Confounding Variable Analysis: Implications for Psychological Research

This report delves into the concept of confounding variables, which are additional factors influencing the dependent variable beyond the independent variable in research. The report uses an example of parent involvement in a child's math performance to illustrate these variables. It discusses how confounding variables, such as student effort, stress, teacher focus, and parental awareness, can skew research outcomes. The study emphasizes the importance of sound experimental design, randomizing groups, implementing strict controls, and thorough operationalization to eliminate the impact of confounding variables. Repeated measure research design is recommended to control confounding variables. The report highlights the potential for placebo effects and demand characteristics, which can threaten the internal validity of the research. The report emphasizes the need for researchers to be aware of and control for confounding variables to ensure the accuracy and reliability of their findings.

Running Head: CONFOUNDING VARIABLE 1
CONFOUNDING VARIABLE
STUDENT NAME
UNIVERSITY OF AFFILIATION

CONFOUNDING VARIABLE 2
Confounding variable is a variable additional to the independent variable that influences the
outcome on the dependent variable. The main aim of carrying out research is to come up with an
unintended inference on the influence of an independent variable on a dependent variable. For a
person to come up with a definite conclusion, they must be able to rule out the probability of
additional effects on the dependent variable further than independent variable that has swayed
the result. Participants are casually assigned circumstances that there are no other effects that
influence the dependent variable. In the above sample on the elementary school teacher, the
independent variable is the parent involvement, and the dependent variable is child performance
on math. An independent variable is a variable that can be manipulated to test the outcome of a
dependent variable (j.h, 2014). In this contest, the parent’s involvement in child learning can be
managed to attain a better score of the student or poor score of the student in math task. On the
other hand, a dependent variable is variable that its change is based on the presence or absence of
independent variable. In this context, the performance of child on math’s results is dependent on
the involvement of the parent in Childs learning. Both dependent and independent can be
observed in relations of effects and foundation. Suppose there is an alteration in the independent
variable; consequently an impact is found in the dependent variable. Times values of an
independent and dependent variable can vary in a test and are both documented. Details of an
independent variable can be influenced by experimenter as those of dependent variable can only
be altered in regards to the independent variable.
In the above example, other confounding variables might have caused an improvement in
students’ performance in math other than parent’s involvement. Suppose child put more effort in
his/her studies than previous school session? This will reflect positively on their result. Secondly,
suppose the student had stress during school session that could have caused low concentration on

CONFOUNDING VARIABLE 3
school work? This could result in lower performance. Thirdly, assume the teacher placed more
focus on students given the note to take home as compared to the students who were not given
the letter to bring back? This could cause the experimenter to manipulate the outcome of the
result. Lastly, suppose the parents were aware of the research being conducted, they could work
in cooperation to ensure the success of research outcome.
The problem on confounding variables can be eliminated through sound strategic design
experiments and constant checks (wilson & shuttleworth, 2008). Through groups’ randomizing,
strict controls deployment and comprehensive operationalization practice, eradication of
confounding the third variable is made possible (2017).
About this research, it appears that the student whose parents were involved in their learning
after school performed well. The study might want to conclude that parent’s involvement in child
learning leads to performance improvement. Students, who performance had improved, were the
ones who were given notes to take to their parents. From a sudden attention from their parents in
their studies might have made the student more curious hence making them more severe in their
studies. Placebo effects are seen at these points.
In the above context, if the participants had an idea of study that was being conducted, they
might have corporate to confirm the hypothesis. In addition to that, the teacher might have
placed more concentration on student’s work, for those who were under study. The teacher’s
concentration on this student is a demand characteristic that threatens the internal validity of
research since the dependent measure changes could be due to participant urge to please the
experimenter

CONFOUNDING VARIABLE 4
Repeated measure research design could be used to control confounding variables. Repeated
measure design in which all subject participates in all conditions of the experiment. That means
all measurements have been repeated on a similar issue. This model has been selected due to its
ability to enable researcher conduct research more efficiently ("Repeated Measures Design - Ch
8 Flashcards | Quizlet", 2017). There can be no confounding in difference variables in this design
because same participants are tried in all circumstances of repeated measures design ("Repeated
Measures Design - Ch 8 Flashcards | Quizlet", 2017).

CONFOUNDING VARIABLE 5
Reference
j.h, m. (2014). Handbook of Biological Statistics (3rd ed., pp. 24-28). Baltimore, Maryland: Sparky House
Publishing.
Mann, C. (2003). Observational research methods. Research design II: cohort, cross sectional,
and case-control studies. Emergency Medicine Journal, 20(1), 54-60.
http://dx.doi.org/10.1136/emj.20.1.54
(2017). Retrieved 1 November 2017, from Lyndsay T Wilson, Martyn Shuttleworth (Aug 16,
2008). Confounding Variable / Third Variable. Retrieved Nov 01, 2017 from
Explorable.com: https://explorable.com/confounding-variables
Repeated Measures Design - Ch 8 Flashcards | Quizlet. (2017). Quizlet.com. Retrieved 1
November 2017, from https://quizlet.com/20362780/repeated-measures-design-ch-8-
flash-cards/
s, k. (2016). Shared Principles of Causal Inference in Qualitative and Quantitative Research The
BERA/SAGE Handbook of Educational Research, (p. 90.).
wilson, l., & shuttleworth, m. (2008). Confounding Variable / Third Variable.