Beruflich Dokumente
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Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
This measurement tool was created to measure an individual's attitude or opinion towards
a specific subject, situation or theme (Kumar, 2014, p. 204). It does this by asking people to
respond to a list of statements about a topic in terms of the level or degree to which they agree or
disagree with an item. Our group used the Likert scale for several reasons. To start, Likert scales
are beneficial because they offer more than a simple yes/no response from participants. We had
the advantage of being able to list only the topics that our groups of researchers were interested
in. This made measurements more quantitative in nature, thus giving the ability to analyze the
data more effectively. Another advantage of using the Likert scale is the fact that it offers
anonymity on self-administered surveys. The demographic section of the survey was all nominal
questions, which means they had different categories, but they cannot be ranked (Kumar, 2014,
p. 94). We made an effort to set up our survey questions in a way to avoid the common problem
of response sets, which is the tendency of respondents to just go down the list answering a large
number of questions in the same way. We did this by using questions that required the
respondents to actually think before they responded. We gathered feedback from the respondents
and other researchers to access the functionality of our survey. These responses were utilized as a
way to measure validity, more specifically face validity, which is defined as the degree to which
a test measures exactly what it is supposed to measure (Kumar, 2014, p. 214).
Pilot Testing and Feedback
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We know from our focus interviews that when students feel isolated from the Library,
they tend to use the virtual Library over the physical one. We thought this would be a good
question in order to see who uses which type of resources. Susan Bartels also wanted to know
where people get their information about the Library. We agreed that we had found a discrepancy
between where CCE and traditional students receive information about the Library, if at all.
Under the category of Communication we changed the question Is information about library
resources easy to find? to:
13. Where do you get your information about the library? (Circle all that apply)
a. The website
b. The library staff
c. Teachers/classes
d. Friends/peers
e. Signs/bulletin posts
f. Social media
g. Other ______________________
h. None
We hope this question will enlighten the Library staff to see what is working to get the
information out best, and what is not. This could also be helpful when comparing demographics.
It's possible that traditional students could be getting more information than CCE students. There
could also be discrepancies between disciplines and races.
Additionally, Susan Bartels told us that the Library is interested in using a national wide
universal survey to gain information. She argued that it had been worked on for 10 years, and
therefore had a lot of credibility. We responded that while this survey might have some
credibility, it cannot account for the uniqueness of Guilford College. Not all schools have early
and CCE programs, or only one library location, etc. We also stated that our surveys were based
off of legitimate concerns expressed by students who go to Guilford, and therefore have research
credibility too. We do not know if she is actually going to use our survey but we hope the Library
Works Cited
Kumar, R. (2014). Research Methodology (4th ed.). London: SAGE.
Instructions: please circle the answer that applies best to you, or fill in the blank space.
DEMOGRAPHICS
1. What type of student are you?
1. CCE
2. Traditional
3. Early College
2. What gender do you identify with? _______________
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