Academic literature on the topic 'Likert type rating scale'
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Journal articles on the topic "Likert type rating scale"
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Brittin, Ruth V. "Comparing Continuous versus Static Measurements in Music Listeners' Preferences." Journal of Research in Music Education 43, no. 1 (April 1995): 36–46. http://dx.doi.org/10.2307/3345790.
Full textAbstract:
In this investigation, we compared listeners' preferential ratings of art music, derived by conventional static ratings taken through 10-point Likert-type scales, and continuous ratings taken throughout the duration of each excerpt with a Continuous Response Digital Interface (CRDI). Music majors (n = 100) and non-music majors (n − 100) rated twelve excerpts of Western art music, including three substyles (Baroque, Romantic, and 20th-century) and three performance media (strings, keyboard, and winds). Music majors' preference ratings were significantly higher than were nonmusic majors' preference ratings. Although no significant effect was found due to using the CRDI or static rating scale, there was a significant interaction between type of measurement and major. Music majors' static and continuous ratings were similar; however, nonmusic majors' continuous ratings were noticeably higher than were static ratings. Nonmusic majors using the CRDI averaged almost one Likert-scale rating higher than those using the static measure.
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Woods-Groves, Suzanne, Ronald C. Eaves, and Thomas O. Williams. "Internal Consistency of the Human Behavior Rating Scale." Psychological Reports 105, no. 3 (December 2009): 835–48. http://dx.doi.org/10.2466/pr0.105.3.835-848.
Full textAbstract:
The internal consistency of the Human Behavior Rating Scale (HBRS) was investigated. The 91-item Likert-type scale is designed to measure five dimensions: persistence, curiosity, externalizing affect, internalizing affect, and cognition. It is used as a research tool to investigate the tenets of Eaves' 1993 integrated theory of human behavior. Three separate sampling plans were employed. Teachers and nonteachers completed Human Behavior Rating Scale ratings of children ranging in age from 5 to 18 years old. Cronbach coefficients alpha were reported by sex, grade, or age for the three samples. Of the 185 reported alpha coefficients, 175 were at or above .90, while 10 had values between .80 and .89.
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Tóth, Zsuzsanna E., Gábor Árva, and Rita V. Dénes. "Are the ‘Illnesses’ of Traditional Likert Scales Treatable?" Quality Innovation Prosperity 24, no. 2 (July 31, 2020): 120. http://dx.doi.org/10.12776/qip.v24i2.1439.
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<p><strong>Purpose:</strong> The main aim of this paper is to introduce the development and the application of a fuzzy rating scale in measuring customer satisfaction which are to be demonstrated through a healthcare example in order to illustrate how the proposed methodology is able to enhance the reliability of traditional Likert scale-based evaluations.</p><p><strong>Methodology/Approach:</strong> The proposed methodology is built on fuzzy sets the membership function of which is composed of two sigmoid functions by applying Dombi’s conjunction operator. The possible ‘values’ of the linguistic variable expressing customer satisfaction are to be expressed by these functions which can also be linked to the level of organizational performance allowing the illustration of the mainly nonlinear relationship between the provided and perceived service performance.</p><p><strong>Findings:</strong> The application of the proposed fuzzy rating scale confirms its ability to reflect the unambiguity of human ratings as well as the context-dependency of ratings resulting in a more precise representation of human judgements.</p><p><strong>Research Limitation/implication:</strong> The presented methodology may be viewed as a viable approach in any kind of service quality evaluations where Likert-type scales are traditionally applied to handle its weaknesses.</p><strong>Originality/Value of paper:</strong> The proposed methodology is not only able to reflect the satisfaction of customers and the organizational performance simultaneously, but the expectations of customers related to the desired level of performance can also be incorporated into the establishment of the scale yielding to more reliably supported managerial decisions.
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Park, Minjeong, and Amery D. Wu. "Item Response Tree Models to Investigate Acquiescence and Extreme Response Styles in Likert-Type Rating Scales." Educational and Psychological Measurement 79, no. 5 (February 15, 2019): 911–30. http://dx.doi.org/10.1177/0013164419829855.
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Item response tree (IRTree) models are recently introduced as an approach to modeling response data from Likert-type rating scales. IRTree models are particularly useful to capture a variety of individuals’ behaviors involving in item responding. This study employed IRTree models to investigate response styles, which are individuals’ tendencies to prefer or avoid certain response categories in a rating scale. Specifically, we introduced two types of IRTree models, descriptive and explanatory models, perceived under a larger modeling framework, called explanatory item response models, proposed by De Boeck and Wilson. This extends the typical application of IRTree models for studying response styles. As a demonstration, we applied the descriptive and explanatory IRTree models to examine acquiescence and extreme response styles in Rosenberg’s Self-Esteem Scale. Our findings suggested the presence of two distinct extreme response styles and acquiescence response style in the scale.
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Cowley, Jennifer A., and Heather Youngblood. "Subjective Response Differences between Visual Analogue, Ordinal and Hybrid Response Scales." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 25 (October 2009): 1883–87. http://dx.doi.org/10.1177/154193120905302506.
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The Human Factors and Ergonomics (HF/E) discipline employs different subjective response scale formats to measure subjective phenomena (e.g., hazard perception). Per the psychometrics literature, different scale formats can yield different participant responses, which is a potential threat to validity in replication studies if response scales are not consistent across study iterations. If ordinal response scales (e.g., Likert scales) yield ordinal data and continuous response scales (e.g., Visual Analogue Scales) yield continuous data then it is inappropriate to substitute one response scale for the other if they potentially yield different responses for the same question. The current research compared mean participant ratings for the same question on VAS, Likert and Hybrid response scales and found that VAS scales had significantly lower mean ratings than Likert and Hybrid response scales. Two scale features, the number of anchors (5 or 9) and the scale length (10.0cm and 19.2cm), were varied and no significant main effects or interactions resulted. In conclusion, scale types, not scale features, produced significant mean participant rating differences. To support the validity of replication research, this paper also provided a response scale taxonomy based on the scale features studied herein, that can be used to classify and report different response scales. Implications for these results and future research directions are discussed.
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Ponnusamy, Vellapandian, Michelle Guerrero, and Jeffrey J. Martin. "Perceived Importance of Selected Psychological Strategies Among Elite Malaysian Athletes." Journal of Clinical Sport Psychology 12, no. 2 (June 1, 2018): 129–43. http://dx.doi.org/10.1123/jcsp.2017-0001.
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Elite Malaysian athletes (N = 179) from integrated and segregated sports rated the perceived importance of eight psychological strategies for improving performance using two different response format methods, a Likert rating scale and forced-choice. A forced-choice procedure produced better discrimination among the skills than a Likert rating scale procedure. We also found that the ratings of importance differed as a function of sport type and gender. Specifically, athletes in integrated sports placed more importance on setting team goals and clarifying roles/responsibilities compared to athletes in segregated sports. At the same time, participants in segregated sports viewed setting personal goals, psych-up strategies, and imagery as more important for performance than those in integrated sports. Significant interaction effects indicated that, within segregated sports, females rated positive self-talk higher than males, but communication skills were rated higher by males than by females.
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Tanzer, Norbert K. "Cross-Cultural Bias in Likert-Type Inventories: Perfect Matching Factor Structures and Still Biased?" European Journal of Psychological Assessment 11, no. 3 (September 1995): 194–201. http://dx.doi.org/10.1027/1015-5759.11.3.194.
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The academic self-concept, measured by the Reading self-concept scale and the Math self-concept scale of the “Self-Description-Questionnaire I” (SDQ-I; Marsh, 1988 ), of Singaporean Chinese sixth-graders (600 boys and 600 girls) was compared to those of a sample of 1200 Australian students of the same age and gender composition drawn from the SDQ-I calibration sample. As the Singaporeans were fluent in English, the original English scale was used so as to avoid possible translation bias. Each scale consists of four interest items, two competence items, and two task-easiness items. Subjects answered all items on a five-point rating scale ranging from “false” to “true.” Although the factor structure of the Singaporean Chinese resembled closely those of their Australian counterparts, substantial cross-cultural bias emerged between interest items and competence/easiness items when treated as a single scale. This is because Singaporean students as compared to the Australians were more reluctant to agree to items with self-praise connotation. In addition, cross-cultural differences were found in the psychological meaning of the rating categories.
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Smith, Bret P., and Gail V. Barnes. "Development and Validation of an Orchestra Performance Rating Scale." Journal of Research in Music Education 55, no. 3 (October 2007): 268–80. http://dx.doi.org/10.1177/002242940705500307.
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The purpose of this study was to develop a factor-derived measure of orchestra performance achievement and to test its validity and reliability for the evaluation of secondary school orchestras. We assembled a pool of 49 statements used in evaluating middle and high school orchestra performance, paired them with a 9-point Likert-type scale, and asked 63 experienced orchestra teachers to evaluate 63 secondary school orchestras. Factor analyses on data from the 189 completed rating sheets identified seven factors: Ensemble, Left Hand, Position, Rhythm, Tempo, Presentation, and Bow. For the reduced scale, we chose 25 items with factor loadings greater than . 64, which showed Cronbach's alphas ranging from . 73 to . 91. Two rounds of validation showed high correlations with MENC's adjudication form and a ranking task; the initial factor structure was not exactly duplicated, indicating directions for future research.
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Petscher, Yaacov, and Steven I. Pfeiffer. "Reconsidering the Psychometrics of the GRS-S: Evidence for Parsimony in Measurement." Assessment for Effective Intervention 46, no. 1 (February 12, 2019): 55–66. http://dx.doi.org/10.1177/1534508418824743.
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The authors evaluated measurement-level, factor-level, item-level, and scale-level revisions to the Gifted Rating Scales–School Form (GRS-S). Measurement-level considerations tested the extent to which treating the Likert-type scale rating as categorical or continuous produced different fit across unidimensional, correlated trait, and bifactor latent factor structures. Item- and scale-level analyses demonstrated that the GRS-S could be reduced from a 72-item assessment on a 9-point rating scale down to a 30-item assessment on a 3-point rating scale. Reliability from the reduced assessment was high (ω > .95). Receiver operating characteristic (ROC) curve comparisons between the original and reduced versions of the GRS-S showed that diagnostic accuracy (i.e., area under the curve) of the scales was comparable when considering cut scores of 120, 125, and 130 on the WISC-IV Full Scale ( Wechsler Intelligence Scale for Child–Fourth Edition) and verbal IQ and the WIAT-III (Wechsler Individual Achievement Test–Third Edition) composite score. The findings suggest that a brief form of the GRS-S can be used as a universal or selective screener for giftedness without sacrificing key psychometric considerations.
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Viljoen, Marianne. "Constructing Homogeneous Likert-Type Summative Rating Scales According to Classical Measurement Theory." Journal of Social Sciences 43, no. 2 (May 2015): 143–51. http://dx.doi.org/10.1080/09718923.2015.11893431.
Full textDissertations / Theses on the topic "Likert type rating scale"
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Mayer, Diane E., and n/a. "Perceptions of a microteaching program by preservice primary teachers and their university tutors." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060907.133436.
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This thesis reports on the perceptions held by second year preservice primary
teachers and their tutors/supervisors of a 1990 microteaching program at a regional
university in Queensland. Perceptions were ascertained on (a) the skills addressed,
(b) peer and tutor feedback, (c) the self evaluation techniques used, (d) the content
level taught, (e) the videotaping of the sessions, and (f) the effectiveness of the
program in the continuing development of teaching skills for preservice teachers.
Perceptions were collected using a questionnaire designed for the purpose. The
questionnaire incorporates fixed response options, for which percentages of those
agreeing with each response are presented in tabular form. It also invites open
ended responses which are coded according to the areas designated of interest for
the study. A Likert type rating scale is used to ascertain opinions on the
effectiveness of the program for developing particular classroom teaching skills.
Results of the study indicate that for the participants, microteaching is appropriate
and effective in helping to provide prospective teachers with experiences that
complement practice teaching in schools, but that the actual structure and
components of any such program requires some discussion. Analysis indicates a
need to vary microteaching programs from those of many traditional approaches
based on the early Stanford model. The writer suggests the concept of a teaching-learning
laboratory based on a macro teaching skill approach with peers as more
appropriate for current preservice teacher education.
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Nchoe, Katlego Elaine. "Exploring the suitability of rating scales for measuring bullying among Grade 4 learners." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65450.
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The purpose of this quantitative study was to investigate which bullying rating scale, between the Likert Scale (LS) and the Visual Analogue Scale (VAS), is more appropriate for Grade 4 learners. Although literature verifies the reliability of these two rating scales used to measure bullying in young children, the validity and the suitability of these instruments for young learners has not been extensively explored in the South African context. The concern with bullying in this study has to do with the need for the accurate assessment/measurement of bullying, since a proper understanding of bullying depends on the accuracy of the instrument used. Against this backdrop, this study employed a survey design, rooted in a post-positivist conceptualisation of bullying, using a bullying questionnaire. The study’s questionnaire consisted of both LS and VAS response options, and was used to measure both the bully and the victims’ response option preferences (LS versus VAS), in addition to assessing the reliability and validity of both response options. A class of Grade 4 learners from one Model C school formed part of the survey and those who were willing to participate completed the Learner Bullying Questionnaire (LBQ). The school was selected using a purposive, non-probability sampling method based on the geographical area, the in addition to the incidence of bullying and diversity of the school population. The quantitative data obtained from the survey design questionnaires were analysed statistically using descriptive statistics as well as the Spearman correlation coefficient to determine the correlation between the VAS and LS responses for each question presented. Using the Wilcoxon tes, the differences between the two response options were determined (i.e. the variances in the preference scores and difficulty scores of the Grade 4 learners for the two response options). The results of the LBQ show no significant difference of scale preference for the Grade 4 learners. However, the learners - in the six scale preference questions included near the end of the LBQ - indicated that they preferred the VAS over the LS.Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted
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Ralepeli, Selebeli Gideon. "Employee perceptions on managing diversity in the workplace / S.G. Ralepeli." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2905.
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Bayudan, Kenny Juntilla. "Students' attitude towards mathematics at the University of Évora, Portugal." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/11825.
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Este estudo é uma tentativa de determinar a atitude dos estudantes de
primeiro ano, que tiveram como objecto de estudo a matemática no primeiro
semestre no ano académico de 13/14 na universidade de Évora, Portugal.
Um questionário foi feito, passou por verificações de fiabilidade e validade, e
serviu para reunir dados sobre a atitude dos estudantes em relação a
matemática tais como a motivação, interesses, compreensão e níveis de
ansiedade. Os resultados desta pesquisa mostraram que os alunos de
primeiro ano normalmente têm uma atitude positiva em relação à matemática
antes de entrarem na universidade. Existe uma forte correlação ente a
atitude, motivação e interesse, perceção da competência e nível de
ansiedade. Esta avaliação é importante para a universidade e para o seu
corpo administrativo pois levanta preocupações sobre o fator aprendizagem.
Também ajuda a entender a predisposição dos estudantes para a matemática
e ajuda a criar hipóteses de intervenção para ajudar aqueles que tem uma
atitude mais negativa em relação ao objecto de estudo; ### Abstract:
Students’ Attitude towards Mathematics at the University of Évora,
Portugal
This study is an attempt to determine the attitude of freshmen students who
were taking a math subject in the fall semester of the academic year 2013-
2014 at the University of Évora, Portugal. A questionnaire was developed,
which underwent validity and reliability analyses, and used to gather data
about students’ attitude towards math and their motivation, interest, perceived
competence, and anxiety levels. The results of this research show that
freshmen students generally have positive attitude towards mathematics prior
to commencing university formation. There is a strong positive correlation
between attitude and the motivation and interest, perceived competence and
anxiety dimensions. This assessment is important to the university faculty and
administration as it raises concern on the affective aspect of learning. It also
helps them to understand the disposition of their students in math and create
possible means of intervention to help those with a negative attitude towards
the subject.
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Cook, Stuart S. (Stuart Sheldon). "Effect of Rater Training and Scale Type on Leniency and Halo Error in Student Ratings of Faculty." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330753/.
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The purpose of this study was to determine if leniency and halo error in student ratings could be reduced by training the student raters and by using a Behaviorally Anchored Rating Scale (BARS) rather than a Likert scale. Two hypotheses were proposed. First, the ratings collected from the trained raters would contain less halo and leniency error than those collected from the untrained raters. Second, within the group of trained raters the BARS would contain less halo and leniency error than the Likert instrument.
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Maher, Kathryn. "Assessment of Diabetes Regimen Disease Care in Youth with Type 1 Diabetes via the Diabetes Behavior Rating Scale and the 24-Hour Diabetes Interview." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/185.
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The psychometric properties of two measures of diabetes disease care, the Diabetes Behavior Rating Scale (DBRS) and the 24-hr Diabetes Interview (24-hr) were evaluated. The 24-hr is a widely used, structured interview while the DBRS is a self-administered, fixed-choice questionnaire. Both measures were administered to 250 youth with Type 1 Diabetes (aged 11–14 years) and their parents. Overall, both measures demonstrate adequate psychometric properties. The DBRS and the 24-hr demonstrated good incremental validity and low convergent validity with each adding significant additive value. Both measures demonstrated good concurrent validity with HbA1c. As expected, scores on the 24-hr demonstrated less than adequate test-retest reliability and both measures demonstrated low parent/youth agreement. Interestingly, external validity analyses demonstrated DBRS scores were moderately related to HbA1c in non-pump but not pump regimens, while the 24-hr displayed acceptable external validity. Only three subscales significantly contributed to HbA1c suggesting a more parsimonious assessment measure. This novel, brief combination could prove efficacious for clinical practice.
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DeAngelo, Angela. "Orientation Instructors and Undecided Students' Perceptions of Course Objectives." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083072363.
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Thesis (M.E.)--University of Toledo, 2004.Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Education degree in Higher Eduction." Includes bibliographical references (leaves 65-69).
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Dang, Thi Quynh Huong. "Development and validation of an instrument to measure epistemic beliefs and attitudes." Thesis, Montpellier 2, 2013. http://www.theses.fr/2013MON20220/document.
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Cette recherche a consisté en le développement et la validation d'outils psychométriques servant à mesurer chez les étudiants une évolution dans les croyances épistémiques (c.-à-d. les croyances concernant les sciences, l'enseignement et l'apprentissage) et les attitudes épistémiques (c.-à-d. les conceptions, affects et valeurs envers des objets épistémiques comme la connaissance ou le savoir scientifique). Les valeurs et affects sont d'une importance primordiale dans l'éducation épistémologique, comme le sont les croyances ou les valeurs. Toutefois, ils semblent souvent négligés dans les approches pédagogiques ou dans la recherche. De plus, avant la présente recherche, il n'y avait pas d'instrument quantitatif fiable adapté au contexte français pour mesurer les croyances envers les sciences, l'enseignement et l'apprentissage. Pour ces raisons, nous avons développé dans la langue française un Questionnaire sur les Attitudes et les Croyances Epistémiques (QACE ou EBAI en anglais pour Epistemic Beliefs and Attitudes Inventory), qui est composé d'échelles de Likert et de différentiateurs sémantiques. Nous avons mené trois études. La première (Study 1) a été menée en France auprès de 283 étudiants pour explorer la structure de la première version du QACE (QACE1). Ensuite, cette version été utilisée pour évaluer l'impact de deux modules d'épistémologie sur les populations d'étudiants concernées. Les résultats ont indiqué une bonne consistance interne des échelles et leur capacité à mesurer des changements significatifs dans les attitudes et croyances épistémiques des étudiants. Dans une deuxième étude menée au Vietnam, nous avons examiné les propriétés psychométriques d'une traduction vietnamienne du QACE1 auprès de 228 étudiants ou professeurs (Study 2). Un résultat marquant est que les différentiateurs sémantiques se sont révélé être des outils novateurs simples et prometteurs pour mesurer les attitudes et croyances épistémiques. Cela peut être expliqué par leur robustesse psychométrique, leur forte sensibilité pour discriminer entre les groupes et la facilité avec laquelle on peut les adapter dans une autre culture. Troisièmement, la version préliminaire de l'instrument a été améliorée. Nous avons ensuite conduit en France une étude de validation de cette nouvelle version (QACE2) après de 729 étudiants (Study 3). Plusieurs construits théoriquement apparentés (comme le Epistemological Beliefs Inventory de Schraw et al., 2002; le Cognitive Complexity Indicator indiquant les position de Perry à partir du questionnaire Learning Environment Preferences de Moore, 1989; et l'échelle de dogmatisme de Shearman & Levine, 2006) ont été utilisés pour établir la validité du QACE2. Les résultats de la validation croisée sur les moitiés d'échantillons et de la fiabilité test-retest ont mis en évidence que le QACE2 est un outil fiable, stable et valide pour mesurer les croyances et attitudes épistémiques. Cette recherche a ouvert de nombreuses perspectives concernant, notamment, la vérification de la capacité du QACE2 à mesurer l'impact de modules d'épistémologie, la vérification de son adaptation à d'autres contextes francophones ou encore l'utilisation potentielle des différentiateurs sémantiques pour les recherches interculturelles sur l'épistémologie personnelleThis research has focused on developing and validating psychometric tools to measure changes in university students' epistemic beliefs (i.e., beliefs about science, teaching, and learning) and epistemic attitudes (i.e., conceptions, affects, and values towards epistemic objects e.g., knowledge, scientific knowledge). Epistemic affects and values are of primary importance in epistemological education, as epistemic beliefs or conceptions do. However they seem to be often neglected in the pedagogical and research approaches. Moreover, before the present research, there was no reliable quantitative instrument to measure beliefs about science, learning and teaching specifically adapted to the French context. For these reasons, we developed the Epistemic Beliefs and Attitudes Inventory (EBAI), a set of Likert-type and semantic differential scales. We conducted three studies. The first study (Study 1) was conducted in France on 283 university students to explore the structure of the first version of the EBAI (EBAI1). The EBAI1 has then been used to evaluate the impact of two scientific epistemology related modules on the corresponding two students' populations. Results indicated robust internal consistencies of the scales and their ability to measure changes in students' epistemic beliefs and attitudes. In a second study, we preliminarily examined the psychometric properties of a Vietnamese translation of the EBAI1 in Vietnam with 228 participants, university students and teachers (Study 2). The results unravelled inadequacies of some scales to the Vietnamese context. One striking result is that the semantic differential scales appeared to be promising innovative and simple tools to measure epidemic attitudes and epistemic beliefs. We explain that by their strong psychometric properties, their high sensitivity in group discrimination, and the easiness to adapt them to another culture. Thirdly, the preliminary version of the instrument was revised for improvement and strengthening. We then conducted, in France, a validation study of this new version (EBAI2) among 729 students (Study 3). Several theoretically related constructs (e.g., general epistemological beliefs measured by the Epistemological Beliefs Inventory, Schraw et al., 2002; Cognitive Complexity Indicator indicating Perry's positions measured by the Learning Environment Preferences, Moore, 1989; and dogmatism measured by the Dogmatism Scale, Shearman & Levine, 2006) were used to establish the construct validity of the updated instrument (EBAI2). Results of double-split cross-validation and test-retest reliability showed a high reliability and temporal stability of the EBAI2. In summary, the findings supported that the EBAI2 is a reliable, stable and valid tool to measure epistemic beliefs and attitudes. This research opened many perspectives such as, for instance, checking for the EBAI2 ability to measure the impact of scientific epistemology related modules, checking for its adaptation to other francophone contexts, or using semantic differentials for cross-cultural researches in personal epistemology
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Hausdorf, Peter A. "Understanding the impact of pre-interview information on the reliability, validity, accuracy and differential validity of employment interview decisions, comparisons across interview question type, rating scale and scoring protocols." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0011/NQ30091.pdf.
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Hausdorf, Peter Alexander. "Understanding the impact of pre-interview information on the reliability, validity, accuracy and differential validity of employment interview decisions : comparisons across interview question type, rating scale and scoring protocols /." *McMaster only, 1997.
Find full textBooks on the topic "Likert type rating scale"
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Kolic, Mary C. An empirical investigation of factors affecting Likert-type rating scale responses. 2004.
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Cox, Felicia. What is the clinical relevance of the Numerical rating scale for pain? Edited by Paul Farquhar-Smith, Pierre Beaulieu, and Sian Jagger. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198834359.003.0059.
Full textAbstract:
The landmark paper discussed in this chapter is ‘Clinical importance of changes in chronic pain intensity measured on an 11-point numerical pain rating scale’, published by Farrar et al. in 2001. The numerical rating scale is now the standard instrument used in chronic pain studies to measure pain intensity. Farrar et al. determined the changes in pain intensity that were clinically significant for studies of chronic pain while measuring the patient’s global impression of change. The paper used pooled data from ten recent studies of pregabalin in 2,724 subjects. The authors reported a consistent relationship between pain intensity and patient global impression of change, regardless of study, disease type, age, sex, study result, or treatment group. A reduction of approximately two points on the numerical rating scale, or of 30% in the global impression of change of pain intensity, represented a clinically important difference.
Book chapters on the topic "Likert type rating scale"
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Phakiti, Aek. "Likert-Type Scale Construction." In The Routledge Handbook of Second Language Acquisition and Language Testing, 102–14. New York: Routledge, 2020. | Series: The Routledge handbooks in second language acquisition: Routledge, 2020. http://dx.doi.org/10.4324/9781351034784-12.
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Lubiano, María Asunción, Antonia Salas, Sara De la Rosa de Sáa, Manuel Montenegro, and María Ángeles Gil. "An Empirical Analysis of the Coherence Between Fuzzy Rating Scale- and Likert Scale-Based Responses to Questionnaires." In Advances in Intelligent Systems and Computing, 329–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42972-4_41.
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Mondreti, Prithi Venkatesh, and Malar G. "Sibling Disposition Towards Children With Special Needs." In Advances in Psychology, Mental Health, and Behavioral Studies, 97–109. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4955-0.ch006.
Full textAbstract:
The background research leading to this chapter probed into the nature of disposition and dominant patterns of feelings displayed b typically developing siblings towards children with special needs arising out of communication disorders. The resultant findings may contribute of facilitation of constructive relationship between them. A survey type of research design was adopted for the purpose of collecting relevant data from primary caregivers of 34 children with communication disorders resulting from either sensory impairments, or neurodevelopmental disorders. An emotional-behavioral rating scale including 10 common dispositions of siblings towards children with special needs had been developed for the purpose following review of relevant literature. The caregiver-participants were to rate the frequency of manifestation of the emotions of behaviors described on a four-pointing rating scale of never, sometimes, often or always. Other relevant information like number of siblings, order of birth, gender of children with special needs, as well as educational and socio-economic status of the caregivers were collected. Analysis of the data revealed feelings of concern and care predominantly prevalent among siblings of children with special needs. Nevertheless, there is scope for further shaping the positive dispositions into constructive behaviors that support optimal development of children with special needs.
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Mondreti, Prithi Venkatesh, and Malar G. "Sibling Disposition Towards Children With Special Needs." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 1509–22. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch079.
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The background research leading to this chapter probed into the nature of disposition and dominant patterns of feelings displayed b typically developing siblings towards children with special needs arising out of communication disorders. The resultant findings may contribute of facilitation of constructive relationship between them. A survey type of research design was adopted for the purpose of collecting relevant data from primary caregivers of 34 children with communication disorders resulting from either sensory impairments, or neurodevelopmental disorders. An emotional-behavioral rating scale including 10 common dispositions of siblings towards children with special needs had been developed for the purpose following review of relevant literature. The caregiver-participants were to rate the frequency of manifestation of the emotions of behaviors described on a four-pointing rating scale of never, sometimes, often or always. Other relevant information like number of siblings, order of birth, gender of children with special needs, as well as educational and socio-economic status of the caregivers were collected. Analysis of the data revealed feelings of concern and care predominantly prevalent among siblings of children with special needs. Nevertheless, there is scope for further shaping the positive dispositions into constructive behaviors that support optimal development of children with special needs.
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Baran, Tamer. "Comparison of Parametric and Non-Parametric Methods to Analyse the Data Gathered by a Likert-Type Scale." In Advances in Business Information Systems and Analytics, 414–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6985-6.ch020.
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The aim of this chapter is to reveal whether the results of the analysis of the data obtained using Likert type scales (LTSs) with parametric and non-parametric methods in different response alternative (DRA) numbers will differ in terms of statistical significance. In this respect, the data were obtained from 271 university students with CETSCALE prepared using LTS in five different response alternatives (DRAs). The data were analysed using the one sample t test and Wilcoxon signed rank test. Significant findings of the study in the analysis of the data obtained using midpoint LTSs and with the normal distribution with both parametric and non-parametric methods couldn't be found. Similarly, the data obtained by four response alternative numbers with the normal distribution were analysed by both methods, and the significant findings were revealed. However, the results of the data obtained by six and eight response alternative numbers with parametric methods were found to be statistically significant while their analysis by non-parametric methods did not reveal significant findings.
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Cardoso, Edgar Oliver, Jorge Mejía Bricaire, Fernando Briseño Hurtado, and Joel García Mendoza. "Evaluation Results of Initial Training Teachers Programs in Mexico Based on the Performance of Their Students." In Evaluating Teacher Education Programs through Performance-Based Assessments, 311–27. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9929-8.ch019.
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The study aimed to evaluate the proficiency levels of students of programmes of initial teacher training in the areas of planning, evaluation, use of ICT, didactics, and research competences in institutions of higher education in Mexico. The research approach used was non-experimental because there was not a deliberate manipulation of the variables. This papers was worked with a cross-sectional design. Initial teacher training programs evaluated based on the results of their students (521 subjects in total). For the collection of data was used a questionnaire to assess competencies and get information that would make the diagnosis of initial teacher training programmes. The instrument responded in a single application and it was composed of two sections: Respondents' general data and professional skills: structured under teaching domains of planning, assessment, management, ICT usage and research. Questions were evaluated using a scale of frequency of five degrees the scale used corresponds to a Likert-type.
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Cardoso Espinosa, Edgar Oliver. "Assessment of Learning Experiences in the Mathematics Subject Based on an E-Assessment System." In Handbook of Research on E-Assessment in Higher Education, 367–85. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5936-8.ch015.
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The objective of the research was to assess the learning experiences of the online modality of the postgraduate student in senior management in the subject of mathematics from the design and implementation of an e-assessment system. The type of study that was used was a methodology with a quantitative approach with an exploratory scope. To obtain the information, the authors used as a tool a questionnaire based on a Likert scale in which the items were measured through a scale with five options from totally disagree to fully agree. The main results were that between 70% and 85% of the respondents mentioned that before starting their graduate studies they had not had any approach with the Moodle platform; between 90% and 94% were totally in agreement to identify that the learning activities favored the development of the competences such as the quantitative analysis, the approach and resolution of situations, as well as the communication of results; and more than 90% of students thought they fully agreed that their commitment to this subject improved.
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Espinosa, Edgar Oliver Cardoso, and Mayra Alejandra Vargas Londoño. "Assessment of Graduates' Generic Competences in Virtual Mode at the National Polytechnic Institute." In Advances in Business Strategy and Competitive Advantage, 335–57. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3009-1.ch016.
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The main objective of the study was to assess the levels of development of generic competences in the graduates of the degree in International Commerce in the virtual modality of the IPN. The type of research was a quantitative methodology with an exploratory cross-sectional design. The instrument that was used to obtain the information on the GCs developed was a questionnaire based on a Likert scale. It was found that the assessment of the participants on this type of competences has an interval based on a lower mean of 2.13 until a larger average of 3.71, where those that were identified with the lowest level of dominance were the ones related to the work in international contexts, second language communication skills and the ability to work as a team. The findings serve to support its virtual academic programs and thus increase its academic offer based on quality indicators that include not only graduates but also other educational actors such as teachers, managers and administrators as well as assessing the operation of the support infrastructure and equipment.
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León, Rebeca Flores, Edgar Oliver Cardoso Espinosa, and Mayra Alejandra Vargas Londoño. "Assessment of Competence Research and Innovation in Higher Education." In Handbook of Research on Technology-Centric Strategies for Higher Education Administration, 259–74. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2548-6.ch015.
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The research's main objective was to assess the levels of development of innovation and research skills of the graduates of graduate programs in administration. The previous literature consulted for the study is made up of the contributions of Hernández, Alvarado, and Luna (2015), Amarista (2014), Valdés, Vera, and Carlos (2012b), and Vila, Dávila, and Ginés (2010). The type of study was a quantitative methodology employed a cross-sectional exploratory - descriptive. The instrument designed to obtain field information was based on a Likert scale questionnaire. The sample consisted of 126 graduates distributed in three graduate management programs. The main results of the study were that graduates globally have inadequate control of their innovation skills and a moderate level of development of their skills in research. The main conclusion of the investigation was that it is transcendental to consider the innovation as a strategic area not only in education but also in the economic and social system of a country.
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Zezzatti, Carlos Alberto Ochoa Ortiz. "Improving Decision-Making in a Business Simulator Using TOPSIS Methodology for the Establishment of Reactive Stratagem." In Advances in Data Mining and Database Management, 12–21. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1877-8.ch002.
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This study combines Fuzzy Logic and multicriteria TOPSIS method for the selection, from three different alternatives, which machines of high productivity is more convenient to a construction company. The evaluation of each alternative is made through group decision making which identifies the most important criteria according to the requirements presented by the company. To assess the selected criteria in the TOPSIS method is weighted by a group of experts who, based on their experience and knowledge of this type of machinery, assess the relevance of these in the operation and functioning of the hydraulic excavator. Both qualitative and quantitative studies are used in this work, however the experts evaluate, through surveys based on Likert scale all the criteria in which they want to measure the perception. Data provided from the surveys is used for the construction and association of the groups of expert's opinion through the use of fuzzy sets to avoid ambiguity problems of the linguistic variables.
Conference papers on the topic "Likert type rating scale"
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Cai, M. Y., Y. Lin, and W. J. Zhang. "Study of the optimal number of rating bars in the likert scale." In iiWAS '16: 18th International Conference on Information Integration and Web-based Applications and Services. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3011141.3011213.
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Karaca, Erol, and Nuray Gökçek Karaca. "The Study of the Scale to Determine Attitudes on Labor Force Participation of Turkish Migrant Women in Germany." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01489.
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This study sought to develop a Likert type scale which is valid and reliable in order to investigate attitudes on labor life participation of the migrant women. The research was carried out with 570 Turkish migrant women in Germany, living in Cologne (172), Stuttgart (150), Bremen (109), Munich (53) and Berlin (86), Germany, in 2012-2013. The data were collected by using a questionnaire consisting of two sections, developed by the researchers to determine attitudes on labor life participation of migrant women. The first part is the form related to demographic and personal information, consisting of items about the gender, age, marital status, status, if they find their income level sufficient, if they look at the future with confidence and perceptions about being unionized. The second part includes 15 expressions related to attitudes on labor life participation of migrant women on a 5-point Likert-type scale consisting of 5 choices, from 1 = Strongly Disagree to 5 = Strongly Agree. Data which were collected through that The Attitude Scale on Labor Life Participation were analyzed with factor analysis by using the statistical package SPSS. The findings of the study revealed that the scale was valid and reliable.
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Rodić, Dušica D. "COMBINED MEASURES OF STUDENTS' SUCCESS: RECENT TRENDS AND DEVELOPMENTS IN SCIENCE EDUCATION RESEARCH." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.177.
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Besides measures of students’ performances, a valid assessment of students’ efficiency in a teaching process should also include measures of invested mental effort. The research presented herein covers several approaches in measuring students’ mental effort including 5, 7 and 9-point Likert type scales, time on task, as well as eye tracking technique which in combination with performance measures provide valid information on students’ success. Results of the research showed good correlation between mental effort assessed by 7 and 5-point Likert type scales and students’ performance, while the use of the 9-point scale showed a low degree of correlation, thus recommending the use of a scales with 5 and 7 points for educational purposes over 9-point scales. The research presented herein illustrates how eye tracking can be used to support the evaluation of invested mental effort. Additionally, this method enabled the identification of some student difficulties in the analyzed area – Stereochemistry. Keywords: efficiency measure, mental effort, students’ performance, science education.
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Akar, Hanife. "Evaluating Higher Education Learners through Portfolio Assessment." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2359.
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This paper presents a part of a larger needs assessment study that aimed at designing a course called Instructional Planning and Evaluation (IPE), which is offered at Middle East Technical University, Faculty of Education, Turkey. The purpose of this study was to understand how undergraduate students perceived portfolio assessment (PA) with respect to IPE courses, and how students wanted to work during PA implementation. Data was obtained through a five-point Likert-type scale, interviews, field notes, and unobtrusive measures. Results reveal that students were frustrated in the initial stages of the implementation, and frequently demanded guidance by their lecturer. Although individual work was preferred, collaborative work facilitated preparing the content of portfolios. In course of time, data obtained through participant observations or unobtrusive measures reveal that PA led learners to become selfregulated learners.
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Kobyłecki, Rafał, Wojciech Nowak, Takeshi Matsuo, Yukio Imaizumi, Mutsumi Maruyama, Koji Omata, and Masayuki Horio. "Effect of Fuel Type on Formation of Agglomerates in a Large Scale Pressurized Fluidized Bed Combustor." In 17th International Conference on Fluidized Bed Combustion. ASMEDC, 2003. http://dx.doi.org/10.1115/fbc2003-050.
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The paper investigates agglomerate formation in the world biggest pressurized fluidized bed combustor at Karita Power Station, Japan. It was found that significant amount of agglomerates was formed at an increased boiler load bringing about a significant decrease of bed density. The agglomerates had a glassy-like molten surface and consisted of a mixture of ash from char fines and limestone particles. The main components found in the agglomerate cross-section were Ca, Al and Si oxides, all quite uniformly distributed. Agglomerate formation occurred particularly when the unit was fired with a porous Blair Athol coal that was found to produce a porous char. Firing the boiler with other coal (Nanton) that produced less porous char prevented the formation of agglomerates and enabled to maintain stable operation of the combustor. A model was developed to calculate the horizontal distribution of char surface temperature in the PFBC based on a quasi-steady heat balance for a burning char by taking into consideration the distribution of volatiles above fuel feeding nozzles, as well as char porosity. In order to take into consideration the effect of porosity on combustion of a porous char a completely new expression to estimate the reaction rate was proposed. The calculation results indicated that the agglomerates were mainly formed due to the combustion of highly porous Blair Athol chars in the poorly fluidized areas in the bed, where air-to-fuel ratio became larger. The combustion rate of less porous Nanton char was much slower then that of the Blair Athol. Accordingly, combustion temperature of its char was lower bringing about no formation of agglomerates.
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Giorgi, Giorgio, and María del Carmen Bravo Llatas. "Clinically relevant medicine label-based exercises: a friendly bridge between medicinal chemistry and pharmacotherapeutics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8100.
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Aims. To make the students of Medicinal Chemistry (MC) course for doctor of pharmacy (PharmD) understand how strongly connected the chemical properties of drugs are to their clinical profiles and therapeutics, and determine students’ satisfaction degree. Design. Students in the spring 2013 section of the MC course were taught in a traditional teacher-centered manner. Students in the spring 2015 and 2016 ones had additional guided clinically relevant medicine label-based exercises. They worked in structured self-selected teams and chemically explained the clinical aspects of the selected drugs during oral communication sessions. They were given a 1 to 4 Likert-type scale satisfaction questionnaire, the data were collected and statistically treated. Results. The project was useful to show the connection between the chemical aspects of drugs and their clinical profiles (mean=3.33±0.65) and globally satisfactory (mean=3.07±0.47). The additional didactic material helped the students in the spring 2016 make the most of the MC course (mean=3.38±0.74, p=0.002). Conclusions. Medicine label-based exercises seem to be helpful to understand the connection between medicinal chemistry and pharmacotherapeutics. Feedback from students is generally quite favourable. The approach taken will continue to be modified and expanded.
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von Langenthal, Thomas, Nikolaos Zarzalis, and Marco Konle. "Experimental and Numerical Investigation of Different Flame Types Inside a Laboratory Scale RQL Combustion Chamber." In ASME Turbo Expo 2019: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/gt2019-90127.
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Abstract RQL (rich burn, quick quench, lean burn) combustion chambers are common in modern aero engines due to their low NOx emissions and good stability. The rich primary zone leads to lower flame temperatures and in combination with the lack of oxygen, the NOx production is low. The mixing of the secondary air must be quick in order to avoid stoichiometric conditions and at the same time must ensure the oxidation of the soot produced in the fuel rich primary zone to keep soot emissions to a minimum. However, the design of such a combustion chamber is complicated due to the complex interaction between the swirling primary flow and the jets of the secondary airflow. In this paper, we present a new test rig, which was designed to study combustion processes inside RQL combustion chambers at atmospheric conditions. The test rig features liquid kerosene combustion and a realistic quenching zone as well as good access for optical and conventional measurement techniques. For realistic engine like conditions the combustion air is preheated to 600 K and the fuel–air equivalence ratio in the primary combustion zone is set to be between Φ = 1.66 and Φ = 1.25, resulting in an overall thermal power between 80 kW and 110 kW. To get insights into the complex flow field inside the combustion chamber unsteady RANS simulations of both the reacting and the non-reacting case were performed using OpenFOAM. The turbulent flow field was modeled using the k-ω-SST model and the combustion was simulated using the Partially Stirred Reactor model. The experimental investigations showed two stable flame types for the same operating conditions with considerable differences in the visible flame structure and soot radiation. The flow field of both of these flame types were measured using a 1.5 kHz 2D PIV System. The numerical simulations showed good overall agreement with the experimental results but could not represent the change in flame type. In order to understand the underlying effects of the flame change the OH* chemiluminescence was recorded and the two-phase flow near the nozzle exit was investigated. This showed that the change in flame structure might arise due to spray dispersion of the pilot fuel nozzle and the recirculation of the secondary air into the primary zone.
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Núñez, Martha Elena, and Juan-Carlos Rojas. "Real-Time Distance Courses to Improve Satisfaction and Competence: A Case Study of International Professors and Local Students." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86877.
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Distance education is an alternative to traditional education made possible by technology. The essential components for remote teaching are easy access, usefulness, social interaction, and flexibility of time and place. Tecnológico de Monterrey (ITESM) has recently implemented a program to promote the visit of foreign professors to Mexico, this initiative is called PEV (foreign visitor professor). One way to get more benefits from the program is to invite them to give distance classes once their presence year in Mexico has ended. This case study describes student satisfaction with the theoretical-practical courses taught through the real-time distance learning method in the School of Architecture and Industrial Design. The determining factors in the student approval were defined as: the learners’ inclination to take similar courses, the quality of contact between teacher and students, feeling inspired by the professor, and recommending the course to other students. The primary factors of novelty, flexibility, and utility of the remote format were measured using a Likert-type scale. The findings revealed a notable level of acceptance by students. Specifically, the course format factor was positively valued by the sample. These findings are significant to Latin American and international universities because they describe one way to improve their distance or remote teaching and learning offerings.
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Shademan, Mehrdad, Vesselina Roussinova, Ron Barron, and Ram Balachandar. "Large Eddy Simulation of Round Impinging Jets With Large Stand-Off Distance." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37194.
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Large Eddy Simulation (LES) has been carried out to study the flow of a turbulent impinging jet with large nozzle height-to-diameter ratio. The dynamic Smagorinsky model was used to simulate the subgrid-scale stresses. The jet exit Reynolds number is 28,000. The study presents a detailed evaluation of the flow characteristics of an impinging jet with nozzle height of 20 diameters above the plate. Results of the mean normalized centerline velocity and wall shear stress show good agreement with previous experiments. Analysis of the flow field shows that vortical structures generated due to the Kelvin-Helmholtz instabilities in the shear flow close to the nozzle undergo break down or merging when moving towards the plate. Unlike impinging jets with small stand-off distance where the ring-like vortices keep their interconnected shape upon reaching the plate, no sign of interconnection was observed on the plate for this large stand-off distance. A large deflection of the jet axis was observed for this type of impinging jet when compared to the cases with small nozzle height-to-diameter ratios.
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Kalapurackal, Robins M., and Shun Takai. "Sensitivity of Relative Worth in QFD Matrices to Rating Scales and Worth Calculation Schemes: An Empirical Study." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42423.
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In the past several decades, Quality Function Deployment (QFD) has gained its popularity among engineers as a tool to relate (map) customer requirements (inputs) to system requirements or system components (outputs), and to calculate relative worth of these requirements and components. The benefits of QFD in system development include cost reduction, fewer design changes after the start of production, and improved communication among engineers. Despite the observed benefits, the needs for QFD research have been addressed by researchers. These research needs include decision-making process in QFD, rating scales used in QFD matrices, and calculation schemes for calculating the worth of outputs (e.g., system requirements) from the importance of inputs (e.g., customer requirements). The purpose of this paper is to empirically study sensitivity of the relative worth and rank of outputs in QFD matrices to rating scales and worth calculation schemes. We collected QFD matrices from journal articles and textbooks; then calculated the changes of relative worth and the rank of outputs when one type of rating scale and/or worth calculation scheme was changed to the other. The results suggest that the relative worth and rank of outputs are relatively insensitive to rating scales and worth calculation schemes in the QFD matrices studied in this paper.