2/27/2014 Analyzing Likert Data

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April 2012
Volume 50
Number 2
Article # 2TOT2
Analyzing Likert Data
Abstract
This article provides information for Extension professionals on the correct analysis of Likert data.
The analyses of Likert-type and Likert scale data require unique data analysis procedures, and as a
result, misuses and/or mistakes often occur. This article discusses the differences between Likert-
type and Likert scale data and provides recommendations for descriptive statistics to be used during
the analysis. Once a researcher understands the difference between Likert-type and Likert scale
data, the decision on appropriate statistical procedures will be apparent.

Introduction
Over the years, numerous methods have been used to measure character and personality traits (Likert,
1932). The difficulty of measuring attitudes, character, and personality traits lies in the procedure for
transferring these qualities into a quantitative measure for data analysis purposes. The recent
popularity of qualitative research techniques has relieved some of the burden associated with the
dilemma; however, many social scientists still rely on quantitative measures of attitudes, character and
personality traits.
In response to the difficulty of measuring character and personality traits, Likert (1932) developed a
procedure for measuring attitudinal scales. The original Likert scale used a series of questions with five
response alternatives: strongly approve (1), approve (2), undecided (3), disapprove (4), and strongly
disapprove (5). He combined the responses from the series of questions to create an attitudinal
measurement scale. His data analysis was based on the composite score from the series of questions
that represented the attitudinal scale. He did not analyze individual questions. While Likert used a five-
point scale, other variations of his response alternatives are appropriate, including the deletion of the
neutral response (Clason & Dormody, 1994).
Likert response alternatives are widely used by Extension professionals. By the time of this article's
preparation, at least 12 articles published in the 2011 Journal of Extension had used some form of a
Likert response. In 2010, at least 21 articles published in the Journal of Extension used the technique.
Harry N. Boone, Jr.
Associate Professor
[email protected]
Deborah A. Boone
Associate Professor
[email protected]
u.edu
West Virginia
University
Morgantown, West
Virginia
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The articles published in 2011 included 4-point Likert alternatives (Behnke & Kelly, 2011; Robinson &
Shepard, 2011), five-point Likert alternatives (Diker, Walters, Cunningham-Sabo, & Baker, 2011; Elizer,
2011; Hines, Hansen, & Falen, 2011; Kalambokidia, 2011; Kroth & Peutz, 2011; Singletary, Emm, & Hill,
2011), six-point Likert alternatives (Allen, Varner, & Sallee, 2011; Beaudreault & Miller, 2011; Wyman et
al., 2011), and a seven-point Likert alternative (Walker, Vaught, Walker, & Nusz, 2011).
While variations of the Likert response alternative have become common in Extension research, common
usage has also created misuses or mistakes. One mistake commonly made is the improper analysis of
individual questions on an attitudinal scale. Before we discuss the analysis of Likert data, let's review
the basic concepts of the procedure.
Likert-Type Versus Likert Scales
Clason and Dormody (1994) described the difference between Likert-type items and Likert scales. They
identified Likert-type items as single questions that use some aspect of the original Likert response
alternatives. While multiple questions may be used in a research instrument, there is no attempt by the
researcher to combine the responses from the items into a composite scale. Table 1 provides an
example of five Likert-type questions.
Table 1.
Five Likert-Type Questions
Strongly
Disagree Disagree Neutral Agree
Strongly
Agree
1. 4-H has been a good
experience for me.
SD D N A SA
2. My parents have provided
support for my 4-H projects.
SD D N A SA
3. My 4-H involvement will
allow me to make a
difference.
SD D N A SA
4. My 4-H advisor was
always there for me.
SD D N A SA
5. Collegiate 4-H is important
in the selection of a college.
SD D N A SA
A Likert scale, on the other hand, is composed of a series of four or more Likert-type items that are
combined into a single composite score/variable during the data analysis process. Combined, the items
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are used to provide a quantitative measure of a character or personality trait. Typically the researcher
is only interested in the composite score that represents the character/personality trait. Table 2
provides an example of five questions designed to be combined into a Likert scale measuring eating
habits.
Table 2.
Five Likert Questions Designed to Create a "Healthy Eating" Likert Scale
Strongly
Disagree Disagree Neutral Agree
Strongly
Agree
1. I eat healthy foods on a
regular basis.
SD D N A SA
2. When I purchase food at
the grocery store, I ignore
"junk" food.
SD D N A SA
3. When preparing meals, I
consider the fat content of
food items.
SD D N A SA
4. When preparing meals, I
consider the sugar content of
food items.
SD D N A SA
5. A healthy diet is important
to my family.
SD D N A SA
Steven's Scale of Measurement
Both Likert-type and Likert scale data have unique data analysis procedures. To understand the
options, one must start with the Steven's Scale of Measurement (Ary, Jacobs, & Sorenson, 2010). The
Steven's scale consists of four categories: nominal, ordinal, interval, and ratio.
In the nominal scale, observations are assigned to categories based on equivalence. Numbers
associated with the categories serve only as labels. Examples of nominal scale data include gender, eye
color, and race. Ordinal scale observations are ranked in some measure of magnitude. Numbers assigned
to groups express a "greater than" relationship; however, how much greater is not implied. The numbers
only indicate the order. Examples of ordinal scale measures include letter grades, rankings, and
achievement (low, medium, high). Interval scale data also use numbers to indicate order and reflect a
meaningful relative distance between points on the scale. Interval scales do not have an absolute zero.
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An example of an interval scale is the IQ standardized test. A ratio scale also uses numbers to indicate
order and reflects a meaningful relative distance between points on the scale. A ratio scale does have
an absolute zero. Examples of ratio measures include age and years of experience.
Analyzing Likert Response Items
To properly analyze Likert data, one must understand the measurement scale represented by each.
Numbers assigned to Likert-type items express a "greater than" relationship; however, how much
greater is not implied. Because of these conditions, Likert-type items fall into the ordinal measurement
scale. Descriptive statistics recommended for ordinal measurement scale items include a mode or
median for central tendency and frequencies for variability. Additional analysis procedures appropriate
for ordinal scale items include the chi-square measure of association, Kendall Tau B, and Kendall Tau C.
Likert scale data, on the other hand, are analyzed at the interval measurement scale. Likert scale items
are created by calculating a composite score (sum or mean) from four or more type Likert-type items;
therefore, the composite score for Likert scales should be analyzed at the interval measurement scale.
Descriptive statistics recommended for interval scale items include the mean for central tendency and
standard deviations for variability. Additional data analysis procedures appropriate for interval scale
items would include the Pearson's r, t-test, ANOVA, and regression procedures. Table 3 provides
examples of data analysis procedures for Likert-type and Likert scale data.
Table 3.
Suggested Data Analysis Procedures for Likert-Type and Likert
Scale Data
Likert-Type Data Likert Scale Data
Central Tendency Median or mode Mean
Variability Frequencies Standard deviation
Associations Kendall tau B or C Pearson's r
Other Statistics Chi-square ANOVA, t-test, regression
Summary
The data analysis decision for Likert items is usually made at the questionnaire development stage. Do
you have a series of individual questions that have Likert response options for your participants to
answer or do you have a series of Likert-type questions that when combined describe a personality
trait or attitude? If your Likert questions are unique and stand-alone, then analyze them as Likert-type
items. Modes, medians, and frequencies are the appropriate statistical tools to use. If you have
designed a series of questions that when combined measure a particular trait, you have created a
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Likert scale. Use means and standard deviations to describe the scale. If you feel a need to report the
individual items that make up the scale, only use Likert-type statistical procedures. Keep in mind that
once the decision between Likert-type and Likert scale has been made, the decision on the appropriate
statistics will fall into place.
References
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