeper insights into one’s practice. Practitioner research by its nature offers practitioners a voice in the research conversation. 

24. Other types of research include the followings: i.  Experimental Research ii. Ex Post Facto Research iii.         Comparative Research iv.         Historical Research v.         Ethnographic Research vi.         Correlational Research vii.         Grounded Theory Research viii.         Phenomenological Research ix.         Explanatory Research x.         Predictive Research

25. LET US PRAY! LET US PUT OUR SELF IN THE HOLY PRESENCE OF GOD

26. Part III. The Research Problem , Objectives and Its Background The Theoretical and the Conceptual Framework Characteristics of Variables Types of Variables Classification of variables

27. The Theoretical and the Conceptual Framework Theoretical framework refers to a set of concepts, theories, ideas, and assumptions that serve as a foundation for understanding a particular phenomenon or problem. In research, a theoretical framework explains the relationship between various variables, identifies gaps in existing knowledge, and guides the development of research questions, hypotheses, and methodologies.

28. Theoretical framework it’s usually presented fairly early within the  literature review section of a dissertation, thesis or research paper. The word “literature review” can refer to two related things that are part of the broader literature review process. sourcing and reading actual chapter

29. Components of Theoretical Framework Concepts Variables Assumptions Propositions Hypotheses Constructs Models

30. Components of Theoretical Framework Concepts Variables Assumptions Propositions Hypotheses Constructs Models The basic building blocks of a theoretical framework. Concepts are abstract ideas or generalizations that represent objects, events, or phenomena.

31. Components of Theoretical Framework Concepts Variables Assumptions Propositions Hypotheses Constructs Models These are measurable and observable aspects of a concept.

32. Components of Theoretical Framework Concepts Variables Assumptions Propositions Hypotheses Constructs Models These are beliefs or statements that are taken for granted and are not tested in a study.

33. Components of Theoretical Framework Concepts Variables Assumptions Propositions Hypotheses Constructs Models These are statements that explain the relationships between concepts and variables in a theoretical framework.

34. Components of Theoretical Framework Concepts Variables Assumptions Propositions Hypotheses Constructs Models These are testable predictions that are derived from the theoretical framework.

35. Components of Theoretical Framework Concepts Variables Assumptions Propositions Hypotheses Constructs Models These are abstract concepts that cannot be directly measured but are inferred from observable variables.

36. Components of Theoretical Framework Concepts Variables Assumptions Propositions Hypotheses Constructs Models These are simplified representations of reality that are used to explain, predict, or control a phenomenon.

37. Theoretical Framework Examples Social Learning Theory Maslow’s Hierarchy of NeedsAssumptions Ecological Systems Theory Feminist Theory Cognitive Behavioral Theory Attachment Theory Critical Race Theory

38. Theoretical Framework Examples Social Learning Theory  This framework, developed by Albert Bandura, suggests that people learn from their environment, including the behaviors of others, and that behavior is influenced by both external and internal factors.

39. Theoretical Framework Examples Maslow’s Hierarchy of Needs Abraham Maslow proposed that human needs are arranged in a hierarchy, with basic physiological needs at the bottom, followed by safety, love and belonging, esteem, and self-actualization at the top.

40. Theoretical Framework Examples Ecological Systems Theory This framework, developed by Urie Bronfenbrenner, suggests that a person’s development is influenced by the interaction between the individual and the various environments in which they live, such as family, school, and community.

41. Theoretical Framework Examples Feminist Theory This framework examines how gender and power intersect to influence social, cultural, and political issues.

42. Theoretical Framework Examples Cognitive Behavioral Theory This framework suggests that our thoughts, beliefs, and attitudes influence our behavior, and that changing our thought patterns can lead to changes in behavior and emotional responses.

43. Theoretical Framework Examples Attachment Theory This framework examines the ways in which early relationships with caregivers shape our later relationships and attachment styles.

44. Theoretical Framework Examples Critical Race Theory This framework examines how race intersects with other forms of social stratification and oppression to perpetuate inequality and discrimination.

45. Purpose s of Theoretical Framework Providing a conceptual framework for the study Guiding the research design Supporting the interpretation of research findings Enhancing the credibility of the research Facilitating communication and collaboration

46. Purpose of Theoretical Framework Providing a conceptual framework for the study Guiding the research design Supporting the interpretation of research findings Enhancing the credibility of the research Facilitating communication and collaboration

47. Purpose of Theoretical Framework Providing a conceptual framework for the study Guiding the research design Supporting the interpretation of research findings Enhancing the credibility of the research Facilitating communication and collaboration

48. Purpose of Theoretical Framework Providing a conceptual framework for the study Guiding the research design Supporting the interpretation of research findings Enhancing the credibility of the research Facilitating communication and collaboration

49. Purpose of Theoretical Framework Providing a conceptual framework for the study Guiding the research design Supporting the interpretation of research findings Enhancing the credibility of the research Facilitating communication and collaboration

50. Purpose of Theoretical Framework Providing a conceptual framework for the study Guiding the research design Supporting the interpretation of research findings Enhancing the credibility of the research Facilitating communication and collaboration

51. Advantages of Theoretical Framework Provides a clear direction Increases the validity of the research Enables comparisons between studies Helps to generate hypotheses Facilitates communication

52. Advantages of Theoretical Framework Provides a clear direction Increases the validity of the research Enables comparisons between studies Helps to generate hypotheses Facilitates communication

53. Advantages of Theoretical Framework Provides a clear direction Increases the validity of the research Enables comparisons between studies Helps to generate hypotheses Facilitates communication

54. Advantages of Theoretical Framework Provides a clear direction Increases the validity of the research Enables comparisons between studies Helps to generate hypotheses Facilitates communication

55. Advantages of Theoretical Framework Provides a clear direction Increases the validity of the research Enables comparisons between studies Helps to generate hypotheses Facilitates communication

56. What is a Conceptual Framework A conceptual framework includes key concepts, variables, relationships, and assumptions that guide the academic inquiry.

57. What is a Conceptual Framework It draws upon existing theories, models, or established bodies of knowledge to provide a structure for understanding the research problem.

58. Purpose and Importance of a Conceptual Framework in Research It clarifies the context of the study. It justifies the study to the reader It helps you check your own understanding of the problem and the need for the study.

59. Purpose and Importance of a Conceptual Framework in Research It clarifies the context of the study. It justifies the study to the reader It helps you check your own understanding of the problem and the need for the study.

60. Purpose and Importance of a Conceptual Framework in Research It clarifies the context of the study. It justifies the study to the reader It helps you check your own understanding of the problem and the need for the study.

61. Purpose and Importance of a Conceptual Framework in Research It helps you check your own understanding of the problem and the need for the study. It illustrates the expected relationship between the variables and defines the objectives for the research.

62. Purpose and Importance of a Conceptual Framework in Research It illustrates the expected relationship between the variables and defines the objectives for the research. It helps further refine the study objectives and choose the methods appropriate to meet them.

63. Developing a Conceptual Framework 1. Identify a research question 2 . Choose independent and dependent variables 3. Consider cause-and-effect relationships

64. Developing a Conceptual Framework 1. Identify a research question  Choose a broad topic of interest Conduct background research Narrow down the focus Define your goals Make it specific and answerable Consider significance and novelty Seek feedback.

65. Developing a Conceptual Framework 1. Identify a research question 2 . Choose independent and dependent variables 3. Consider cause-and-effect relationships

66. Developing a Conceptual Framework 2 . Choose independent and dependent variables dependent variable is the main outcome you want to measure, explain, or predict in your study Independent variables are the factors or variables that may influence, explain, or predict changes in the dependent variable.

67. Developing a Conceptual Framework 1. Identify a research question 2 . Choose independent and dependent variables 3. Consider cause-and-effect relationships

68. Developing a Conceptual Framework 3. Consider cause-and-effect relationships To better understand and communicate the relationships between variables in your study, cause-and-effect relationships need to be visualized.

69. Example of a Conceptual Framework T opic : “The Impact of Social Media Usage on Academic Performance among College Students.” Figure 2: Visual representation of a conceptual framework for the topic “The Impact of Social Media Usage on Academic Performance among College Students”

70. Theoretical framework vs conceptual framework The theoretical framework is used to lay down a foundation of theory on which your study will be built, whereas the conceptual framework  visualises what you anticipate the relationships between concepts, constructs and variables may be, based on your understanding of the existing literature and the specific context and focus of your research.

71. What is Variables? A variable is a concept or abstract idea that can be described in measurable terms. In research, this term refers to the measurable characteristics, qualities, traits, or attributes of a particular individual, object, or situation being studied.

72. What is Variables? For instance, age can be considered a variable because age can take different values for different people or for the same person at different times. Similarly, Income can be considered a variable because a person's Income can be assigned a value.

73. What is Variables? A variable is not only something that we measure , but also something that we can manipulate and something we can control for.

74. TYPES OF VARIABLES Dependent and Independent Variables Moderator Variable Quantitative and Qualitative Variables Dichotomous (Binary) Variables Confounding Variables Control Variable

75. TYPES OF VARIABLES Dependent and Independent Variables Moderator Variable Quantitative and Qualitative Variables Dichotomous (Binary) Variables Confounding Variables Control Variable

76. TYPES OF VARIABLES Dependent and Independent Variables Moderator Variable Quantitative and Qualitative Variables Dichotomous (Binary) Variables Confounding Variables Control Variable

77. TYPES OF VARIABLES Dependent and Independent Variables Moderator Variable Quantitative and Qualitative Variables Dichotomous (Binary) Variables Confounding Variables Control Variable

78. TYPES OF VARIABLES Dependent and Independent Variables Moderator Variable Quantitative and Qualitative Variables Dichotomous (Binary) Variables Confounding Variables Control Variable

79. TYPES OF VARIABLES Dependent and Independent Variables Moderator Variable Quantitative and Qualitative Variables Dichotomous (Binary) Variables Confounding Variables Control Variable

80. TYPES OF VARIABLES Dependent and Independent Variables Moderator Variable Quantitative and Qualitative Variables Dichotomous (Binary) Variables Confounding Variables Control Variable

81. Dependent and Independent Variables Independent variables or the predictor variable, is what the researcher manipulates to test its effect on the dependent variable. It can often be thought of as the cause in a cause-and-effect relationship. Dependent variables the outcome or effect that the researcher wants to study . In a research study, the dependent variable is the phenomenon or behavior that may be affected by manipulations in the independent variable.

82. The Relationship between Independent and Dependent Variables

83. Example : Imagine that a tutor asks 100 students to complete a maths test. The tutor wants to know why some students perform better than others. Whilst the tutor does not know the answer to this, she thinks that it might be because of two reasons: (1) some students spend more time revising for their test; and (2) some students are naturally more intelligent than others. As such, the tutor decides to investigate the effect of revision time and intelligence on the test performance of the 100 students. What are the dependent and independent variables for the study ?

84. Solution Independent Variables: Revision time (measured in hours) Intelligence (measured using IQ score) Dependent Variable: Test Mark (measured from 0 to 100)

85. Another Example : Independent Variable Example:  In a study looking at how different dosages of a medication affect the severity of symptoms, the medication dosage is an independent variable. Researchers will adjust the dosage to see what effect it has on the symptoms (the dependent variable). Dependent Variable Example:  Suppose you want to study the impact of exercise frequency on weight loss. In this case, the dependent variable is weight loss , which changes based on how often the subject exercises (the independent variable).

86. Moderator Variable are variables that can affect the strength or direction of the association between the predictor (independent) and response (dependent) variable. The role of a moderator is to illustrate “how” or “when” an independent variable’s effect on a dependent variable changes.

87. Moderator Variable Example: If you are studying the effect of a training program on job performance, a potential moderator variable could be the employee’s education level. The influence of the training program on job performance could depend on the employee’s initial level of education.

88. Quantitative and Qualitative Variables Quantitative variables , also known as numerical variables, are quantifiable in nature and represented in numbers, allowing the data collected to be measured on a scale or range (Moodie & Johnson, 2021). organized ranked measured subjected to mathematical operations.

89. Quantitative and Qualitative Variables Quantitative variables , also known as numerical variables, are quantifiable in nature and represented in numbers, allowing the data collected to be measured on a scale or range (Moodie & Johnson, 2021). organized ranked measured subjected to mathematical operations.

90. Quantitative and Qualitative Variables Quantitative variables , also known as numerical variables, are quantifiable in nature and represented in numbers, allowing the data collected to be measured on a scale or range (Moodie & Johnson, 2021). organized ranked measured subjected to mathematical operations.

91. Quantitative and Qualitative Variables Quantitative variables , also known as numerical variables, are quantifiable in nature and represented in numbers, allowing the data collected to be measured on a scale or range (Moodie & Johnson, 2021). organized ranked measured subjected to mathematical operations.

92. Quantitative and Qualitative Variables Interval, and ratio variables are quantitative.

93. Quantitative and Qualitative Variables Qualitative, or categorical variables , are non-numerical data points that categorize or group data entities based on shared features or qualities (Moodie & Johnson, 2021). They are often used in research to classify particular traits, characteristics, or properties of subjects that are not easily quantifiable, such as colors, textures, tastes, or smells.

94. Quantitative and Qualitative Variables Ordinal, Nominal variables are qualititative

95. Quantitative Variable Example: Consider a marketing survey where you ask respondents to rate their satisfaction with your product on a scale of 1 to 10. The satisfaction score here represents a quantitative variable. The data can be quantified and used to calculate average satisfaction scores, identify the scope for product improvement, or compare satisfaction levels across different demographic groups.

96. Qualitative Variable Example: Consider a survey that asks respondents to identify their favorite color from a list of choices. The color preference would be a qualitative variable as it categorizes data into different categories corresponding to different colors.

97. Quantitative and Qualitative Variables

98. Quantitative and Qualitative Variables

99. Measurement Scale Nominal scale, a subtype of qualitative variables, represent categories without any inherent order or ranking (Norman & Streiner, 2008). Nominal scale are often used to label or categorize particular sets of items or individuals, with no intention of giving numerical value or order. For example: race, gender, or religion.

100. Measurement Scale For instance, the type of car someone owns (sedan, SUV, truck, etc.) is a nominal variable.

101. Measurement Scale Ordinal scale are a subtype of categorical (qualitative) variables with a key feature of having a clear, distinct, and meaningful order or ranking to the categories (De Vaus, 2001). represent categories that can be logically arranged in a specific order or sequence but the difference between categories is unknown or doesn’t matter, such as satisfaction rating scale (unsatisfied, neutral, satisfied).

102. Measurement Scale A classic example of an ordinal scale is asking survey respondents how strongly they agree or disagree with a statement (strongly disagree, disagree, neither agree nor disagree, agree, strongly agree).

103. Measurement Scale Ratio scale are the highest level of quantitative variables that contain a zero point or absolute zero, which represents a complete absence of the quantity (Norman & Streiner, 2008). income height weight temperature (in Kelvin)

104. Measurement Scale Ratio scale are the highest level of quantitative variables that contain a zero point or absolute zero, which represents a complete absence of the quantity (Norman & Streiner, 2008). income height weight temperature (in Kelvin)

105. Measurement Scale Ratio scale are the highest level of quantitative variables that contain a zero point or absolute zero, which represents a complete absence of the quantity (Norman & Streiner, 2008). income height weight temperature (in Kelvin)

106. Measurement Scale Ratio scale are the highest level of quantitative variables that contain a zero point or absolute zero, which represents a complete absence of the quantity (Norman & Streiner, 2008). income height weight temperature (in Kelvin)

107. Measurement Scale Ratio Scale Example:  An individual’s annual income is a ratio variable. You can say someone earning $50,000 earns twice as much as someone making $25,000. The zero point in this case would be an income of $0, which indicates that no income is being earned.

108. Measurement Scale Interval scale are quantitative variables that have equal, predictable differences between values, but they do not have a true zero point (Norman & Streiner, 2008). similar to ratio variables; both provide a clear ordering of categories and have equal intervals between successive values. The primary difference is the absence of an absolute zero.

109. Measurement Scale Interval Variable Example:  The classic example of an interval variable is the temperature in Fahrenheit or Celsius. The difference between 20 degrees and 30 degrees is the same as the difference between 70 degrees and 80 degrees, but there isn’t a true zero because the scale doesn’t start from absolute nonexistence of the quantity being measured.

110. Dichotomous (Binary) Variables Dichotomous or binary variables are a type of categorical variable that consist of only two opposing categories like true/false, yes/no, success/failure, and so on (Adams & McGuire, 2022). Example:  Whether a customer completed a transaction (Yes or No) is a binary variable. Either they completed the purchase (yes) or they did not (no).

111. Confounding Variables Confounding variables— also known as confounders —are variables that might distort, confuse or interfere with the relationship between an independent variable and a dependent variable, leading to a false correlation (Boniface, 2019).

112. Confounding Variables Example:  If you’re studying the relationship between physical activity and heart health, diet could potentially act as a confounding variable. People who are physically active often also eat healthier diets, which could independently improve heart health [National Heart, Lung, and Blood Institute].

113. Control Variables are variables in a research study that the researcher keeps constant to prevent them from interfering with the relationship between the independent and dependent variables (Sproull, 2002). isolate the effects of the independent variable on the dependent variable, ensuring that any changes observed are solely due to the manipulation of the independent variable and not an external factor.

114. Control Variables Example:  In a study evaluating the impact of a tutoring program on student performance, some control variables could include the teacher’s experience, the type of test used to measure performance, and the student’s previous grades.

115. CONCLUSION: Variables play a crucial role in data analysis. Knowing your variables will make you a better researcher. always need to be in the backs of our minds. You need to think about during study design, matching the research design to the research objectives.

116. references: https://helpfulprofessor.com/research-objectives-examples/ https://www.scribbr.com/research-process/research-objectives/ https://www.slideshare.net/shaziazamir3/classification-of-research-by-purpose-method?from_action=save https://www.linkedin.com/pulse/definition-classification-research-md-joynal-abdin#:~:text=It%20is%20divided%20into%20two,processes%2C%20products%2C%20or%20techniques. https://researchmethod.net/theoretical-framework/ https://researcher.life/blog/article/what-is-a-conceptual-framework-and-how-to-make-it-with-examples/ https://myperfectwords.com/blog/research-paper-examples/theoretical-framework-examples-research-paper.pdf https://www.slideshare.net/xharmaine116/sample-thesis-77906645 https://helpfulprofessor.com/types-of-variables/ https://www.slideshare.net/ankitachaturvedi2360/types-of-variables-in-research

117. THANK YOU End of my report