CHAPTER 5

OPERATIONAL
DEFINITION OF
VARIABLES

University Research Center

 Operational definition of variables
One of the most important concepts in research is
the concept of “variable.” There are many kinds of
variables and many research studies involve the
examination of relationship between variables.
Variable may be studied one at a time or in relation
to other variables. In this chapter, variables are
defined, classified and differentiated. Examples are
also given.

University Research Center

 Learning Objectives

After studying this chapter, the learners should be able

to:
 Define what a variable is and explain its uses in
research,
 Describe and compare the different types of variables
and give examples of each, and
 Identify the variables in a given study and determine
the nature of relationship between them.

University Research Center

 What is Variable?

 A variable is a concept that stands for a variation

within a class of objects or persons

 A characteristic or property that can take different

values or attributes

 The basic elements which are measured in a study.

They are observable and measurable.

University Research Center

 Examples of variables

 Age
Level of fertilizer
 Sex Type of Crop
 Marital Status Size of land
 Income Type of work
 Location of business Number of meetings
Degree of malnutrition
 Revenue

University Research Center

 Types of Variables
Variables can be classified as:

 Dependent,

 Independent,

 Intervening and

University Research Center

 Dependent Variable

The dependent variable is the “assumed effect” of

another variable. It is the change that occurs in the
study population when one or more factors are
changed or when an intervention is introduced.
Usually dependent variable is the problem itself.

University Research Center

 Independent Variable

The independent variable is the “assumed cause”

of a problem. It is an assumed reason for any
“change” or variation in a dependent variable.

University Research Center

 Example No. 1

 In the study on “The Relationship Between Exposure

to Mass Media and Smoking Habits among Young
Adults,” the dependent variable is the “smoking habits,”
while the independent variable is “exposure to mass media.”
A person’s smoking habit is assumed to change or vary
depending on his/her mere exposure or degree of exposure to
print or broadcast media related to smoking.

Exposure to Mass
Smoking Habits
media

Independent Variable Dependent Variable

University Research Center
 Example No. 2

 In the experimental study to test the “Effect of Peer

Counseling on the Students’ Study Habits,” the
independent variable is “exposure to peer counseling.” It is
assumed that students who have been counseled by peers
will have a better study habits than those who were not
counseled by peers or those who have been exposed to
traditional counseling techniques.

Exposure to Peer
Smoking Habits
Counseling

Independent Variable Dependent Variable

University Research Center

 Example No. 3

 In the study entitled “Factors that influence the

Extent of Participation in Household Decision-
making among Married Professionals,” the
dependent variable is extent of participation in household
decision-making,” while the independent variable is
“factors,” which include personal characteristics of the
respondents, such as age, sex, educational attainment and
income.
Factors Extent of
Sex, Education decision-making
Age, Income participation

Independent Variable
University Research Center
Dependent Variable
 Intervening Variable

 The intervening variable is a factor that works “between”

the independent and dependent variables. It can weaken or
strengthen the effect of the independent on the dependent
variables. It is also called a “facilitating variable,”
“moderator” or a “control variable.”

University Research Center

 Example No. 1

 In the study on “Knowledge on the Dangers of Smoking,

Attitudes towards Life, and Smoking habits of Young
Professionals,” the intervening variable is “attitude towards life.” A
person’s attitude may increase or decrease the influence of “knowledge
on the dangers of smoking on “smoking habits”. Knowing the dangers
of smoking, one may shun smoking. One may argue, however, that
knowledge about the dangers of smoking may not necessarily prevent a
person from smoking if he does not mind dying early as long as he/she
enjoys life.

Knowledge of
Attitudes Smoking
the dangers of
towards life Habits
smoking

Independent Variable Intervening Variable Dependent Variable

University Research Center
 Example No. 2

 In the study on “Factors that influence household decision-making

participation of married professionals,” the intervening variable
“gender and “decision-making participation.” Men are generally
expected to participate in decision-making individuals and those with
big income are also expected to participate more actively in decision-
making than their younger less educated counterparts. It may also be
possible that a woman with a gender sensitive partner may also be
actively involved in decision-making, despite poor education or low
income.

Factors Gender Sensitivity Decision

Sex, Education (Perception about Making
Age, Income gender roles) Participation

Independent Variable Intervening Variable Dependent Variable

University Research Center

 Example No. 3

 In the study on “The effect of information education campaign(IEC) on

Land Reform on the Farmer’s attitude towards Land Reform,” the
“length of a farmer-landlord relationship” is the intervening variable. It
is assumed that this variable can strengthen or weaken the relationship
between “exposure to IEC materials” and “attitudes towards land
reform.” A farmer may have read or heard about the benefits of land
reform, but still reject it because of a long and close relationship with
his landlord and his family. Which he does not want to be “cut off” by
land.

Exposure to IEC Length of Farmer- Attitudes

materials on Landlord towards Land
Land Reform Relationship Reform

Independent Variable Intervening Variable Dependent Variable

University Research Center

 Operational Definition of Variables

Some researchers cannot answer their research

questions because they do not have clear measures to
their variables.
A variable must be operationally defined according
to how it is used in the study, so that it can be
properly measured.

University Research Center

 Examples:

Variables Indicator/Operational Definition

1. Age 1. This refers to the length of time a
person has lived since he/she was born.
In this study it refers to the age of a
respondent on his/her last birthday.
2. Educational Attainments 2. This refers to the highest grade/year
completed by respondent.
3. Exposure to smoking information 3. This means whether or not the
campaign respondent has heard or read about the
anti-smoking campaign and the number
of times he/she has heard/read the
message/s.
4. Knowledge about smoking 4. This is represented by the total
number of correct answers in a 10-item
questionnaire on smoking and its
dangers.

University Research Center

 Establishing Categories of Variables

In some cases, a number, an amount, or a score may

not be sufficient to represent a variable. To facilitate
description and analysis of data, categories of
variables can be established. Each category should
also be operationally define. The categories must be
mutually exclusive and exhaustive.

University Research Center

 Mutually Exclusive Categories

Mutually exclusive categories do not overlap.

Categories are mutually exclusive when a respondent
cannot be assigned to more than one category.
 Some variables, like knowledge scores, can be
grouped and each group assigned to a category, such
as “high level of knowledge,” “average level of
knowledge,” and “low level of knowledge.” Each of
these level categories should also be operationally
defined.

University Research Center

 Example No. 1

If for instance, the operational definition of level of knowledge about cancer
is “the number of questions about cancer which a respondent answered
correctly,” each level of knowledge may be assigned a range of scores.
Assuming that the total possible score is 20, the possible categories could be:

High level of knowledge = scores of 14 to 20

Average level of knowledge = score of 7 to 13
Low level of knowledge = score 0 to 6

In the example above the categories are mutually exclusive because a

respondent with a score of 15 can be assigned only to “high level of
knowledge.” However, if scores are decimal numbers, the score limits of
each level should be specified, like, “o to 6.5,” “6.6 to 13.5,” and “13.6 to 20.”

University Research Center

 Exhaustive Categories

Categories are exhaustive if all the possible

responses are included among the options of
responses. The answers given by every respondent
can be assigned to a particular category.
If a researcher is not sure about the exhaustiveness
of the categories identified, he/she should include
“Others,” the “catch all” category. Under this
category, responses which can not be assigned to any
of the other categories can be classified.

University Research Center

 Example

A list of categories like: “Protestant, Catholic, Muslim, and

Buddhist” for responses to a question on religion is not exhaustive
because a Mormon cannot be classified under any of the categories
in the list.

For instance, the variable “hobbies” is operationally defined as “a

type of activity a person engages in during leisure or free time.” the
possible categories of this variable may be: “singing,” “reading,”
“painting,” “writing poems,” “sewing,” “Others, specify.” What may
not be classified under the five specific categories can be classified
under “Others.” However, if during data analysis, the number of
responses falling under “Others” exceed three, the responses must
be specified and based on these an additional category can be added.

University Research Center

 Operational Definition of Key Terms

There may be terms in the study (not variables) that

have meanings different from their “dictionary
meaning” or they take on different meanings,
depending on situations or events. These terms must
also be defined operationally to avoid
misinterpretation. The definition depends on how
the words is used and measured.

University Research Center

 Examples

1. Family planning user is any currently married woman aged 15 to 49

years old or a married man aged 15 or older who has used a method to
prevent or space pregnancy at least once during the last three months.

2. Coastal Barangay is a village or community which is located near the

sea where fishing is the main activity of the residents.

3. Merging is the absorption of one or more business firms by another

existing firm which retains its identity and takes over the rights,
privileges, franchises, and properties and assumes all the liabilities or
obligations of the absorbed firm/s (Pudadera, 2002).

4. Interest rate represents the cost of borrowing money, expressed as a

percent rate, for a given period of time.

University Research Center

 How to Make Operational Definitions

Here are some guidelines to follow in defining variables operationally:

1. List your independent, dependent and intervening (if any) variables.

2. Write an operational definition for each variable.

3. Identify the possible categories of each variable and determine if the categories can be clearly understood, are
mutually exclusive and exhaustive. The list of categories is complete so that all respondents can be categorized.

4. List the key terms which may be interpreted differently by different people, unless they are operationally
defined. Write an operational definition for each term.

5. When defining a variable or a term, be guided by the following questions:

a. Does the definition clearly specify the way the variable will be measured?

b. Are the categories of each variable mutually exclusive?

c. Are the categories exhaustive?

University Research Center

 SCOPE AND LIMITATIONS
SCOPE Includes the coverage of the
study area, the participants, the
research instruments, the
research issues or concerns, the
duration of the study

LIMITATIONS • Aspects of the study which may

affect the results adversely but
over which the researcher has no
control
•Constraints that have direct
bearing on the result of the study
 Significance of the Study
GUIDE TO FORMULATION

 Emphasize the importance of

‘doing the study now’
 Identify the beneficiary or users of
the study
 Describe how the findings will be
used by stakeholders
 Starts with Institution/Policy
Makers, then the Implementers,
and finally, Current/Future
Researchers

prt