1. RESEARCH METHODS Lecture 15

2. MEASUREMENT OF CONCEPTS

3. Concept A generalized idea about a class of objects, attributes, occurrences, or processes A sign, symbol, letter, word, name, number that stand for observable reality A construct that stands for phenomenon but not the phenomenon itself For purposes of research the phenomenon is measured

4. Measurement Measurement is a daily routine : casual measurement or by using a standard. Established yardstick verifies the height, weight, or another feature of a physical object. Also measure the qualities of objects  attitude, perception, motivation. In research, measurement is rigorous.

5. In dictionary sense, measurement is To measure is to discover the extent, dimensions, quantity, or capacity of something, especially by comparison with a standard.

6. In research Measurement is a process of ascertaining the extent or quantity of the concept, idea, or construct Follow some measurement procedure. Come up with empirical data that represent the concept. Use some existing yardstick, standard or develop your own.

7. What is measured? Variable  can be objects or properties. Objects include things. Properties are characteristics of objects. Person’s properties: physical, psychological, social. Researchers to measure through indicators. Easier to measure visible properties than invisible. Invisible creates measurement issues.

8. Example Studying people attending an auto show of year’s new models. Just male to female ratio of attendees. Record F for female and M for male. Or use some other symbol like 0 and 1 and decide which number stands for which group

9. Example (cont.) Researchers might also want to measure the desirability of the styling of new Espace van. They interview a sample of visitors and get their opinions. Assign numbers to their responses, with a different mapping rule like: What is your opinion of the styling of the Espace van? Opinion rating scale. V. desirable 5__4__3__2__1 V. undesirable This is a form of measurement.

10. Measurement issues Easier to measure physiological phenomena – height, weight. Difficult to measure subjective attributes – feelings, attitudes, ideology, deviance, perceptions. Devise techniques to measure the “invisible” – Teacher morale. Empirical reality  create instrument for its measurement.

11. Measurement in quantitative research Designing precise ways to measure variables is vital step at the planning stage. Develop techniques that can produce quantitative data. Move from abstract ideas to produce precise numerical information. Contemplate and reflect on concepts prior to the gathering of data. Qualitative researchers mostly do it during data collection.

12. Quantitative measurement Consists of assigning numbers to empirical events in compliance with set rules. Hence measurement is a three part process: a. Selecting empirical reality – concept b. Developing a set of mapping rules: a scheme for assigning number or symbols to represent aspects of the event being measured. c. Applying the mapping rules to each observation of that event – data collection

13. Parts of Measurement Processes Researcher takes the concept, idea, or construct and develops a measure. Use two processes: a. Conceptualization b. Operationalization

14. a. Conceptualization Taking the construct and refining it by giving it a conceptual or theoretical definition. Definition in abstract terms. Single concept – could be many definitions; depending upon the theoretical frameworks used. Social class A good definition has one clear, explicit, and specific definition. Morale Prior to measurement we need a concept. Should know what you are looking for.

15. Example; Teacher morale What is morale? Is it a variable? Develop a conceptual definition. Look at everyday understanding of morale. How people feel about things? Look in the dictionary: confidence, spirit, zeal, mental condition toward something. Look into review of literature

16. Teacher morale Morale involves a feeling toward something else; a person has morale with regard to something. “somethings” ‘Some things’ toward which teachers have feelings  Some things could be:  Students, parents, pay, the school administration, other teachers, the profession of teaching.

17. Dimensions of construct Are there several kinds of teacher morale or are all these ‘somethings’ different aspects of one construct (morale)? A single general feeling with different parts – call them as dimensions. Unit of analysis will determine – construct will apply to individual or group. Also who is a teacher?

18. b. Operationalization Linking conceptual definition to a specific set of measurement procedures. Specifies what the researcher must do to measure the concept under investigation. What specific activities to be undertaken for measuring the concept? Look at the behavioral dimensions, translate into observable elements, ask questions, and develop index of measurement. Example.

19. RESEARCH METHODS Lecture 15