Test bank Burns and Grove’s The Practice of Nursing Research 8th Edition Gray

Test bank Burns and Grove’s The Practice of

Nursing Research 8th Edition Gray

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Chapter 06: Objectives, Questions, Hypotheses, and Study Variables
Gray: Burns and Grove’s The Practice of Nursing Research, 8th Edition

MULTIPLE CHOICE

1. A pediatric nurse, who has worked on the inpatient unit for 7 years, is enrolled in a master’s
program. The nurse notes that children who are homeless and who are admitted to the
inpatient setting seem to have longer lengths of hospital stay, appear to have poorer verbal
skills, and seem to be more fearful of separation from their parents. The nurse designs a study
to measure these variables in homeless children and to compare the findings with the average
patients on the same unit. What is the research objective?
a. To answer the research question
b. To determine the strength of the statistical relationship among the variables
c. To determine whether homeless children seem to have longer length of hospital
stay, poorer verbal skills, and more fear of separation from their parents than do
other children
d. To measure length of stay, verbal skills, and fear of separation from parents in
homeless children admitted to the hospital
ANS: C
Research objectives or aims are clear, concise, declarative statements expressed in the present
tense to specify the foci of the study—that is, the reasons for performing the study. There are
minimal if any differences between the terms objective and aim, thus researchers use them
interchangeably in studies. Some researchers identify their study purpose as an objective or
aim, which can be confusing to readers. The purpose is the overall focus on the study, and
smaller foci of the study are identified in the research objectives/aims or questions.

DIF: Cognitive Level: Synthesis

2. A pediatric nurse, who has worked on the inpatient unit for 7 years, is enrolled in a master’s
program. The nurse notes that children who are homeless and who are admitted to the
inpatient setting seem to have longer lengths of hospital stay, appear to have poorer verbal
skills, and seem to be more fearful of separation from their parents. The nurse designs a study
to measure these variables in homeless children, and to compare the findings with the average
patients on the same unit. What is the research question?
a. Are longer hospital stays, poorer verbal skills, and increased fear of separation
from parents made worse by children’s homelessness?
b. Does children’s homelessness affect length of hospital stay, verbal skills, and fear
of separation from parents?
c. Was homelessness related to length of hospital stay, verbal skills, and fear of
separation from parents in this study?
d. Is homelessness in children related to length of hospital stay, verbal skills, and fear
of separation from parents?
ANS: D
 A research question is a concise, interrogative statement that is worded in the present tense
and includes one or more of a study’s principal concepts. Research questions are actual
queries that address variables, and sometimes the relationships among them, within a
population. In this case, the examination of relationships among variables, would be the focus
of the research question, since cause is not a focus of study.

DIF: Cognitive Level: Application

3. A pediatric nurse, who has worked on the inpatient unit for 7 years, is enrolled in a master’s
program. The nurse notes that children who are homeless and who are admitted to the
inpatient setting seem to have longer lengths of hospital stay, appear to have poorer verbal
skills, and seem to be more fearful of separation from their parents. The nurse designs a study
to measure these variables in homeless children, and to compare the findings with the average
patients on the same unit. What is the research hypothesis?
a. Longer length of hospital stay, worse verbal skills, and fear of separation from
parents are caused by children’s homelessness.
b. Homelessness in children is related to length of hospital stay, verbal skills, and fear
of separation from parents.
c. There is no relationship between children’s homelessness and length of hospital
stay, verbal skills, and fear of separation from parents.
d. If a homeless child has a longer hospital stay, that child is likely to have poor
verbal skills and more difficulty separating from parents.
ANS: B
A hypothesis is a stated relationship between or among variables, within a specified
population. It uses the same variables originally identified as concepts in the research purpose
and subsequently given operational definitions. It uses the same population identified in the
purpose and research question. It uses the same relationships identified in the purpose and
question, if a relationship is stated, focusing on the association between variables if the
research is correlational, or on causation if one variable is proposed to cause another.
Hypotheses are described using the terms in the following four categories: (1) causal versus
associative, (2) simple versus complex, (3) directional versus nondirectional, and (4) null
versus research.

DIF: Cognitive Level: Application

4. A researcher identifies three variables and formulates a hypothesis that links them. That
hypothesis is testable. What does it mean that the hypothesis is testable?
a. All the variables in the hypothesis are measurable.
b. The hypothesis must be replaced by a research question.
c. The value of the hypothesis is low.
d. The hypothesis is causational.
ANS: A
 A testable hypothesis contains variables that can be precisely measured or manipulated in a
study. Formulating a testable hypothesis to guide a study requires several decisions. The
research problem and purpose determine whether you will study an associative or a causal
relationship. Testing a hypothesis that states a causal relationship requires expertise in
implementing an intervention and controlling extraneous variables. You must also decide
whether the research problem and purpose are best investigated with the used of simple or
complex hypotheses. Another decision you must make involves the formulation of a research
or a null hypothesis based on the most current knowledge of the research problem.

DIF: Cognitive Level: Synthesis

5. A professor of medical-surgical nursing researches the effect of special tutoring sessions

offered once weekly to students, in hopes of improving student performance on examinations.
In the fall semester, student exam scores were significantly improved over those of the
previous term, when tutoring was not offered. The performance of the spring term students
does not show a significant improvement over students without tutoring. The professor’s
colleague identifies a confounding variable. Which variable is the confounding variable?
a. The same professor provided tutoring in both fall and spring semesters.
b. The fall semester students had a lower admission grade point average than the
spring semester students.
c. The fall semester students were, on average, older than the spring students.
d. The fall tutoring sessions were conducted on Mondays after the medical-surgical
class and the spring sessions were held on Fridays, after a different class.
ANS: D
A confounding variable is a special subtype of extraneous variable, but it is unique in that it is
embedded in the study design because it is intertwined with the independent variable. In this
example, the day of the week on which tutorials were offered might have made a difference in
effectiveness. Confounding variables cannot be controlled for, once the study is under way.
Modifying variables, when present, are those that change the strength and sometimes the
direction of a relationship between other variables. Mediating variables are intermediate
variables that occur as links in the chain between independent and dependent variables.
Environmental variables are those that emanate from the research setting. In a healthcare
milieu, they include but are not limited to temperature, ambient noise, lighting, rules
regulating the length of nurses’ breaks, floor surface covering, actions of other clients, and
furniture.

DIF: Cognitive Level: Application

6. The intervention that the researcher manipulates is the:

a. demographic variable.
b. independent variable.
c. dependent variable.
d. extraneous variable.
ANS: B
 The independent variable is the intervention or treatment that the researcher applies to the
experimental group but not to the control group. Demographic variables are subject
characteristics measured during a study and used to describe a sample. In nursing research,
common demographic variables are age, gender, and ethnicity, which define the population
represented by the sample. The dependent variable is so called because it depends on the
action of the independent variable. The dependent variable is defined as the result or outcome
that is the study’s focus. Extraneous variables are variables that are not central to a study’s
research purpose: they are not identified as either independent or dependent variables. An
extraneous variable has a potential effect on the results, however, making the independent
variable appear more or less powerful than it really is in its effect on the value of the
dependent variable.

DIF: Cognitive Level: Comprehension

7. A researcher identifies an important extraneous variable after a study is under way. What is
the best action for the researcher to take now?
a. Determine whether the extraneous variable is an independent or dependent
variable.
b. Stop the study, then redesign it so as to control for this extraneous variable.
c. Attempt to measure the extraneous variable so that its effect may be determined
during the analytic phase.
d. Nothing now. Plan to identify this as a limitation during the dissemination phase.
ANS: B
Extraneous variables are variables that are not central to a study’s research purpose: they are
not identified as either independent or dependent variables. An extraneous variable has a
potential effect on the results, however, making the independent variable appear more or less
powerful than it really is in its effect on the value of the dependent variable. When conducting
a study, the researcher should attempt to identify potentially extraneous variables that might
have an effect on study’s findings. The researcher may then make adjustments in the research
design and methods in order to attempt to control for the intrusion of only the extraneous
variables that are most likely to alter the research findings and consequently force an incorrect
conclusion.

DIF: Cognitive Level: Analysis

8. Simple descriptive statistics may be used to depict the sample characteristics, reflecting
demographic variable values, in which kind of research?
a. Quantitative research only
b. Qualitative research only
c. Both quantitative and qualitative research
d. Only when data have been extracted from an electronic database
ANS: C
 Demographic variables are participant characteristics measured during a study and used to
describe a sample. In nursing research, common demographic variables are age, gender, and
ethnicity, which define the population represented by the sample. After study completion,
demographic information is analyzed to provide what are called the sample characteristics, or
occasionally the sample demographics. Sample characteristics are presented narratively at the
beginning of the results section, in both quantitative and qualitative research. They are often
displayed in table form, as well, using simple descriptive statistics such as frequency and
percentage, in quantitative research and occasionally in qualitative research.

DIF: Cognitive Level: Application

9. A research hypothesis states: “Patients with recurrent bowel obstruction due to Crohn’s
disease who are assigned to be treated in an emergency room complain less frequently of pain
and require less pain medication than those patients admitted, in the usual fashion, and treated
on a medical floor.” What is the independent variable in the hypothesis?
a. Bowel obstruction due to Crohn’s disease
b. Place treated
c. Number of complaints of pain
d. Number of doses of pain medication
ANS: B
An independent variable is either a cause or a predictor, depending on the research design. A
dependent variable is the entity that it is the researcher’s intent to produce, modify, or predict.

DIF: Cognitive Level: Application

10. Read the following purpose statement: “The purpose of this study was to examine the effects
of a generous weekly allowance and twice-weekly text messages from parents on number of
days absent from class, in freshman college students.” What kind of variable is number of
days absent from class?
a. Demographic variable
b. Independent variable
c. Extraneous variable
d. Dependent variable
ANS: D
A dependent variable is the entity that it is the researcher’s intent to produce, modify, or
predict. The dependent variable is defined as the result or outcome that is the study’s focus.
Demographic variables are subject characteristics measured during a study and used to
describe a sample. In nursing research, common demographic variables are age, gender, and
ethnicity, which define the population represented by the sample. So an independent variable
is either a cause or a predictor, depending on the research design. Extraneous variables are
variables that are not central to a study’s research purpose: they are not identified as either
independent or dependent variables. An extraneous variable has a potential effect on the
results, however, making the independent variable appear more or less powerful than it really
is in its effect on the value of the dependent variable.

DIF: Cognitive Level: Application

11. Read the following statement: There is no measurable difference in incidence of incarceration
for adolescent children whose mothers work outside the home in comparison with those
whose mothers do not work outside the home. How is this statement best defined?
a. Null hypothesis
b. Confounding variable
c. Research objective
d. Research question
ANS: A
A hypothesis is a stated relationship between or among variables, within a specified
population. The null hypothesis, also referred to as a statistical hypothesis, is used for
statistical testing and interpretation of statistical outcomes. The null hypothesis can be simple
or complex and associative or causal. The null hypothesis states that there is no relationship
between two or more variables. A confounding variable is a special subtype of extraneous
variable, but it is unique in that it is embedded in the study design because it is intertwined
with the independent variable. Objectives or aims in quantitative studies are developed on the
basis of the research problem and purpose, in order to clarify a study’s goals. The objectives
or aims use the same major variables identified in the purpose statement and examine these
within the same population. Research objectives are clear, concise, declarative statements that
are expressed in the present tense, focus on one or two variables (or concepts), and indicate
whether the variables are to be identified or described. A research question is a concise,
interrogative statement that is worded in the present tense and includes one or more of a
study’s principal concepts.

DIF: Cognitive Level: Application

12. A research hypothesis states: “There is no measurable difference in incidence of acne in

15-year-olds who are placed on a chocolate-free diet.” What is the dependent variable in this
hypothesis?
a. 15-year-olds
b. No chocolate in the diet
c. Chocolate in the diet
d. Acne
ANS: D
The independent variable is the intervention or treatment that the researcher applies to the
experimental group but not to the control group. The dependent variable is so called because it
depends on the action of the independent variable. The dependent variable is defined as the
result or outcome that is the study’s focus. Extraneous variables are variables that are not
central to a study’s research purpose: they are not identified as either independent or
dependent variables. In this example, acne is the dependent variable and removal of chocolate
from the diet is the independent variable.

DIF: Cognitive Level: Application

13. What is the relationship between a conceptual definition and an operational definition?
a. The conceptual definition provides information; the operational definition provides
none.
b. The conceptual definition is concrete, and the operational definition is abstract.
c. They are the same, in most instances.
d. The operational definition allows the researcher to create a measurable variable
 from a concept; the conceptual definition does not.
ANS: D
In quantitative studies, a variable can be defined both conceptually and operationally,
revealing both its meaning and its means of measurement in a particular study. Operationally
defining a concept converts it to a variable and provides a definition of how the researcher
will quantify that variable during the course of a study.

DIF: Cognitive Level: Analysis

14. The research question states: “Can diabetics on oral antiglycemic medications achieve better
control of blood sugar, as measured by Hemoglobin A1C, if they are taught to meditate and
do this on a daily basis?” What is the independent variable in this research question?
a. Oral antiglycemic medications
b. Hemoglobin A1C
c. Meditation
d. Blood sugar
ANS: C
The independent variable is the intervention or treatment that the researcher applies to the
experimental group but not to the control group. The dependent variable is so called because it
depends on the action of the independent variable. The dependent variable is defined as the
result or outcome that is the study’s focus. Extraneous variables are variables that are not
central to a study’s research purpose: they are not identified as either independent or
dependent variables. In this example, Hemoglobin A1C is the dependent variable and
meditation is the independent variable.

DIF: Cognitive Level: Application

MULTIPLE RESPONSE

1. A pediatric nurse, who has worked on the inpatient unit for 7 years, is enrolled in a master’s
program. The nurse notes that children who are homeless and who are admitted to the
inpatient setting have longer lengths of hospital stay, appear to have poorer verbal skills, and
seem to be more fearful of separation from their parents. The nurse designs a study to measure
these variables in homeless children and to compare the findings with the average patients on
the same unit. What are the research variables in this study? (Select all that apply.)
a. Patient age
b. Verbal skills
c. Homelessness
d. Parental presence
e. Fear of separation from parents
f. Length of hospital stay
ANS: B, C, E, F
Research variable is a default term used to refer to a variable that is the focus of a quantitative
study but that is not identified as an independent or a dependent variable. Research variables
include those stated in the research purpose and question.

DIF: Cognitive Level: Application

2. A research hypothesis states: “Having one’s house and yard professionally sprayed yearly by
an extermination service has an effect on infestations of common garden ants.” What type of
hypothesis is this? (Select all that apply.)
a. Simple hypothesis
b. Complex hypothesis
c. Causal hypothesis
d. Associative hypothesis
e. Nondirectional hypothesis
f. Directional hypothesis
ANS: A, C, E
A simple hypothesis predicts the relationship (associative or causal) between two variables. A
complex hypothesis predicts the relationship (associative or causal) among three or more
variables. The relationships identified in hypotheses are associative or causal. A causal
hypothesis proposes a cause-and-effect relationship between variables, in which one causes
the other. The cause is the independent variable; the result is the dependent variable. An
associative hypothesis presents a noncausative relationship between or among variables. A
nondirectional hypothesis states that a relationship exists but does not specify the direction of
the relationship. A directional hypothesis states the nature or direction of a proposed
relationship between variables.

DIF: Cognitive Level: Analysis

3. A research hypothesis states: “Providing early written feedback to undergraduate nursing

students in the clinical setting increases the incidence of desired behaviors of safe medication
administration, work efficiency, accurate charting, and competent time management.” What
type of hypothesis is this? (Select all that apply.)
a. Simple hypothesis
b. Complex hypothesis
c. Causal hypothesis
d. Associative hypothesis
e. Nondirectional hypothesis
f. Directional hypothesis
ANS: B, C, F
A simple hypothesis predicts the relationship (associative or causal) between two variables. A
complex hypothesis predicts the relationship (associative or causal) among three or more
variables. The relationships identified in hypotheses are associative or causal. A causal
hypothesis proposes a cause-and-effect relationship between variables, in which one causes
the other. The cause is the independent variable; the result is the dependent variable. An
associative hypothesis presents a noncausative relationship between or among variables. A
nondirectional hypothesis states that a relationship exists but does not specify the direction of
the relationship. A directional hypothesis states the nature or direction of a proposed
relationship between variables.

DIF: Cognitive Level: Analysis

4. A research hypothesis states: “Number of hours spent daily playing videogames is negatively
related to student achievement in high school history class.” What type of hypothesis is this?
(Select all that apply.)
a. Simple hypothesis
 b. Complex hypothesis
c. Causal hypothesis
d. Associative hypothesis
e. Nondirectional hypothesis
f. Directional hypothesis
ANS: A, D, F
A simple hypothesis predicts the relationship (associative or causal) between two variables. A
complex hypothesis predicts the relationship (associative or causal) among three or more
variables. The relationships identified in hypotheses are associative or causal. A causal
hypothesis proposes a cause-and-effect relationship between variables, in which one causes
the other. The cause is the independent variable; the result is the dependent variable. An
associative hypothesis presents a noncausative relationship between or among variables. A
nondirectional hypothesis states that a relationship exists but does not specify the direction of
the relationship. A directional hypothesis states the nature or direction of a proposed
relationship between variables.

DIF: Cognitive Level: Analysis

5. A research hypothesis states: “The number of minutes a 16-year-old girl spends applying her
makeup in the morning is related to her perceived personal attractiveness.” What type of
hypothesis is this? (Select all that apply.)
a. Simple hypothesis
b. Complex hypothesis
c. Causal hypothesis
d. Associative hypothesis
e. Nondirectional hypothesis
f. Directional hypothesis
ANS: A, D, E
A simple hypothesis predicts the relationship (associative or causal) between two variables. A
complex hypothesis predicts the relationship (associative or causal) among three or more
variables. The relationships identified in hypotheses are associative or causal. A causal
hypothesis proposes a cause-and-effect relationship between variables, in which one causes
the other. The cause is the independent variable; the result is the dependent variable. An
associative hypothesis presents a noncausative relationship between or among variables. A
nondirectional hypothesis states that a relationship exists but does not specify the direction of
the relationship. A directional hypothesis states the nature or direction of a proposed
relationship between variables.

DIF: Cognitive Level: Analysis

6. A research hypothesis states: “Decreasing the time allotted for weekly, in-class pop quizzes
increases student anxiety and decreases student grades.” What type of hypothesis is this?
(Select all that apply.)
a. Simple hypothesis
b. Complex hypothesis
c. Causal hypothesis
d. Associative hypothesis
e. Nondirectional hypothesis
f. Directional hypothesis
 ANS: B, C, F
A simple hypothesis predicts the relationship (associative or causal) between two variables. A
complex hypothesis predicts the relationship (associative or causal) among three or more
variables. The relationships identified in hypotheses are associative or causal. A causal
hypothesis proposes a cause-and-effect relationship between variables, in which one causes
the other. The cause is the independent variable; the result is the dependent variable. An
associative hypothesis presents a noncausative relationship between or among variables. A
nondirectional hypothesis states that a relationship exists but does not specify the direction of
the relationship. A directional hypothesis states the nature or direction of a proposed
relationship between variables.

DIF: Cognitive Level: Analysis

7. A research hypothesis states: “The number of children in the home is associated with noise
level in that home and with parental stress.” What type of hypothesis is this? (Select all that
apply.)
a. Simple hypothesis
b. Complex hypothesis
c. Causal hypothesis
d. Associative hypothesis
e. Nondirectional hypothesis
f. Directional hypothesis
ANS: B, D, E
A simple hypothesis predicts the relationship (associative or causal) between two variables. A
complex hypothesis predicts the relationship (associative or causal) among three or more
variables. The relationships identified in hypotheses are associative or causal. A causal
hypothesis proposes a cause-and-effect relationship between variables, in which one causes
the other. The cause is the independent variable; the result is the dependent variable. An
associative hypothesis presents a noncausative relationship between or among variables. A
nondirectional hypothesis states that a relationship exists but does not specify the direction of
the relationship. A directional hypothesis states the nature or direction of a proposed
relationship between variables.

DIF: Cognitive Level: Analysis

8. A research hypothesis states: “Increased intake of dietary fiber in elders and increased fluid
intake are associated with fewer episodes of diverticulitis.” What type of hypothesis is this?
(Select all that apply.)
a. Simple hypothesis
b. Complex hypothesis
c. Causal hypothesis
d. Associative hypothesis
e. Nondirectional hypothesis
f. Directional hypothesis
ANS: B, D, F
 A simple hypothesis predicts the relationship (associative or causal) between two variables. A
complex hypothesis predicts the relationship (associative or causal) among three or more
variables. The relationships identified in hypotheses are associative or causal. A causal
hypothesis proposes a cause-and-effect relationship between variables, in which one causes
the other. The cause is the independent variable; the result is the dependent variable. An
associative hypothesis presents a noncausative relationship between or among variables. A
nondirectional hypothesis states that a relationship exists but does not specify the direction of
the relationship. A directional hypothesis states the nature or direction of a proposed
relationship between variables.

DIF: Cognitive Level: Analysis

9. A research hypothesis states: “Taking lessons to learn how to play bridge and weekly practice
in playing bridge have an effect on beginning bridge players’ win-loss ratio.” What type of
hypothesis is this? (Select all that apply.)
a. Simple hypothesis
b. Complex hypothesis
c. Causal hypothesis
d. Associative hypothesis
e. Nondirectional hypothesis
f. Directional hypothesis
ANS: B, C, E
A simple hypothesis predicts the relationship (associative or causal) between two variables. A
complex hypothesis predicts the relationship (associative or causal) among three or more
variables. The relationships identified in hypotheses are associative or causal. A causal
hypothesis proposes a cause-and-effect relationship between variables, in which one causes
the other. The cause is the independent variable; the result is the dependent variable. An
associative hypothesis presents a noncausative relationship between or among variables. A
nondirectional hypothesis states that a relationship exists but does not specify the direction of
the relationship. A directional hypothesis states the nature or direction of a proposed
relationship between variables.

DIF: Cognitive Level: Analysis

10. An experimental psychologist studies rat behavior. The psychologist runs rats through a maze,
under different scent conditions. At the end of the maze is cheese. Sometimes the maze is lit,
and sometimes it is dark. During each run, the rats are subjected to different scents (cat
pheromone, the smell of cheddar cheese, tiger pheromone, the smell of rat feces) at crucial
decision points in the maze. The psychologist measures the time it takes the rats to finish the
maze. What could be considered independent variables in this study? (Select all that apply.)
a. The rats
b. Light versus dark
c. The psychologist
d. The amount of time the rats take to finish the maze
e. The scents
f. The cheese at the end of the maze
g. Rat behavior
ANS: B, E
 The independent variable is the intervention or treatment that the researcher applies to the
experimental group but not to the control group. The dependent variable is so called because it
depends on the action of the independent variable. The dependent variable is defined as the
result or outcome that is the study’s focus. In this example, how long it takes the rats to run
through the maze is the dependent variable and different scents are independent variables;
light versus dark are the two experimental conditions, and these could also affect the outcome,
so they could also be considered independent variables.

DIF: Cognitive Level: Application

11. A cook wants to know what happens to bacon when it is fried in a frying pan, versus
microwaving it. Specifically, the cook wonders if the bacon ends up moister and more
flavorful when fried or when microwaved. What are the dependent variables? (Select all that
apply.)
a. Frying bacon
b. Microwaving bacon
c. Consistent cooking temperature
d. Variable cooking temperature
e. Moistness of bacon
f. Kitchen burns
g. Flavor of bacon
ANS: E, G
The independent variable is the intervention or treatment that the researcher applies to the
experimental group but not to the control group. The dependent variable is so called because it
depends on the action of the independent variable. The dependent variable is defined as the
result or outcome that is the study’s focus. In this example, the moistness and flavor of bacon
are the dependent variables and the method of cooking is the independent variable.

DIF: Cognitive Level: Application

12. Which could be a research question? (Select all that apply.)

a. What does postoperative vomiting feel like, to research subjects?
b. How is hypnosis related to smoking cessation?
c. In an English course, how do grading, praise, practice, submitting papers for
publication, and writing skills interact?
d. What are the differences between clients with preoperative orientation and those
without, in terms of procedural anxiety?
e. How does the researcher define loneliness?
ANS: A, B, C, D
A research question is a concise, interrogative statement that is worded in the present tense
and includes one or more of a study’s principal concepts. Research questions are actual
queries that address variables, and sometimes the relationships among them, within a
population.

DIF: Cognitive Level: Application

13. What could be an independent variable in an experimental study? (Select all that apply.)
a. Quality of life
b. The percentage of moisture in the inspired air the subject breathes
Test bank Burns and Grove’s The Practice of Nursing Research 8th Edition Gray

c. The researcher’s preference for quantitative versus qualitative methodologies

d. Wearing a hat with a large brim
e. Seizure activity during the experiment
ANS: B, D
The independent variable is the intervention or treatment that the researcher applies to the
experimental group but not to the control group. The dependent variable is so called because it
depends on the action of the independent variable. The dependent variable is defined as the
result or outcome that is the study’s focus.

DIF: Cognitive Level: Analysis

14. What could be a dependent variable in an experimental study? (Select all that apply.)
a. Medication A
b. The number of times the gerbil rings the bell
c. Quality of life
d. The number of times the subject is instructed in how to use the experimental
equipment
e. Vomiting
ANS: B, C, E
The independent variable is the intervention or treatment that the researcher applies to the
experimental group but not to the control group. The dependent variable is so called because it
depends on the action of the independent variable. The dependent variable is defined as the
result or outcome that is the study’s focus.

DIF: Cognitive Level: Synthesis

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