Identifying Variables, Indicators, And Measures

8/6/2019 Identifying Variables, Indicators, And Measures

1/18


2/18

Variables are the basic elements that are measured inany study. These are observable or measurablecharacteristics of persons or objects that are capable oftaking several values or of being expressed in different

categories.

Indicators are units of measurement that are used toobserve or measure the different variables. Indicators are

also useful for defining variable operationally.


3/18

The table below shows examples of indicators certainvariables (Mercado, 1997):

Variables Indicators

Communication MaterialTypeSizeColorCost

Target AudienceAwarenessKnowledgeAttitudeSkillPractice

Print Electronic6 x 9, 8 x 11Blue, red, blackP10, P20, P30

Mention the person object,or projectNumber of correct answersin a knowledge testNumber of those who

expressed agreement ordisagreementNumber of correct stepsfollowed by the respondents.Use, buy, apply


4/18

As mentioned in Lesson 7, variables can be classified intothree general types:

y Independent

y Intervening

y Dependent

The independent variable is thepresumed cause of any effect or change in the target audiences

awareness, knowledge, attitude, skill, and/or practice. In an ex-postfacto survey, this variable is also known as antecedent variable orone that comes before the change occurred and, therefore, it mighthave something to do with the change.


5/18

The intervening variable is the

presumed in-between factor found working in betweenthe independent variable and the dependent variable. Theintervening variable is also called an exogenous factor(relative to the dependent variables), facilitating factor,retarding factor, or contaminating factor.

The dependent variable is thepresumed effect or change in the target audiences. Thesechanges may be observed or measured in terms of change

in knowledge, attitude, skill, and/or practice


6/18

As mentioned earlier, there is no permanent independent,

intervening, and/or dependent variables. The frameworkused by the researcher influences the classification of thevariables. In fact, in the same study, one variable may act asdependent variable in one table and as independent variablein another table.

For example, if the framework followed by the researchersays that information increases knowledge and knowledgeinfluences attitude, then two tables are possible:in model 1 information is the independent variable andknowledge is the dependent variable;in model 2, knowledge becomes the independent variableand attitude becomes the dependent variable.

If we take the three variables together, information is theindependent variable, knowledge is the intervening variable,and attitude is the dependent variable


7/18

Model 1. Information Knowledge

(Independent) (Dependent)

Model 2. Knowledge Attitude

(Independent) (Dependent)

Model 3. Information Knowledge Attitude(Independent) (Dependent)


8/18

The model that we use depends upon the framework thatguides our thinking in arranging the different variables. Thisframework is developed based on available theories,hypothesis, or framework established by other researchers.As mentioned earlier, we can also develop our own by reconstructing our experiences or piercing together variousconcepts gathered through review of related literature.

The above models or frameworks are formulated fortesting. We gather data to test the framework. This is why weconduct a survey. The framework guides us in analyzing data.If the data analysis does not support our framework, then wehave to change it according to facts. For example, if ouroriginal framework says that information changesknowledge and knowledge changes attitude but the datagathered shows that information could change bothknowledge and attitude directly, then the framework has tochange accordingly as shown on the next page.


9/18

From: Information Knowledge Attitude

To: Information Knowledge Attitude

Mercado identified six types of knowledge questions.Knowledge is one of the most important human variablesthat is affected by information. Different types of questions

are used for measuring knowledge. These types are similar tothose used by teachers in measuring knowledge gained bystudents.

Yes or NoTrue or FalseFill in the blanksEssay type

Multiple ChoiceMatching TypeEnumeration


10/18

y Theyes or no type presents a number of statementswhich is answerable by respondents with yes or no.

y The multiple choice asks respondents to choose theright answer among three or more.

y The matching type asks respondents to match tworows of phrases by indicating the letter of the matched

statement.y The enumeration type asks respondents to indicate

several answers to a question.


11/18

Attitude is another variable that is usually affected by information.Basically three forms of questions are used to measure attitude:

yYes No

yFrequency

yPositive Negative Dimensions

Under this form, the attitude is built into the statementand the respondent is asked to answer yes or no or true or false.

Under this form, the attitude is built into thestatement and the respondents is asked to indicate his/her answerto each item in terms of frequency such as Always, Usually,

Occassionally, Hardly ever, and Never.Under this form, a person is

asked to check the word or phrase that best describes his feelingstoward each statement.


12/18

Two types of scaling techniques are described in this

section. These are: 1) attitude scales and 2) rating scales.

Attitude scales represent carefully standardizedquestionnaires. The respondent expresses his agreement

or disagreement with a number of statements relevant toit. On the basis of the responses, he is assigned a score.

The more frequently used attitude scales by researchers

are the Q sort, Thurstone, Likert, Semanticdifferential, and Stapel. A brief description of each typeof attitude scale is given by Tull and Hawkins.


13/18

y Q-sort Technique requires the respondents to sort ordivide into piles or groups, a large number of

statements or other objects according to a specificcriterion.

y Thurstone Equal-Appearing Technique is a series of

statements, usually about twenty; the position of eachstatement on a scale of favorable-unfavorable attitudetoward the object has been determined by the judgesclassification. The subjects, in filling out the

questionnaire, are asked either to check eachstatement with which they agree or to check the two orthree items that are close to their positions.


14/18

y Semantic differential scale requires the respondentto rate attitude object on a number of itemized, seven-

point rating scales.y Stapel Scale is a simplified version of the semantic

differential. The original scale was described as aunipolar ten-point non-verbal rating scale with values

ranging from 5 to 5, which measures direction andintensity simultaneously.

y Likert Scale requires a respondents to indicate adegree of agreement or disagreement with each of a

series of items, generally statements related to theattitude object.


15/18

The use of a rating scale requires the rater to place theperson being rated at some point along a numerically

valued continuum or in one of a numerically orderedseries of categories. Luck, et al. described the more

widely used rating scales.

yGraphic rating scale requires the respondent toindicate his rating by placing a mark at the appropriatepoint on a line that runs from one extreme of theattitude in question to the other.

yItemized rating scale forces the rater to select one of alimited number of categories that are ordered in termsof their scale positions.


16/18

y Paired comparisons involves presenting therespondent with two objects at a time and requiring

him to select one of the two according to somecriterion.

y Rank order rating scale requires the respondent torank a set of objects according to some criterion.

y

Constant sum scale requires the respondent to divide aconstant sum, generally by 100% among two or moreobjects or attributes so as to reflect the respondentspreference for each object.


17/18

The attitude scale actually constitutes the tool used for

measuring attitude. Therefore, if we want to measure theattitude of respondents toward a person, an object, or aconcept, we should construct an attitude scale. Inconstructing this scale, it is extremely important toremember certain properties of a good attitude scale.

The attitude scale really measures what itintends to measure.

The difference between two scoresat a certain point should be equal to the differencebetween two scores at another point. For example, thedifference between scores of 6 and 8 is 2; likewise thedifference between 16 and 18 is also 2.


18/18

The attitude scale shouldmeasure only a single attitude at a time. For example, if

the attitude scale is used to measure attitude towardAmericans, the same scale should not measure at thesame time attitude toward internationalism.

There should be a point of neutrality

between the positive and negative points. The nocomment or dont know is usually the zero point.

Identifying Variables, Indicators, And Measures

Documents

Transcript of Identifying Variables, Indicators, And Measures