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Basic Concepts of Quantitative Research (Bc2)

This document discusses the different types of data scales in quantitative research: nominal, ordinal, interval, and ratio. It explains the key characteristics of each scale and provides examples. The document also covers important steps for processing quantitative data, including accurately scoring instruments, coding data for analysis, and using statistical software packages to analyze the data. The overall purpose is to introduce basic concepts regarding quantitative data and preparing that data for statistical analysis in research studies.

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105 views3 pages

Basic Concepts of Quantitative Research (Bc2)

This document discusses the different types of data scales in quantitative research: nominal, ordinal, interval, and ratio. It explains the key characteristics of each scale and provides examples. The document also covers important steps for processing quantitative data, including accurately scoring instruments, coding data for analysis, and using statistical software packages to analyze the data. The overall purpose is to introduce basic concepts regarding quantitative data and preparing that data for statistical analysis in research studies.

Uploaded by

khizerbaig
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© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Basic Concepts of Quantitative Research

Dr. R. Ouyang

Results

Data types and preparation for analysis


Different kinds of data results represent
different scales of measurement. There are four
types of measurement scales, that is, there are
four types of data we usually deal with. They
are nominal, ordinal, interval and ratio. It is
important to know which type of scale or data
you collect for the research and which statistics
are appropriate for your data analysis.

Four scales of measurement (4 types of data)


Nominal (categories): A nominal scale
represents the lowest level of measurement.
Such a scale classifies persons or objects into
two or more categories. In other words, the
nominal data are those based on the
classification and categorization. When a
nominal scale is used, the data simply indicate
how many subjects are in each category.
Category 4 and category 1 are not different base
on the number 4 and 1, but the categories 4 and
1. 4 is not higher than 1 or more than 1.
Example: Categories for IQ, types of school.
Ordinal (ranks): An ordinal scale puts the
subjects in order from the highest to lowest,
form the most to least. Although ordinal scales
indicate that some subjects are higher, or better,
than other, they do not indicate how much
higher or better. Subjects A, B, C, D are
measured as 4'5", 5'1", 6'2", 5'6" in height. The
rank order will be ranked 1 for C, 2 for D, 3 for
B, and 4 for A.
Interval (scores): An interval scale has all the
characteristics of a nominal and ordinal scale, in
addition it is based upon predetermined equal
intervals. Most of the tests used in
educational research, such as achievement
tests, aptitude tests, and intelligence tests,
represent interval scales. Interval scale,
however, do not have a true zero point. Such
scales typically have an arbitrary maximum
score and an arbitrary minimum score, or zero
point. If an IQ test produces scores ranging
from 0 to 200, a score of 0 does not indicate the
absence of intelligence, nor does a score of 200
dedicate possession of the ultimate intelligence.
A score of 0 only indicates the lowest level of
performance possible on that particular test and
a score of 200 represents the highest level. We
can say that an achievement test score of 90 is
45 points higher than a score of 45, but we
cannot say that a person scoring 90 knows twice
as much as a person scoring 45. Similarly, a
person with a measured IQ of 140 is not
necessarily twice as smart or twice as intelligent
as a person with a measured IQ of 70.
Ratio: A ratio scale represents the highest, most
precise, level of measurement. A ratio scale has
all the advantages of the other types of scales
and in addition it has a meaningful, true zero
point. Height, weight, time, distance, and speed
are examples.

Procession of coding data


Scoring procedure: All instruments
administered should be scored accurately and
consistently; each subject's test should be scored
using the same procedures and criteria.
For self-developed test, if other than
objective-type items (such as multiple-choice
questions) are to be scored, it is advised to have
at least one other person score the tests as a
reliability check.
For a standardized test, it is better to
make sure all answer sheets are marked
corrected and scored by the machine properly.
Coding data: Coding data consists of
developing a system by which the data and
identification information are specified and
organized in preparation for the analysis.
If a large number of subjects are
involved, coding of the data is especially
important. Data for all variables and subjects
are usually converted to numerical values when
the data are entered into the database
management program since long entries take
considerable space and contribute to
typographical and spelling errors that mess up
subsequent manipulations.
Steps of coding data: 1) to give each subject an
ID number, 2) to make decisions as to how
nonnumerical or categorical data will be coded,
3) to prepare all data for analysis.

Statistical packages (SPSS), (SAS), (JUMP-IN)


include programs for many statistics, from the
most basic to the most sophisticated, frequently
used in research studies.

Reference:
Gay, L. R. (1996). Educational research:
Competencies for analysis and application.
Upper Saddle River, NJ: Merrill.

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