CHAPTER 11: MEASUREMENT

Presented By:
1. Dhany Triandriadhi
2. Grace Jane
3. Meta Natasha Lasria
4. Puguh Wicaksono
5. Yoan Fatiana

www.ugm.ac.id Locally Rooted, Globally Respected

Chapter Objectives

Understand . . .
The distinction between measuring objects, properties,
and indicants of properties.
The similarities and differences between the four scale
types used in measurement and when each is used.
The four major sources of measurement error.

The criteria for evaluating good measurement.

11-2
Pull Quote

Youre trying too hard to find a correlation

here. You dont know these people, you dont
know what they intended. You try to compile
statistics and correlate them to a result that
amounts to nothing more than speculation.
Marc Racicot, former governor of Montana
and chairman of the Republican Party

11-3
Review of Terms

Operationa
Concept Construct Variable l Definition

11-4
Measurement

Select
measurable phenomena

Develop a set of
mapping rules

Apply the mapping rule

to each phenomenon

11-5
Characteristics of Measurement

11-6
Measurement Scales

Nominal

Ordinal

interval

Ratio

11-7
Levels of Measurement

Classification
Nominal

Ordinal

interval

Ratio

11-8
Nominal Scales

Mutually Exclusive

Collectively Exhaustive Categories

Classification Only

11-9
Levels of Measurement

Classification
Nominal

Classification
Ordinal
Order

interval

Ratio

11-10
Ordinal Scales

Nominal Scale Characteristics

Order

Implies greater than or less than

11-11
Levels of Measurement

Classification
Nominal

Classification
Ordinal
Order
Classification Distance
interval
Order

Ratio

11-12
Interval Scales

Ordinal Scale Characteristics

Equality of interval

Equality of distance between numbers

11-13
Levels of Measurement

Classification
Nominal

Classification
Ordinal
Order
Classification Distance
interval
Order
Classification Distance
Ratio
Order Natural Origin

11-14
Ratio Scales

Interval Scale Characteristics

Absolute Zero

11-15
Examples of Data Scales

11-16
Sources of Error

Respondent Situation

Measurer Instrument

11-17
 Evaluating Measurement Tools -
Criteria

Validity
Validity Content, Construct, Criterion

Reliability Reliability Stability, Equivalence, Internal Consistency

Practicality Economy, Convenience, Interpretability

Practicality
Summary of Validity Estimates
Summary of Reliability Estimates
Understanding Validity and
Reliability
CHAPTER 12: MEASUREMENT SCALES

Presented By:
1. Dhany Triandriadhi
2. Grace Jane
3. Meta Natasha Lasria
4. Puguh Wicaksono
5. Yoan Fatiana
The Nature of Attitude

Cognitive Iflakes
think oatmeal is healthier than corn
for breakfast

Affective I hate corn flakes

I intend
Behavioral breakfastto eat more oatmeal for
Improving Predictability

Spesific

Multiple Strong
measures

Factor
s
Reference Direct
groups

Basis
Selecting Measurement Scales

Research Objectives

Data Properties

Balanced or unbalanced
Balanced or Unbalanced

How good an actress is Jennifer Lawrence?

Very bad Poor
Bad Fair
Neither good nor bad Good
Good Very Good
Very Good Excellent
Selecting Measurement Scales

Number of scale points

Response Types

Number of dimensions
Number of Scale Points

How good an actress is Jennifer Lawrence?

Very bad
Very bad Somewhat bad
Bad A little bad
Neither good nor bad Neither good nor bad
Good A little good
Very Good Somewhat good
Very good
Response Rating Scale
Types
Ranking Scale
Categorization
Sorting
Number of
Dimensions Unidimensional

Multi-dimensional
Selecting Measurement Scales

Forced or Unforced Choices

Rate Errors
Forced or Unforced Choices

How good an actress is Jennifer Lawrence?

Very bad
Very bad Bad
Bad Neither good nor bad
Neither good nor bad Good
Good Very good
Very Good No opinion
Dont know
Rate Errors

Adjust strength of descriptive

Error of adjectives
central
tendency Space intermediate descriptive phrases
farther apart
Provide smaller differences in meaning
Error of between terms near the ends of the
leniency scale
Use more scale points
Rate Errors

Primacy
Effect
Recency Reverse order of alternatives
Effect periodically or randomly

Rate one trait at a time

Halo Effect Reveal one trait per page
Reverse anchors periodically
Rating Scales
We use rating scales to judge properties of objects without
reference to other similar objects. These ratings may be in such forms
as likedislike, approve indifferentdisapprove, or other
classifi cations using even more categories.
Category :
1. Simple Attitude Scales
2. Likert Scales
3. Semantic Differential Scales
4. Numerical/Multiple Rating List Scales
5. Ranking Scales
6. Sorting
7. Cumulative Scales
Simple Attitude Scales
The simple category scale (also called a
dichotomous scale ) offers two mutually exclusive
response choices
When there are multiple options for the rater but
only one answer is sought, the multiple-choice,
single-response scale is appropriate
Example:
Simple Attitude Scales
Simple Attitude Scales
Likert Scales
The Likert scale, developed by Rensis Likert (pronounced
Lick-ert), is the most frequently used variation of the
summated rating scale.
Summated rating scales consist of statements that express
either a favorable or an unfavorable attitude toward the
object of interest.
Originally, creating a Likert scale involved a procedure
known as item analysis . In the first step, a large number of
statements were collected that met two criteria:
(1) Each statement was relevant to the attitude being
studied;
(2) each was believed to reflect a favorable or unfavorable
position on that attitude.
Likert Scale
The two extreme groups represent people with the
most favorable and least favorable attitudes
toward the attitude being studied. These extremes
are the two criterion groups by which individual
items are evaluated.
Item analysis assesses each item based on how
well it discriminates between those persons whose
total score is high and those whose total score is
low.
Likert Scale
The following example on website banner ads
shows that the same summated score can mean
different things:
1. This banner ad provides the relevant information I
expect.
2. I would bookmark this site to use in the future.
3. This banner ad is annoying.
4. I would click for deeper links to discover more details.
Likert Scale
For the statement My digital cameras features are exciting, we select the
data from the bottom 25 percent of the distribution (low total score group)
and the top 25 percent (high total score group). There are 73 people in
each group. The remaining 50 percent of the middle of the distribution is
not considered for this analysis.
 Likert Scale
1. Calculate fX and X(fX)
2. The frequencies and
products are summed.
3. A mean score for each
group is computed
4. Deviation scores are
computed, squared, and
summed
5. The data are tested in a
modified t-test that
compares high- and low-
scoring groups for the
item.
6. The calculated value is
compared with a
criterion, 1.75.
Semantic Differential Scales
The semantic differential (SD) scale measures the
psychological meanings of an attitude object using
bipolar adjectives.
The SD scale is based on the proposition that an object
can have several dimensions of connotative meaning.
The meanings are located in multidimensional property
space, called semantic space.
For example, a roaring fi re in a fireplace may connote
romantic as well as its more explicit meaning of burning
flammable material within a brick kiln
Semantic Differential Scales
Three factors contributed most to meaningful
judgments by participants: (1) evaluation, (2)
potency, and (3) activity.
Semantic Differential Scales
Semantic Differential Scales
Numerical/Multiple Rating List Scales
Numerical scales have equal intervals that separate their numeric
scale points
Numerical scales are often 5-point scales but may have 7 or 10
points. The participants write a number from the scale next to each
item.
When evaluating a new product concept, purchase intent is
frequently measured with a 5- to 7-point numerical scale, with the
anchors being definitely would buy and definitely would not
buy.
Category:
1. Stapel Scales
2. Constant-Sum Scales
3. Graphic Rating Scales
Stapel Scales
The Stapel scale is used as an alternative to the semantic
differential, especially when it is diffi cult to fi nd bipolar
adjectives that match the investigative question.
Fewer response categories are sometimes used. Participants
select a plus number for the characteristic that describes the
attitude object. The more accurate the description, the
larger is the positive number. Similarly, the less accurate the
description, the larger is the negative number chosen.
Ratings range from 15 to 25, with participants selecting a
number that describes the store very accurately to very
inaccurately. Like the Likert, SD, and numerical scales, Stapel
scales usually produce interval data.
Constant-Sum Scales
A scale that helps the researcher discover
proportions is the constant-sum scale.
With a constant-sum scale, the participant allocates
points to more than one attribute or property
indicant, such that they total a constant sum, usually
100 or 10
Graphic Rating Scales
The graphic rating scale was originally created to enable
researchers to discern fi ne differences. Theoretically, an infi
nite number of ratings are possible if participants are
sophisticated enough to differentiate and record them

They are instructed to mark their response at any point

along a continuum. Usually, the score is a measure of length
(millimeters) from either endpoint. The results are treated as
interval data. The difficulty is in coding and analysis. This
scale requires more time than scales with predetermined
categories.
Ranking Scales
In ranking scales, the participant directly compares
two or more objects and makes choices among them
When there are only two choices, this approach is
satisfactory, but it often results in ties when more
than two choices are found.
Using the paired-comparison scale, the participant
can express attitudes unambiguously by choosing
between two objects.
Ranking Scales
Sorting
Q-sorts require sorting of a deck of cards into piles that
represent points along a continuum. The participantor
judgegroups the cards based on his or her response to the
concept written on the card
Researchers using Q-sort resolve three special problems:
item selection, structured or unstructured choices in sorting,
and data analysis.
The purpose of sorting is to get a conceptual representation
of the sorters attitude toward the attitude object and to
compare the relationships between people. The relative
ranking of concepts allows researchers to derive clusters of
individuals possessing similar preferences.
Sorting
In the example below, participants are asked to complete a structured sort of cards
containing the names of magazines. The scale values and the number of cards in
each pile are predetermined, although the distribution in this case represents a
normal statistical distribution.
Cumulative Scales
Total scores on cumulative scales have the same
meaning. Given a persons total score, it is possible
to estimate which items were answered positively
and negatively. A pioneering scale of this type was
the scalogram
Scalogram analysis is a procedure for determining
whether a set of items forms a unidimensional scale
Cumulative Scale
Assume we are surveying opinions regarding a new
style of running shoe. We have developed a
preference scale of four items:
Cumulative Scale
According to scalogram theory, this pattern confi
rms that the universe of content (attitude toward the
appearance of this running shoe) is scalable.
The scalogram and similar procedures for
discovering underlying structure are useful for
assessing attitudes and behaviors that are highly
structured, such as social distance, organizational
hierarchies, and evolutionary product stages.
CHAPTER 13:
QUESTIONNAIRES AND INSTRUMENTS

Presented By:
1. Dhany Triandriadhi
2. Grace Jane
3. Meta Natasha Lasria
4. Puguh Wicaksono
5. Yoan Fatiana
Learning Objectives:

The link forged between the management dilemma and the communication
1 instrument by the management-research question hierarchy.

The influence of the communication method on instrument design.

2

The three general classes of information and what each contributes to the
3 instrument.

The influence of question content, question wording, response strategy, and

4 preliminary analysis planning on question construction.

Each of the numerous question design issues influencing instrument quality,

5 reliability, and validity.

The sources for measurement questions

6

The importance of pretesting questions and instruments.

7
Overall Flowchart for Instrument Design
 Phase 1:
Revisiting the Research Question Hierarchy

Management Research Investigative Measurement

Question Question(s) Questions Questions
Strategic Concerns in Instrument Design

What type of scale is needed?

What communication approach will

be used?

Should the questions be structured?

Should the questioning be disguised?

Disguising Objectives and Sponsors

Reluctantly shared, conscious-level Willingly shared, conscious-level

information information

Situation where
disguise is
necessary

Knowable, limited-conscious-level Subconscious-level information

information
Factor Affecting Respondent Honesty
Dummy Table: American Eating Habits

Use of Convenience Foods

Always Use Use

Age Use Frequently Sometimes Rarely Use Never Use
18-
24
25-
34
35-
44
55-
64
65+
Phase 2: Constructing and Refining the Measurement
Questions
The order, type, and wording of the measurement questions, the
introduction, the instructions, the transitions, and the closure in a
quality questionnaires should accomplish the following:

Encourage each participant to provide accurate response

1

Encourage each participant to provide an adequate amount of

2 information

Discourage each participant from refusing to answer specific

3 questions

Discourage each participant from easily discontinuation of

4 participation

Leave the participant with positive attitude about survey

5 participation.
Questionnaires Categories and
Structure
Administrative Questions
Identify the participant, interviewer, interview location,
and conditions.
Classification Questions
Cover sociological-demographic variables that allow
participants answers to be grouped so that patterns are
revealed and can be studied.
Target Questions
Address the investigate questions of a specific study.
Question Content.. (1)

Should this question be asked?

Is the question of proper scope and

coverage?

Can the participant adequately answer this

question as asked?

Will the participant willingly

answer this question as asked?

 Question Content.. (2)
Issue Categories Fundamental Issue

Question Content
1 Purposeful versus Does the question ask for data that will be merely interesting or truly useful in making a
interesting decision?
2 Incomplete or unfocused Will the question reveal what the decision maker needs to know?

3 Double-barreled Does the question ask the participant for too much information? Would the desired single
questions response be accurate for all parts of the question?
4 Precision Does the question ask precisely what the decision maker needs to know?

5 Time for thought Is it reasonable to assume that the participant can frame an answer to the question?

6 Participation at the Does the question pressure the participant for a response regardless of knowledge or
expense of accuracy experience?
7 Presumed knowledge Does the question assume the participant has knowledge he or she may not have?

8 Recall and memory Does the question ask the participant for information that relates to thoughts or activity too far
decay in the participants past to be remembered?
9 Balance (general vs. Does the question ask the participant to generalize or summarize behavior that may have no
specific) discernable pattern?
10 Objectivity Does the question omit or include information that will bias the participants response?

11 Sensitive information Does the question ask the participant to reveal embarrassing, shameful, or
ego-related information?
 Question Wording
Issue Categories Fundamental Issue

Question Wording
12 Shared vocabulary Does the question use words that have no meaning or a different meaning for the participant?

13 Unsupported Does the question assume a prior experience, a precondition, or prior knowledge that the
assumption participant does not or may not have?
14 Frame of reference Is the question worded from the participants, rather than the researchers, perspective?

15 Biased wording Does the question contain wording that implies the researchers desire for the participant to
respond in one way versus another?
16 Personalization vs. Is it necessary for the participant to reveal personal attitudes and behavior, or may the
projection participant project these attitudes and behaviors to someone like him or her?
17 Adequate alternatives Does the question provide a mutually exhaustive list of alternatives to encompass
realistic or likely participant attitudes and behaviors?
 Response Strategy
Several situational factors affect the decision of whether to use
open-ended or closed questions.
The decision is also affected by the degree to which these
factors are known to the interviewers. These are:
Issue Categories Fundamental Issue

Response Strategy Choice

18 Objective of the study Is the question designed to classify or label attitudes, conditions, and behaviors or to reveal
them?
19 Level of information Does the participant possess the level of information appropriate for participation in the study?

20 Thoroughness of prior Has the participant developed an attitude on the issue being asked?
thought
21 Communication skill Does the participant have suffi cient command of the language to answer the question?

22 Participant motivation Is the level of motivation suffi cient to encourage the participant to give thoughtful, revealing
answers?
Question Samples:
Free-Response Question
Dichotomous Question
Multiple-Choice Question
Checklist
Rating Question
Ranking Question
Question Samples..(2)
Free-Response Question
Ask the participant a question
and either the interviewers
pauses the answer.
Example: What factors
influenced your enrollment in
Metro U?
Dichotomous Question
Suggest opposing responses.
Example: Did you attend the
A Day at College program
at Metro U?
Yes
No
Question Samples..(3)
Multiple Choice Question
Appropriate when there are more
than two alternatives or when we
seek gradations of preference,
interest, or agreement.
Example: Which one of the following
factors was most influential in your
decision to attend Metro U?
Good academic standing
Specific program of study desired
Enjoyable campus life
Many friends from home
High quality of faculty
Checklist Response Strategy
Example: Which of the following
factors influenced your decision to
enroll in Metro U? (Check all that
apply.)
Tuition cost
Specific program of study
desired
Parents preferences
Opinion of brother or sister
Many friends from home attend
High quality of faculty
Question Samples..(4)

Rating Question Ranking Question

Ask the participant to position each Chosen when relative order of the
factor on a companion scale, either alternatives is important.
verbal, numeric, graphic. Example: Please rank-order your top
Strongly Somewhat Not at all three factors from the following list
influential influential influential based on their influence in encouraging
Good you to apply to Metro U. Use 1 to
academic indicate the most encouraging factor, 2
reputation
the next most encouraging factor, etc.
Enjoyable
campus life __ Opportunity to play collegiate
Many friends sports
High quality __ Closeness to home
faculty
__ Enjoyable campus life
Semester
calendar __ Good academic reputation
__ High quality of faculty
 SUMBER
PERTANYAAN
Buku Internet
Handbook of Marketing Scales: Multi-Item Measures for www.icpsr.umich.edu
Marketing and Consumer Behavior Research
The Gallup Poll Cumulative Index: Public Opinion, 19982007 www.ropercenter.uconn.edu
Measures of Personality and Social-Psychological Attitudes http://survey.coss.fsu.edu/index.htm
Measures of Political Attitudes http://www.irss.unc.edu/odum/home2.jsp

The Gallup Poll: Public Opinion 2010 www.kff.org/kaiserpolls/healthpoll.cfm

Marketing Scales Handbook, Volume IV: Consumer Behavior www.orspub.com
Index to International Public Opinion, 19961997

Sourcebook of Harris National Surveys: Repeated Questions

19631976
American Social Attitudes Data Sourcebook, 19471978

Survey Data for Trend Analysis: An Index to Repeated Questions

in the U.S. National Surveys Held by the Roper Public Opinion
Research Center
General Social Surveys 19722000: Cumulative Code Book

Measures of Occupational Attitudes and Occupational

Characteristics
Phase 3: Drafting and Refining the
Instrument
TAHAP 3
FLOWCHART FOR INSTRUMENT DESIGN
Pedoman dalam Pengurutan Pertanyaan

Membangkitkan minat dan motivasi partisipan.

Tidak dikonfrontasi pertanyaan pribadi dan
melibatkan ego.
Sederhana -> kompleks; umum -> spesifik
Pengelompokan dan transisi pertanyaan
PicProfile: Branching Question

13-82
Components of Questionnaires

13-83
Components of Questionnaires

13-84
Components of Questionnaires

13-85
Instruksi
Untuk memastikan bahwa semua partisipan
diperlakukan dengan sama.

Dengan prinsip : kejelasan dan kesopanan

MindWriter
Survey

13-87
Mengatasi masalah instrumen
Membangun hubungan dengan partisipan
Merancang ulang proses pengajuan pertanyaan
Strategi mengekplorasi alternatif respon
Pretesting semua elemen survei