13. Simply put, in the cause and effect model, the
cause side of the equation is known as the
independent variable.
14. Simply put, in the cause and effect model, the
cause side of the equation is known as the
independent variable.
Effect
Cause
15. Simply put, in the cause and effect model, the
cause side of the equation is known as the
independent variable.
Effect
Cause
16. Simply put, in the cause and effect model, the
cause side of the equation is known as the
independent variable.
Effect
Cause
Independent
Variable
17. Or in the influencer / influenced model, the
influencer side of the equation is also known as
the independent variable.
18. Or in the influencer / influenced model, the
influencer side of the equation is also known as
the independent variable.
Influencer Influenced
19. Or in the influencer / influenced model, the
influencer side of the equation is also known as
the independent variable.
Influencer Influenced
20. Or in the influencer / influenced model, the
influencer side of the equation is also known as
the independent variable.
Influencer Influenced
Independent
Variable
22. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
23. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
What is being influenced here?
24. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
What is being influenced here?
25. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
This is the Dependent Variable
26. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
What is the influencer?
27. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
What is the influencer?
28. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
This is the Independent Variable
29. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
30. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
Influencer Influenced
31. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
Dependent
Variable
Influencer
32. A researcher wishes to determine the degree to which
test scores are influenced by amount of study time.
Dependent
Variable
Independent
Variable
33. Let’s look at another example almost identical to
the last one.
34. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
35. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
What is being influenced here?
36. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
What is being influenced here?
37. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
This is the Dependent Variable
38. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
What is the influencer?
39. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
What is the influencer?
40. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
This is the Independent Variable
41. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
42. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
Influencer Influenced
43. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
Influencer Influenced
44. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
Influencer Test Scores
45. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
Influencer Test Scores
The Dependent Variable
46. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
Influencer Test Scores
47. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
Test Scores
Amount of
Sleep
48. A researcher wishes to determine the degree to which
test scores are influenced by amount of sleep.
Test Scores
Amount of
Sleep
The Independent Variable
49. Let’s see how this question could be worded as
an actual study.
50. Researchers wish to determine if the amount of
sleep can have an effect on test scores.
51. Researchers wish to determine if the amount of
sleep can have an effect on test scores. So, they
randomly select two similar groups.
52. Researchers wish to determine if the amount of
sleep can have an effect on test scores. So, they
randomly select two similar groups. They
ensure that one group gets 6-8 hours of sleep
and a second group gets only 3-4 hours of sleep.
53. Researchers wish to determine if the amount of
sleep can have an effect on test scores. So, they
randomly select two similar groups. They
ensure that one group gets 6-8 hours of sleep
and a second group gets only 3-4 hours of sleep.
That morning both groups are administered an
academic test. The results are examined for
differences.
54. Researchers wish to determine if the amount of
sleep can have an effect on test scores. So, they
randomly select two similar groups. They
ensure that one group gets 6-8 hours of sleep
and a second group gets only 3-4 hours of sleep.
That morning both groups are administered an
academic test. The results are examined for
differences.
What is being influenced here?
55. Researchers wish to determine if the amount of
sleep can have an effect on test scores. So, they
randomly select two similar groups. They
ensure that one group gets 6-8 hours of sleep
and a second group gets only 3-4 hours of sleep.
That morning both groups are administered an
academic test. The results are examined for
differences.
What is being influenced here?
56. Researchers wish to determine if the amount of
sleep can have an effect on test scores. So, they
randomly select two similar groups. They
ensure that one group gets 6-8 hours of sleep
and a second group gets only 3-4 hours of sleep.
That morning both groups are administered an
academic test. The results are examined for
differences.
This is the DEPENDENT VARIABLE
57. Researchers wish to determine if the amount of
sleep can have an effect on test scores. So, they
randomly select two similar groups. They
ensure that one group gets 6-8 hours of sleep
and a second group gets only 3-4 hours of sleep.
That morning both groups are administered an
academic test. The results are examined for
differences.
What is doing the influencing?
58. Researchers wish to determine if the amount of
sleep can have an effect on test scores. So, they
randomly select two similar groups. They
ensure that one group gets 6-8 hours of sleep
and a second group gets only 3-4 hours of sleep.
That morning both groups are administered an
academic test. The results are examined for
differences.
What is doing the influencing?
59. Researchers wish to determine if the amount of
sleep can have an effect on test scores. So, they
randomly select two similar groups. They
ensure that one group gets 6-8 hours of sleep
and a second group gets only 3-4 hours of sleep.
That morning both groups are administered an
academic test. The results are examined for
differences.
This is the Independent Variable
60. See if you can identify the independent variable
and the dependent variable in the following
research studies.
61. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
62. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
63. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
This is the INDEPENDENT VARIABLE
64. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
This is the DEPENDENT VARIABLE
65. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
66. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
This is the INDEPENDENT VARIABLE
67. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
This is the DEPENDENT VARIABLE
68. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health.
- an instructional software helps students
overcome conceptual gaps.
69. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
This is the INDEPENDENT VARIABLE
70. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
This is the DEPENDENT VARIABLE
71. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health.
- an instructional software helps students
overcome conceptual gaps.
72. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
This is the INDEPENDENT VARIABLE
73. Scientist wish to determine if -
- good nutrition results in increased longevity.
- time on social media impacts verbal skills.
- exercise effects heart health
- an instructional software helps students
overcome conceptual gaps.
This is the DEPENDENT VARIABLE
74. Now, see if you can identify the independent
and dependent variables in the following word
problems:
75. A researcher investigated the number of viral
infections people contract as function of the
amount of stress they experienced during a six-month
period.
76. A researcher investigated the number of viral
infections people contract as function of the
amount of stress they experienced during a six-month
period. She obtained the following data
set:
77. A researcher investigated the number of viral
infections people contract as function of the
amount of stress they experienced during a six-month
period. She obtained the following data
set:
Amount of Stress
Negligible
stress
Minimal
stress
Moderate
stress
Sever
stress
Number of
viral
infections
2 4 6 5
1 3 5 7
4 2 7 8
1 3 5 4
78. A researcher investigated the number of viral
infections people contract as function of the
amount of stress they experienced during a six-month
period. She obtained the following data
set:
What is being influenced here?
Amount of Stress
Negligible
stress
Minimal
stress
Moderate
stress
Sever
stress
Number of
viral
infections
2 4 6 5
1 3 5 7
4 2 7 8
1 3 5 4
79. A researcher investigated the number of viral
infections people contract as a function of the
amount of stress they experienced during a six-month
period. She obtained the following data
set:
What is being influenced here?
Amount of Stress
Negligible
stress
Minimal
stress
Moderate
stress
Sever
stress
Number of
viral
infections
2 4 6 5
1 3 5 7
4 2 7 8
1 3 5 4
80. A researcher investigated the number of viral
infections people contract as function of the
amount of stress they experienced during a six-month
period. She obtained the following data
set:
What is being influenced here?
Amount of Stress
Negligible
stress
Minimal
stress
Moderate
stress
Sever
stress
Number of
viral
infections
2 4 6 5
1 3 5 7
4 2 7 8
1 3 5 4
81. A researcher investigated the number of viral
infections people contract as function of the
amount of stress they experienced during a six-month
period. She obtained the following data
set:
This is the DEPENDENT VARIABLE
Amount of Stress
Negligible
stress
Minimal
stress
Moderate
stress
Sever
stress
Number of
viral
infections
2 4 6 5
1 3 5 7
4 2 7 8
1 3 5 4
82. A researcher investigated the number of viral
infections people contract as function of the
amount of stress they experienced during a six-month
period. She obtained the following data
set:
What is doing the influencing?
Amount of Stress
Negligible
stress
Minimal
stress
Moderate
stress
Sever
stress
Number of
viral
infections
2 4 6 5
1 3 5 7
4 2 7 8
1 3 5 4
83. A researcher investigated the number of viral
infections people contract as function of the
amount of stress they experienced during a six-month
period. She obtained the following data
set:
What is doing the influencing?
Amount of Stress
Negligible
stress
Minimal
stress
Moderate
stress
Sever
stress
Number of
viral
infections
2 4 6 5
1 3 5 7
4 2 7 8
1 3 5 4
85. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task.
86. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task. She tested
three groups of randomly selected students and
obtained the following error data:
87. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task. She tested
three groups of randomly selected students and
obtained the following error data:
Levels of Volume
Low
Volume
Moderate
Volume
High
Volume
Number of
errors
2 4 6
1 3 5
4 2 7
1 3 5
88. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task. She tested
three groups of randomly selected students and
obtained the following error data:
What is being influenced here?
Levels of Volume
Low
Volume
Moderate
Volume
High
Volume
Number of
errors
2 4 6
1 3 5
4 2 7
1 3 5
89. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task. She tested
three groups of randomly selected students and
obtained the following error data:
What is being influenced here?
Levels of Volume
Low
Volume
Moderate
Volume
High
Volume
Number of
errors
2 4 6
1 3 5
4 2 7
1 3 5
90. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task. She tested
three groups of randomly selected students and
obtained the following error data:
What is being influenced here?
Levels of Volume
Low
Volume
Moderate
Volume
High
Volume
Number of
errors
2 4 6
1 3 5
4 2 7
1 3 5
91. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task. She tested
three groups of randomly selected students and
obtained the following error data:
This is the DEPENDENT VARIABLE
Levels of Volume
Low
Volume
Moderate
Volume
High
Volume
Number of
errors
2 4 6
1 3 5
4 2 7
1 3 5
92. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task. She tested
three groups of randomly selected students and
obtained the following error data:
What is doing the influencing?
Levels of Volume
Low
Volume
Moderate
Volume
High
Volume
Number of
errors
2 4 6
1 3 5
4 2 7
1 3 5
93. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task. She tested
three groups of randomly selected students and
obtained the following error data:
What is doing the influencing?
Levels of Volume
Low
Volume
Moderate
Volume
High
Volume
Number of
errors
2 4 6
1 3 5
4 2 7
1 3 5
94. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task. She tested
three groups of randomly selected students and
obtained the following error data:
What is doing the influencing?
Levels of Volume
Low
Volume
Moderate
Volume
High
Volume
Number of
errors
2 4 6
1 3 5
4 2 7
1 3 5
95. A researcher investigated the effect of volume
background noise on participant’s error rates
while performing a boring task. She tested
three groups of randomly selected students and
obtained the following error data:
This is the Independent Variable
Levels of Volume
Low
Volume
Moderate
Volume
High
Volume
Number of
errors
2 4 6
1 3 5
4 2 7
1 3 5
96. All of the examples shown so far are examples of
problems with only one independent variable.
97. What does a word problem look like with more
than one independent variable?
99. A researcher investigated the effects of
(1) whether participants meditate, and (2) the
degree of introversion they exhibit on hypnotic
suggestibility.
100. A researcher investigated the effects of
(1) whether participants meditate, and (2) the
degree of introversion they exhibit on hypnotic
suggestibility.
What is being influenced here?
101. A researcher investigated the effects of
(1) whether participants meditate, and (2) the
degree of introversion they exhibit on hypnotic
suggestibility.
What is being influenced here?
102. A researcher investigated the effects of
(1) whether participants meditate, and (2) the
degree of introversion they exhibit on hypnotic
suggestibility.
This is the DEPENDENT VARIABLE
103. A researcher investigated the effects of
(1) whether participants meditate, and (2) the
degree of introversion they exhibit on hypnotic
suggestibility.
In this case there are two influencers
104. A researcher investigated the effects of
(1) whether participants meditate, and (2) the
degree of introversion they exhibit on hypnotic
suggestibility.
1st
Independent
Variable
In this case there are two influencers
105. A researcher investigated the effects of
(1) whether participants meditate, and (2) the
degree of introversion they exhibit on hypnotic
suggestibility.
2nd
Independent
Variable
In this case there are two influencers
107. You have been asked to determine the degree to
which the amount of sleep and study time both
effect student test scores.
108. You have been asked to determine the degree to
which the amount of sleep and study time both
effect student test scores.
What is being influenced here?
109. You have been asked to determine the degree to
which the amount of sleep and study time both
effect student test scores.
What is being influenced here?
110. You have been asked to determine the degree to
which the amount of sleep and study time both
effect student test scores.
What is doing the influencing?
111. You have been asked to determine the degree to
which the amount of sleep and study time both
effect student test scores.
1st
Independent
Variable
What is doing the influencing?
112. You have been asked to determine the degree to
which the amount of sleep and study time both
effect student test scores.
2nd
Independent
Variable
What is doing the influencing?
114. You have been asked to determine how the
processes known as fracking and hydraulic
propulsion impact the subterranean as well as
the above ground environments.
115. You have been asked to determine how the
processes known as fracking and hydraulic
propulsion impact the subterranean as well as
the above ground environments.
What is being influenced here?
116. You have been asked to determine how the
processes known as fracking and hydraulic
propulsion impact the subterranean as well as
the above ground environments.
1st
Dependent
Variable
What is being influenced here?
117. You have been asked to determine how the
processes known as fracking and hydraulic
propulsion impact the subterranean as well as
the above ground environments.
2nd
Dependent
Variable
What is being influenced here?
118. You have been asked to determine how the
processes known as fracking and hydraulic
propulsion impact the subterranean as well as
the above ground environments.
What is doing the influencing?
119. You have been asked to determine how the
processes known as fracking and hydraulic
propulsion impact the subterranean as well as
the above ground environments.
1st
Independent
Variable
What is doing the influencing?
120. You have been asked to determine how the
processes known as fracking and hydraulic
propulsion impact the subterranean as well as
the above ground environments.
2nd
Independent
Variable
What is doing the influencing?
122. Quick note – there will be some research
questions that only have a dependent variable
and no independent variable.
You will find that there are questions that focus
on the degree to which a sample is similar to a
population. Their similarity will be based on the
dependent variable, but no influencer will be
present.
123. Quick note – there will be some research
questions that only have a dependent variable
and no independent variable.
These usually take the form of questions that
focus on the degree to which a sample is similar
to a population. Their similarity will be based on
the dependent variable, but no influencer will
be present.
124. Quick note – there will be some research
questions that only have a dependent variable
and no independent variable.
These usually take the form of questions that
focus on the degree to which a sample is similar
to a population. Their similarity will be based on
the dependent variable, but no independent
variable will be present.
126. A random sample of 22 fifth grade pupils have a
grade point average of 3.6.
127. A random sample of 22 fifth grade pupils have a
grade point average of 3.6. The grade point
average (GPA) of all fifth grade pupils of the last
five years is 3.4.
128. A random sample of 22 fifth grade pupils have a
grade point average of 3.6. The grade point
average (GPA) of all fifth grade pupils of the last
five years is 3.4. Is the GPA of the 22 pupils
significantly different from the populations’
GPA?
129. A random sample of 22 fifth grade pupils have a
grade point average of 3.6. The grade point
average (GPA) of all fifth grade pupils of the last
five years is 3.4. Is the GPA of the 22 pupils
significantly different from the populations’
GPA?
In this case, the dependent variable is GPA. This type of
analysis is generally a preliminary step. If the sample GPA is
shown to be representative of the population GPA, then
studies showing the impact of some independent variable
(e.g., study habits, instructional software) are then conducted.
130. A random sample of 22 fifth grade pupils have a
grade point average of 3.6. The grade point
average (GPA) of all fifth grade pupils of the last
five years is 3.4. Is the GPA of the 22 pupils
significantly different from the populations’
GPA?
In this case, the dependent variable is GPA. This type of
analysis is generally a preliminary step. If the sample GPA is
shown to be representative of the population GPA, then
studies showing the impact of some independent variable
(e.g., study habits, instructional software) are then conducted.
131. A random sample of 22 fifth grade pupils have a
grade point average of 3.6. The grade point
average (GPA) of all fifth grade pupils of the last
five years is 3.4. Is the GPA of the 22 pupils
significantly different from the populations’
GPA?
In this case, the dependent variable is GPA. This type of
analysis is generally a preliminary step. If the sample GPA is
shown to be representative of the population GPA, then
studies showing the impact of some independent variable
(e.g., study habits, instructional software) are then conducted.
132. A random sample of 22 fifth grade pupils have a
grade point average of 3.6. The grade point
average (GPA) of all fifth grade pupils of the last
five years is 3.4. Is the GPA of the 22 pupils
significantly different from the populations’
GPA?
In this case, the dependent variable is GPA. This type of
analysis is generally a preliminary step. If the sample GPA is
shown to be representative of the population GPA, then
studies showing the impact of some independent variable
(e.g., study habits, instructional software) are then conducted.
133. A random sample of 22 fifth grade pupils have a
grade point average of 3.6. The grade point
average (GPA) of all fifth grade pupils of the last
five years is 3.4. Is the GPA of the 22 pupils
significantly different from the populations’
GPA?
In this case, the dependent variable is GPA. This type of
analysis is generally a preliminary step. If the sample GPA is
shown to be representative of the population GPA, then
studies showing the impact of some independent variable
(e.g., study habits, instructional software) are then conducted.
136. There can be some confusion as to what an
independent variable is when you read some
word problems.
137. Here is an example of this possible confusion:
138. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
139. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
As you know the
Dependent Variable
is pizza slices
140. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
At this point, some might think that there
are three independent variables:
Football, Basketball, and Soccer Players
141. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
However, there is really only one
Independent Variable: Type of Athlete
142. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
What you will learn at the
next decision point is that
independent variables
have at least two levels
143. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
So, here is a way to
visualize this:
144. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
Football
Players
145. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
Football
Players
Basketball
Players
146. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
Football
Players
Basketball
Players
Soccer
Players
147. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
Independent Variable:
Football
Players
Basketball
Players
Soccer
Players
Type of Athlete
148. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
Independent Variable:
Football
Players
Basketball
Players
Soccer
Players
Type of Athlete
A Group
149. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
Independent Variable:
Football
Players
Type of Athlete
Basketball
Players
Soccer
Players
Group A Group B
150. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting.
Independent Variable:
Football
Players
Basketball
Players
Soccer
Players
Type of Athlete
Group A Group B Group C
152. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
153. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
The Dependent
Variable is test
scores
154. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
The Levels are
155. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
The Levels are
Group
using
Software
156. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
The Levels are
Group
using
Software
157. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
The Levels are
Group
using
Software
Group
NOT using
Software
158. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
The Independent Variable is
Group
using
Software
Group
NOT using
Software
159. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
The Independent Variable is
INSTRUCTION TYPE
Group
using
Software
Group
NOT using
Software
160. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
The Independent Variable is
INSTRUCTION TYPE
Group
using
Software
Group
NOT using
Software
Group 1
161. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
The Independent Variable is
INSTRUCTION TYPE
Group 1 Group 2
Group
using
Software
Group
NOT using
Software
162. Educational researchers wish to investigate if there is a
difference in test scores between a group that received
instruction using an innovative software and another
group that did not.
INSTRUCTION TYPE
Notice that the expression instruction type does not show
up any where in the problem. So, what you do is look at
the levels and come up with a descriptive word or words
that describe the independent variable.
167. Problem #1
Dependent Variable: Degree of Anxiety
Levels:
• Group 1 – takes anxiety medication
168. Problem #1
Dependent Variable: Degree of Anxiety
Levels:
• Group 1 – takes anxiety medication
• Group 2 – does not take anxiety medication
169. Problem #1
Dependent Variable: Degree of Anxiety
Levels:
• Group 1 – takes anxiety medication
• Group 2 – does not take anxiety medication
What shall we call the Independent Variable?
170. Problem #1
Dependent Variable: Degree of Anxiety
Levels:
• Group 1 – takes anxiety medication
• Group 2 – does not take anxiety medication
Independent Variable: Medication Status
175. Problem #2
Dependent Variable: Bowling performance
Levels:
• Group 1 – use a specialty glove
176. Problem #2
Dependent Variable: Bowling performance
Levels:
• Group 1 – use a specialty glove
• Group 2 – does not use a specialty glove
177. Problem #2
Dependent Variable: Bowling performance
Levels:
• Group 1 – use a specialty glove
• Group 2 – does not use a specialty glove
What shall we call the Independent Variable?
178. Problem #2
Dependent Variable: Bowling performance
Levels:
• Group 1 – use a specialty glove
• Group 2 – does not use a specialty glove
Independent Variable: Glove Type
181. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
182. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test.
183. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
184. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
The dependent
variable is the test
scores
185. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
The independent
variable is the times
the test was given
186. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
The independent
variable is the times
the test was given
187. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
The independent
variable is the times
the test was given
Pre-class test
188. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
The independent
variable is the times
the test was given
Pre-class test
First Test
189. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
The independent
variable is the times
the test was given
Pre-class test
1st Test
190. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
The independent
variable is the times
the test was given
Pre-class test
1st Test
2nd Test End-term test
191. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
The independent
variable is the times
the test was given
Pre-class test
1st Test
2nd Test End-term test
192. A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
The independent
variable is the times
the test was given
Pre-class test
End-term test
Post-term test
1st Test
2nd Test
3rd Level
193. Once again, time is the independent variable
with three levels.
A class of 30 students are given a pre-class test
to determine their level of statistical knowledge.
At the end of the term they are given an end of
the term test. And then, three months after the
course is over, they take post-term test.
The independent
variable is the times
the test was given
Pre-class test
End-term test
Post-term test
1st Test
2nd Test
3rd Level
197. Here is what a problem looks like with a
covariate:
198. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
199. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
200. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
201. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
Gender is what we call the
covariate in this problem
202. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
You will be able to recognize it because it will use
words like, control for, eliminate the effect, etc.
203. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
You will be able to recognize it because it will use
words like, control for, eliminate the effect, etc.
204. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to eliminate the
effect of gender in order to see the unique
effect of player type minus the gender factor.
You will be able to recognize it because it will use
words like, control for, eliminate the effect of, hold
constant.etc.
205. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to hold gender
constant in order to see the unique effect of
player type minus the gender factor.
You will be able to recognize it because it will use
words like, control for, eliminate the effect of, or
hold constant.
206. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
In either case, you may think that you are working
with two independent variables:
Player type and Gender.
207. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
In this case, you may think that you are working
with two independent variables:
Player type and Gender.
208. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
In this case, you may think that you are working
with two independent variables:
Player type and Gender.
209. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
However, there is really only one independent
variable that is of concern to us: Player type.
Gender is just an additional analysis.
210. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
However, there is really only one independent
variable that is of concern to us: Player type.
Gender is just an additional analysis.
211. A pizza café owner wishes to know who to
market her pizza to: Football, Basketball, or
Soccer players. So, she conducts a study to
determine which group eats more pizza slices in
one sitting. She also wants to control for gender
in order to see the unique effect of player type
minus the gender factor.
However, there is really only one independent
variable that is of concern to us: Player type.
Gender is just an additional analysis.
212. As with the previous scenario you will not run
into a problem like this very often.
215. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties to the two or more
levels together.
216. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
For example, if the study asks if study habits have an
effect on test scores, then Study habits will be in the
word problem, but you can determine it by coming
up with an expression that ties to the two or more
levels together.
influencer and thus the independent variable.
217. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
218. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
For example, if the study examines who eats more
pizza slices, football, basketball, or soccer players. The
dependent variable will be pizza slices and the
independent variable will be something that ties these
three levels together, like Player Type
219. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
For example, if the study examines who eats more
pizza slices, football, basketball, or soccer players. The
dependent variable will be pizza slices and the
independent variable will be something that ties these
three levels together, like Player Type
220. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
For example, if the study examines who eats more
pizza slices, football, basketball, or soccer players. The
dependent variable will be pizza slices and the
independent variable will be something that ties these
three levels together, like Player Type
221. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
Or, if one group receives a treatment (like a
medication) and the other does not, then the two
levels would be (1) receiving treatment and the other
(2) not receiving treatment. The independent variable
could be: Treatment Status
222. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
Or, if one group receives a treatment (like a
medication) and the other does not, then the two
levels would be (1) receiving treatment and the other
(2) not receiving treatment. The independent variable
could be: Treatment Status
223. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
Or, if one group receives a treatment (like a
medication) and the other group does not, then the
two levels would be (1) group receiving treatment and
the other (2) group not receiving treatment. The
independent variable could be: Treatment Status
224. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
Or, if one group receives a treatment (like a
medication) and the other group does not, then the
two levels would be (1) group receiving treatment and
the other (2) group not receiving treatment. The
independent variable could be: Treatment Status
225. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
Or, if one group receives a treatment (like a
medication) and the other group does not, then the
two levels would be: (1) group receiving treatment
and the other (2) group not receiving treatment. The
independent variable could be: Treatment Status
226. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
Or, if one group receives a treatment (like a
medication) and the other group does not, then the
two levels would be: (1) group receiving treatment
and the other (2) group not receiving treatment. The
independent variable could be: Treatment Status
227. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
Or, if one group receives a treatment (like a
medication) and the other group does not, then the
two levels would be: (1) group receiving treatment
and the other (2) group not receiving treatment. The
independent variable could be: Treatment Status
228. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
Or, if one group receives a treatment (like a
medication) and the other group does not, then the
two levels would be: (1) group receiving treatment
and the other (2) group not receiving treatment. The
independent variable could be: Treatment Status
229. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
Or, if one group receives a treatment (like a
medication) and the other group does not, then the
two levels would be: (1) group receiving treatment
and the other (2) group not receiving treatment. The
independent variable could be: Treatment Status
230. Main Points:
– The independent variable does the influencing or
the causing in a word problem.
– The independent variable may not be stated in the
word problem, but you can determine it by coming
up with an expression that ties the two or more
levels together.
Or, if one group receives a treatment (like a
medication) and the other group does not, then the
two levels would be: (1) group receiving treatment
and the other (2) group not receiving treatment. The
independent variable could be: Treatment Status
233. Additional Points-
– There can be more than one independent variable.
For example, test scores being influenced
by a combination of (1) hours of sleep and
(2) study time
234. Additional Points-
– There can be more than one independent variable.
– In a few cases, when dealing with difference
questions,
235. Additional Points-
– There can be more than one independent variable.
– In a few cases, when dealing with difference
questions,
• one problem type does not have an independent variable.
236. Additional Points-
– There can be more than one independent variable.
– In a few cases, when dealing with difference
questions,
• one problem type does not have an independent variable.
For example, when you simply want to see if the
sample you are about to study is statistically similar
to the population based on some dependent variable
like test scores, level of anxiety, or amount of pizza
eaten. In this case we do not have an independent
variable yet to test to see what influence it has on the
dependent variable.
237. Additional Points-
– There can be more than one independent variable.
– In a few cases, when dealing with difference
questions,
• one problem type does not have an independent variable.
For example, when you simply want to see if the
sample you are about to study is statistically similar
to the population based on some dependent variable
like test scores, level of anxiety, or amount of pizza
eaten. In this case we do not have an independent
variable yet to test to see what influence it has on the
dependent variable.
238. Additional Points-
– There can be more than one independent variable.
– In a few cases, when dealing with difference
questions,
• one problem type does not have an independent variable.
For example, when you simply want to see if the
sample you are about to study is statistically similar
to the population based on some dependent variable
like test scores, level of anxiety, or amount of pizza
eaten. In this case we do not have an independent
variable yet to test to see what influence it has on the
dependent variable.
239. Additional Points-
– There can be more than one independent variable.
– In a few cases, when dealing with difference
questions,
• one problem type does not have an independent variable.
For example, when you simply want to see if the
sample you are about to study is statistically similar
to the population based on some dependent variable
like test scores, level of anxiety, or amount of pizza
eaten. In this case we do not have an independent
variable yet to test to see what influence it has on the
dependent variable.
240. Additional Points-
– There can be more than one independent variable.
– In a few cases, when dealing with difference
questions,
• one problem type does not have a independent variable.
• another problem type has a covariate which is not
counted as an independent variable.
241. Additional Points-
– There can be more than one independent variable.
– In a few cases, when dealing with difference
questions,
• one problem type does not have a independent variable.
• another problem type has a covariate which is not
counted as an independent variable.
For example, if you are comparing football players
and soccer players in terms of the amount of pizza
they eat. And then run an additional analysis
eliminating the effect of gender to determine if gender
plays a role in the amount of pizza eaten as well.
242. Additional Points-
– There can be more than one independent variable.
– In a few cases, when dealing with difference
questions,
• one problem type does not have a independent variable.
• another problem type has a covariate which is not
counted as an independent variable.
For example, if you are comparing football players
and soccer players in terms of the amount of pizza
they eat. And then run an additional analysis
eliminating the effect of gender to determine if
gender plays a role in the amount of pizza eaten as
well.
243. Now, determine the number of independent
variables in the problem you are working on.
0 Independent Variables
1 Independent Variable
2+ Independent Variables