Introduction to Key Terms in Research Methodology

Research methodology relies on a set of well-defined concepts

to ensure that investigations are systematic, valid, and yield
meaningful results. Among the most essential terms in research
are constructs, constants, variables, and research questions.
Understanding and applying these terms effectively is critical for
researchers to operationalize abstract ideas and accurately
measure outcomes. This exploration delves into each term,
offering clarity on their role in both qualitative and quantitative
studies.
Constructs in Research
A construct is a theoretical concept used to represent phenomena
that are not directly observable. Constructs provide a framework
for understanding abstract ideas such as attitudes, personality
traits, or emotions, which are fundamental to many social,
psychological, and behavioral studies. In research, constructs
must be carefully defined and operationalized, meaning they are
translated into measurable elements that can be quantified or
categorized.
For example, a construct like "intelligence" cannot be directly
observed but can be measured through tests such as IQ
assessments or academic performance scores. Similarly,
constructs like "motivation" or "customer satisfaction" are
abstract but can be operationalized using surveys, scales, or
behavioral indicators.
The role of constructs is critical in hypothesis development and
theory building, as they provide the foundation for formulating
research questions and testing relationships between variables.
Constructs are essential in helping researchers measure
intangible qualities and make abstract ideas accessible for
empirical investigation.
Constants in Research
A constant refers to any factor that remains unchanged
throughout the research process. Unlike variables, which are
designed to fluctuate, constants provide stability and control in
experiments. They help ensure that any changes observed in the
dependent variable are due to the manipulation of the
independent variable, rather than external or uncontrolled
factors.
Constants are particularly important in experimental research,
where maintaining consistency in certain aspects of the
environment is key to achieving reliable results. For instance, a
researcher studying the effect of exercise on heart rate may keep
factors like temperature, time of day, and the type of exercise
equipment constant across all participants. This ensures that any
observed differences in heart rate are not influenced by these
other factors.
Without constants, the research process would become
unpredictable, and the ability to draw meaningful conclusions
about cause-and-effect relationships would be compromised.
VARIABLES

“Variable” is a term which is o en used in research projects. It

is necessary to define and iden fy the variables while carrying
out a quan ta ve research projects. A variable provokes
excitement in any research than constants. It is therefore cri cal
in understanding for beginners in research to have clarity about
this term and the related concepts. Variable, to put in layman
statement is something that can change and or can have more
than one value. A variable, as the name implies, is something
that varies. It may be weight, height, anxiety levels, income,
body temperature and so on. Each of these proper es varies
from one person to another and also has different values. It
could be demographic, physical or social and include religion,
income, occupa on, temperature, humidity, language, food,
fashion, etc. Some variables can be quite concrete and clear,
such as gender, birth order, types of blood group etc while
others can be considerably more abstract and vague. Variable
has a capability to take on different values. It is also based on a
logical grouping of a ributes. A ributes are characteris cs or
quali es that help to describe an object. For example if gender
is a variable then male and female are the a ributes. If
residence is the variable then urban, semi urban, rural become
the a ributes. So a ributes here describe the residing area of
an individual. It is needed for a researcher to know as how
some of the variables within a study are related to each other. It
is thereforenecessary to define the variables to facilitate
accurate explana on of the rela onship between the variables.
The variables that can be measured for the study have no
limita ons, although the more variables, the more complex the
study and the more complex the sta s cal analysis. Moreover
the longer the list of variables in the study, the longer will be
the me required for data collec on. Variables can be defined
in terms of measurable factors through a process of
opera onaliza on. It is helpful to convert difficult concepts into
easily understandable concepts which then can be measured,
empirically. It is essen al to define the term as variables so that
they can be quan fied and measured. That is, the variables
have to be able to work for a researcher to operate, or it
becomes opera onal. There are different types of variables and
that have their influence differently in a study. Independent &
dependent variables, Ac ve and a ribute variables, Con nuous,
discrete and categorical variable, extraneous variables and
Demographic variables.

Types of Variables
The Independent
Variable is the antecedent while the dependent variable is the
consequent. If the independent variable is an ac ve variable
then a researcher shall manipulate the values of the variable to
study its affect on another variable. For example, the influence
of watching television programmes on children then here the
age and gender of a respondent can be considered as an
independent variable and the level of exposure to television is
considered as dependent variable which may vary based on the
age and gender.

Dependent Variable
It is the variable that is affected by the independent variable.
Responsiveness to exposure to television is the dependent
variable in the above example. The dependent variable is
dependent on the independent variable. Variables are o en
characteris cs of research subjects, such as their age, health
beliefs, or weight etc. Further, if in addi on to being dependent
upon age, height of a respondent also depends upon age and
gender. So here height becomes dependent variable whereas
age and gender becomes independent variable

A ribute Variable
Variables which cannot be manipulated are a ribute variables
and the variables that the researcher creates are the ac ve
variables. It is a variable where we do not alter the variable
during the study. It can also be the independent variable, but it
has limita ons. Some a ribute variables are age, gender, blood
group, colour of eyes, etc. We might want to study the effect of
age on weight. We cannot change a person's age, but we can
study people of different ages and weights.

An Ac ve Variable in one study could be an a ribute variable in

another study. Some mes variables take on a wide range of
values on a con nuum.

A Con nuous Variable

It can assume an infinite number of values between two points'.
If we consider the con nuous variable weight: between 1 and 2
Kg, the number of values is limitless: 1.005, 1.7, 1.33333, and so
on. Con nuous measures in actual use are contained in a range
each individual obtains a score within the 1 range. Phenomena
which can take quan ta vely different values even in decimal
points are termed as con nuous variable. For example age can
be considered as con nuous variable. On the other hand, a
discrete variable is one that has a finite number of values
between any two points, represen ng discrete quan es.

Categorical Variables belongs to a kind of measurement called

nominal. In nominal measurements there are two or more
subsets of the set objects being measured. They have a simple
requirement that all the members of the subset are considered
the same and all are assigned to the same name (nominal) and
the same numeral. That is, they can be measured only in terms
of whether the individual items belong to certain dis nct
categories, but we cannot quan fy or even rank order the
categories. The variable gender, for example, has only two
values (male and female). Variables that take on only a handful
of discrete non quan ta ve values are categorical variables.
When categorical variables take on only two values, they are
some mes referred to as dichotomous variables.

Extraneous Variables It happens some mes that a er

comple on of the study we wonder that the actual result is not
what we expected. In spite of taking all the possible measures
the outcome is unexpected. It is because of extraneous
variables. Variables that may affect research outcomes but have
not been adequately considered in the study are termed as
extraneous variables. Extraneous variables exist in all studies
and can affect the measurement of study variables and the
rela onship among these variables. Extraneous variables that
are not recognized un l the study is in process, or are
recognized before the study is ini ated but cannot be
controlled, that are referred to as confounding variables.
Certain external variables may influence the rela onship
between the research variables, even though researcher cannot
see it. These variables are called intervening variables. For
example, girl's knowledge and prac ces helps in maintaining
menstrual hygiene. Here, mo va on, mother and friends, mass
media, are some intervening variables which may also help in
maintaining menstrual hygiene. Thus, if these two factors are
not controlled it would be impossible to know what the
underlying cause really is.

Demographic Variables Demographic variables are

characteris cs or a ributes of subjects that are collected to
explain about the sample. They are also called sample
characteris cs. It explains these variables describe study sample
and determine if samples are representa ve of the popula on
of interest. Although demographic variables cannot be
manipulated, researchers can explain rela onships between
demographic variables and dependent variables. Some
common demographic variables are age, gender, occupa on,
marital status, income etc

Research Ques ons in Research

Methodology
Research ques ons are fundamental components of any
research study, guiding the inquiry and shaping its direc on. In
research methodology, they play a cri cal role in determining
the focus and scope of the study. By defining what the
researcher aims to inves gate, research ques ons ensure that
the study remains relevant and manageable. They help in
formula ng hypotheses, iden fying variables, and selec ng
appropriate methods for data collec on and analysis. The
success of a research project is o en dependent on the clarity
and specificity of its research ques ons.
Importance of Research Ques ons
Research ques ons are essen al for several reasons. Firstly,
they help to narrow down the research topic, ensuring the
study focuses on a par cular area of interest. Without clear
research ques ons, the scope of the research can become too
broad or vague. Secondly, these ques ons provide a framework
for the research process, guiding decisions about what data to
collect and how to analyze it. Clear research ques ons also help
in avoiding ambiguity, ensuring that the study remains on track
and aligned with its objec ves. Overall, they provide structure
to the research, linking the research problem with the variables
under inves ga on.
Types of Research Ques ons
Research ques ons vary depending on the nature of the inquiry,
and they can be categorized into several types. Descrip ve
research ques ons aim to explore and describe the
characteris cs of a popula on or phenomenon. These
ques ons do not establish rela onships or causes but focus on
documen ng what exists. For example, a ques on like “What
are the main challenges faced by high school students during
exams?” falls under this category.
Compara ve research ques ons, on the other hand, compare
two or more groups to examine differences or similari es. They
are o en used in experimental or survey research. For example,
“How does the performance of private school students
compare to public school students?” explores differences in
outcomes.
Rela onal research ques ons seek to explore the rela onships
between two or more variables. They are used when
researchers aim to iden fy correla ons or associa ons between
factors. An example would be “Is there a rela onship between
social media usage and academic performance among
teenagers?” These ques ons help in iden fying pa erns or links
between variables without establishing causality.
Causal research ques ons are designed to inves gate cause-
and-effect rela onships between variables. These ques ons are
common in experimental research, where the researcher
manipulates one variable to observe its effect on another. For
example, “Does increasing physical ac vity reduce stress levels
in adults?” is a causal ques on that seeks to determine whether
one variable directly influences another.
Characteris cs of Good Research Ques ons
For research ques ons to be effec ve, they must be carefully
constructed. A good research ques on is clear, meaning it is
easy to understand and free of ambiguity. It should specify
exactly what the researcher intends to inves gate. For example,
a vague ques on like “What causes stress?” lacks clarity, while a
more focused version, such as “What are the main causes of
stress among college students during exams?” is much clearer.
Research ques ons should also be focused, addressing a
specific issue rather than covering mul ple topics at once. A
ques on that a empts to address too many variables will make
the study difficult to manage. In contrast, a focused ques on
allows for a deeper explora on of a single topic. Addi onally,
research ques ons need to be feasible, meaning they are
answerable within the limits of the researcher’s me,
resources, and access to data. Unfeasible ques ons, such as
“What are the global effects of climate change on all
ecosystems?” are too broad and unrealis c for most
researchers.
Finally, research ques ons must be researchable, meaning they
can be inves gated using available data, tools, or methods. A
ques on that cannot be empirically inves gated is not suitable
for a research study. For example, abstract ques ons like “What
is the meaning of life?” may be interes ng but are not easily
researchable within the framework of scien fic methodology.