Compare independent variables, dependent variables, and extraneous variables NRS 433

Compare independent variables, dependent variables, and extraneous variables NRS 433

 

Sample Answer for Compare independent variables, dependent variables, and extraneous variables NRS 433 Included After Question

Compare independent variables, dependent variables, and extraneous variables NRS 433

Topic 4 DQ 1

Compare independent variables, dependent variables, and extraneous variables. Describe two ways that researchers attempt to control extraneous variables. Support your answer with peer-reviewed articles.

 

A Sample Answer For the Assignment: Compare independent variables, dependent variables, and extraneous variables NRS 433

Title: Compare independent variables, dependent variables, and extraneous variables NRS 433

Replies

Variables are the key features for method of inquiry during a science experiment. Experimental methods objectively investigate a hypothesis or research question in order to avoid any bias. The independent variable is the variable which is manipulated in an attempt to have a direct effect on the dependent variable. The dependent variable is the part of the experiment which is being tested and measured and is ‘dependent’ on the independent variable (McLeod, 2019).

Extraneous variables are the undesirable variables, which is of no particular interest to the researcher, and may influence the outcome of an experiment. Confounding variables are a type of extraneous variable which directly affects how the independent variable acts on the dependent variable. It can lead the researcher to think there is a cause and effect where there is not. Controlling extraneous variables can be done with random sampling. Although random sampling does not completely exclude any extraneous variables, it does help with equality within all groups (Statistics How To, 2019). Randomized control groups allow chance to select the groups so any confounding variable can be cancelled out, as long as there is a large enough sample group (Shuttleworth, 2009). Another way the researcher can attempt to control extraneous variables is matching during selection of the study sample. Matching equates participants on the variables being controlled such as age or gender. It involves balancing subjects from a set of background variables before assigning them to the experiment (Extraneous variables and control techniques, n.d.).

Compare independent variables, dependent variables, and extraneous variables NRS 433
Compare independent variables, dependent variables, and extraneous variables NRS 433

Compare independent variables, dependent variables, and extraneous variables NRS 433 References

Extraneous variables and control techniques. (n.d.). Extraneous variables and control techniques. Retrieved from http://resourcecentre.foodrisc.org/medialibrary/2013/05/10/c504834b/Extraneous%20variables%20and%20control%20techniques.pdf.

 

McLeod, S. (2019, August 1). What are independent and dependent variables? Retrieved from Simply Psychology: https://www.simplypsychology.org/variables.html

 

Shuttleworth, M. (2009, March 12). Randomized controlled trials. Retrieved from Explorable.com: https://explorable.com/randomized-controlled-trials

 

Replies

Hi Shana! The extraneous variables sometimes have little effect on a study, or sometimes have the potential to completely throw off a study depending upon their influence on the nature of the study. One way a researcher can attempt to control this is through using experimental designs. In certain studies, the experimental designs may play a crucial role in reducing or completely removing the role and impact of the extraneous variables. It is up to the researcher to understand and administer this method in a way that the best possible results can be obtained.

 

Replies

Matching is a great technique to limit the amount of influential and undesired variables in an experiment. This method evens the playing field if you will and places all participants at a similar level. One example I came across was an experiment on two new teaching methods being studied. The experiment used matching to limit extraneous variables. The selected students that were all around the same knowledge level using a reading test from a previous semester. This created an even field of students that all had relatively the same amount of intellectual knowledge and provided for more accurate results.

Resource:

Shuttleworth, M. (2022). Matched Subject Design. Explorable.com. https://explorable.com/matched-subjects-design

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  • Replies to Shana Fogelman

Hey Shana! I appreciate your explanation of variables. There are four types of extraneous variables that can affect the outcome of the research. The first type is situational variables which are aspects that affect the behavior of the participants and includes noise temperature and lighting (McLeod, 2019). The second type is the person variable which is how each person affects the study by their differences such as intelligence, anxiety, mood, and concentration (McLeod, 2019). The third is investigator effects which are when the researcher affects the way the participants respond which is called experimenter bias (McLeod, 2019). The last extraneous variable is demand variables which are clues in the investigation that give clues of the point of the research to the participants which affect their reactions (McLeod, 2019).

Compare independent variables, dependent variables, and extraneous variables NRS 433  Reference:

 

McLeod, S. (2019). Extraneous Variables. Simply Psychology. https://www.simplypsychology.org/extraneous-variable.html

Victoria Smith

Posted Date

Feb 24, 2022, 4:09 AM

Replies to Shana Fogelman

Independent variables are something that can be manipulated in a research study. It is checking to see if you make changes to the study will it have the same/different effect. (Cherry 2020). For example, if you are doing a medication study giving a high dose, low dose, and placebo, you are manipulating the outcome of the study because you are controlling the outcome. A dependent variable is something that is being tested in a study, the dependent variable would be measuring blood pressures against medication use, the dependent would be blood pressure results. (Cherry 2022) The dependent and independent variable works together for example the independent would be the amount of blood pressure medications given to the person and the dependent is blood pressure results. The change comes with the manipulated variable if the patient receives a high dose of blood pressure meds the blood pressure will be lower compared to not receiving any and having no change. The extraneous variable is any variable that is not being tested but it can affect the outcome of the study, it is uncontrolled and can lead to not valid results. (Zach 2020) for example like the other example blood pressure meds and results of blood measure, the extraneous variable would be if the participants are diets and exercising that can affect the results or if the patient is consuming extra salt, you didn’t plan on including that in your research, but it can change results if these things are happening. To controlled extraneous variables, you must know what type of study is being done. One method is random sampling which you will divide up the controlled group and experimental group by doing a random name draw. They can also do the standardized procedure which can basically equal out the environment for everyone. For example, with the blood pressure and medication study, the participants can either start diets and exercising or that can make another controlled group.

Article- Comparison between Field Research and Controlled Laboratory Research

Article- Be Like Water: Robustness to Extraneous Variables Via Adaptive Feature Normalization

 

 

Aziz, H April 2017, Comparison between Field Research and Controlled Laboratory Research (fortuneonline.org)

Cherry, Kendra May 17, 2020, What Is an Independent Variable? (verywellmind.com)

Cherry, Kendra Feb. 14, 2022, What Is a Dependent Variable? (verywellmind.com)

Kaku, A. Feb. 2020, Be Like Water: Robustness to Extraneous Variables Via Adaptive Feature Normalization (arxiv.org)

Zach, Sept. 14, 2020, Extraneous Variable: Definition & Examples – Scatology

Claudia Fernandez Rodriguez

replied toVictoria Smith

Feb 25, 2022, 4:51 AM

  • Replies to Victoria Smith

Victoria,

I agree with you that independent variable is the variable that is manipulated by the researcher in order to elicit a response from the dependent variable. While on the other hand dependent variable is the one that is being looked for the results of study. (seingholi and Baghestani, 2017). extraneous variables are those that can interfere with the relationship between the independent and dependent variables that are either out of control pf researcher or were unexpected variables. When taking part in research you should ensure that the extraneous variables are controlled. This will help in getting the accurate results to avoid errors that are committed in nursing research.

Reference,

seingholi and Baghestani, 2017). Another method to decrease extraneous variable effects is by restricting the sample group as much as possible. By doing so, this will ensure that all will be affected by the same extraneous variable (Pourhoseingholi and Baghestani, 2012

  • Oluwakemi Fatokimi

replied toVictoria Smith

Feb 25, 2022, 5:28 PM

  • Replies to Victoria Smith

Hello Victoria,

Emphasizing on the fact that extraenous variable is not tested and can lead to invalid result as it not controlled. However, a dependent variable is directly happens as a result of the independent variable. These two work together in a research study. For instance, if an exploration is to be done to check whether high concentrations of vehicle exhaust influence the incidence of asthmatic attack in children. In this example we can see that vehicle exhaust is the independent variable while the depedent variable is asthma (National Institutes of Health, n.d.).

Compare independent variables, dependent variables, and extraneous variables NRS 433  Reference

National Institutes of Health. (n.d.). Dependent and independent variables. U.S. National Library of Medicine. Retrieved February 26, 2022, from https://www.nlm.nih.gov/nichsr/stats_tutorial/section2/mod4_variables.html

 

  • Deidra Earls

replied toVictoria Smith

Feb 25, 2022, 9:10 PM

  • Replies to Victoria Smith

Hi Victoria! Independent and dependent variables tie into each other. The independent variable is the cause. Its value is independent of other variables in your study. The dependent variable is the effect. Its value depends on changes in the independent variable. Extraneous variables have a negative effect on the investigation. One method to control extraneous variables is called matching. This involves balancing test subjects on a set of background variables before assigning them to treatments. The researcher must be careful of what they allow to affect their study.

  • Lee Ann Coffer

replied toVictoria Smith

Feb 26, 2022, 6:38 PM

  • Replies to Victoria Smith

Hey Victoria! I appreciate your example of variables in the study of blood pressure. Your examples of extraneous variables and how they affect the outcome were excellent. McLeod (2019), states that there are four different types of extraneous variables, which include situational variables, person variables, experimenter effects, and demand characteristics. There are so many opportunities for extraneous variables to affect the outcome of the research and the experimenter must control the environment to prevent this from happening.

Compare independent variables, dependent variables, and extraneous variables NRS 433  Reference:

 

McLeod, S. (2019). Extraneous Variables. Simply Psychology.https://www.simplypsychology.org/extraneous-variable.html

Compare independent variables, dependent variables, and extraneous variables NRS 433 Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

Very good or high level of performance

88%

14 points

Acceptable level of performance

81%

13 points

Inadequate demonstration of expectations

68%

11 points

Deficient level of performance

56%

9 points

 

Failing level

of performance

55% or less

0 points

 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
 

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
 

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.