Scribd
Upload
62 views19 pages

Lecture 15

The document discusses the concepts of concept, measurement, and operationalization in quantitative research. It defines a concept as an idea about a class of objects or phenomena that is represented by a symbol but is not the phenomenon itself. Measurement is the process of determining the quantity or degree of a concept using a standard or developed procedure. This involves conceptualizing the concept through a theoretical definition and then operationalizing it by linking it to specific measurement activities and procedures.

Uploaded by

Maya Gee
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
62 views19 pages

Lecture 15

The document discusses the concepts of concept, measurement, and operationalization in quantitative research. It defines a concept as an idea about a class of objects or phenomena that is represented by a symbol but is not the phenomenon itself. Measurement is the process of determining the quantity or degree of a concept using a standard or developed procedure. This involves conceptualizing the concept through a theoretical definition and then operationalizing it by linking it to specific measurement activities and procedures.

Uploaded by

Maya Gee
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 19

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
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.
In dictionary sense, measurement is
To measure is to discover the extent, dimensions,
quantity, or capacity of something, especially by
comparison with a standard.
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.
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.
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
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.
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.
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.
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
Parts of Measurement Processes
Researcher takes the concept, idea, or construct and
develops a measure.
Use two processes:
a. Conceptualization
b. Operationalization
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.
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
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.
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?
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.

You might also like