http://www.cppforschool.com/projects.html http://www.scribd.

com/doc/46536697/Supermarket-Billing-System

Very simply, a VARIABLE is a measurable characteristic that varies. It may change from group to group, person to person, or even within one person over time. There are six common variable types:
DEPENDENT VARIABLES

. . . show the effect of manipulating or introducing the independent variables. For example, if the independent variable is the use or non-use of a new language teaching procedure, then the dependent variable might be students' scores on a test of the content taught using that procedure. In other words, the variation in the dependent variable depends on the variation in the independent variable.
INDEPENDENT VARIABLES

. . . are those that the researcher has control over. This "control" may involve manipulating existing variables (e.g., modifying existing methods of instruction) or introducing new variables (e.g., adopting a totally new method for some sections of a class) in the research setting. Whatever the case may be, the researcher expects that the independent variable(s) will have some effect on (or relationship with) the dependent variables.
INTERVENING VARIABLES

. . . refer to abstract processes that are not directly observable but that link the independent and dependent variables. In language learning and teaching, they are usually inside the subjects' heads, including various language learning processes which the researcher cannot observe. For example, if the use of a particular teaching technique is the independent variable and mastery of the objectives is the dependent variable, then the language learning processes used by the subjects are the intervening variables.
MODERATOR VARIABLES

. . . affect the relationship between the independent and dependent variables by modifying the effect of the intervening variable(s). Unlike extraneous variables, moderator variables are measured and taken into consideration.

Typical moderator variables in TESL and language acquisition research (when they are not the major focus of the study) include the sex, age, culture, or language proficiency of the subjects.
CONTROL VARIABLES

Language learning and teaching are very complex processes. It is not possible to consider every variable in a single study. Therefore, the variables that are not measured in a particular study must be held constant, neutralized/balanced, or eliminated, so they will not have a biasing effect on the other variables. Variables that have been controlled in this way are called control variables.
EXTRANEOUS VARIABLES

. . . are those factors in the research environment which may have an effect on the dependent variable(s) but which are not controlled. Extraneous variables are dangerous. They may damage a study's validity, making it impossible to know whether the effects were caused by the independent and moderator variables or some extraneous factor. If they cannot be controlled, extraneous variables must at least be taken into consideration when interpreting results.
http://linguistics.byu.edu/faculty/henrichsenl/ResearchMethods/RM_2_14.html

Continuous Variables The next level of measurement is the intervalscale. According to Webster, the definition of interval includes .... . a space between things. . . a period of time between any two points or events. . the extent of difference between two qualities" (3). The interval scale has two conditions that differentiate it from either the nominal or ordinal scales in that there is a defined unit of measure and a zero point. However, both are arbitrary (7). The important characteristic of interval data is that the distance between any two units is known and can be reproduced (1). Dependent Variable A variable that receives stimulus and measured for the effect the treatment has had upon it.
Discrete Variable A variable that is measured solely in whole units, e.g., gender and siblings Nominal Variable A variable determined by categories which cannot be ordered, e.g., gender and color

Interval Variable A variable in which both order of data points and distance between data points can be determined, e.g., percentage scores and distances Extraneous and Confounding Variables

The independent and dependent variables are not the only variables present in many experiments. In some cases, extraneous variables may also play a role. This type of variable is one that may have an impact on the relationship between the independent and dependent variables. For example, in our previous description of an experiment on the effects of sleep deprivation on test performance, other factors such as age, gender and academic background may have an impact on the results. In such cases, the experimenter will note the values of these extraneous variables so this impact on the results can be controlled for. There are two basic types of extraneous variables:

Participant Variables: These extraneous variables are related to individual characteristics of each participant that may impact how he or she responds. These factors can include background differences, mood, anxiety, intelligence, awareness and other characteristics that are unique to each person.

Situational Variables: These extraneous variables are related to things in the environment that may impact how each participant responds. For example, if a participant is taking a test in a chilly room, the temperature would be considered an extraneous variable. Some participants may not be affected by the cold, but others might be distracted or annoyed by the temperature of the room.

In many cases, extraneous variables are controlled for by the experimenter. In the case of participant variables, the experiment might select participants that are the same in background and temperament to ensure that these factors do not interfere with the results. If, however, a variable cannot be controlled for, it becomes what is known as a confounding variable. This type of variable can have an impact on the dependent variable, which can make it difficult to determine if the results are due to the influence of the independent variable, the confounding variable or an interaction of the two.