Dissertations / Theses on the topic 'Likert type rating scale'

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.

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

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.

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.

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.

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).

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 personnelle
This 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

High satisfaction rates and the lack of response variability are problematic areas in survey research. An important area of methodological concern for self-report survey is the sensitivity and reliability of the instrument. This research examines the effects of a positive (right) centred scale on the distribution and reliability of satisfaction responses in a positive respondent population. A total of 216 participants were randomly assigned to one of the following three experimental Likert scale conditions: 5–point equal interval balanced scale; 5–point positive (right) packed scale; 5–point positive (right) centred scale. The distribution of responses occurred in the direction hypothesized. Comparable discrimination was found across the three conditions. Although, the study findings did not prove to be significant, the equal interval balanced scale produced the lowest mean score, contrary to previous research findings.

碩士
國立交通大學
管理科學系所
102
In social science research, we often get data from questionnaires to conduct a series of analysis. There are more or less missing data while we use the likert-type scale data, resulting the biases of the significant level and the power. This paper aims to discuss what the influence of sample size would bring to the test of intraclass correlation coefficient in the random effects model. The main direction is to figure out the simple size which can enable the effects of the test and accuracy to get pretty closer to the normality data.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.
Title from title screen (site viewed January 5, 2010). PDF text: viii, 65 p. : ill. ; 507 K. UMI publication number: AAT 3360158. Includes bibliographical references. Also available in microfilm and microfiche formats.

碩士
國立臺灣大學
心理學研究所
96
Likert-Type Scale and Visual Analogue Scale (VAS) are two common psychometrical methodologies for measuring Quality of Life (QOL). However, these two scales are different from their constructions and rating methods. Besides, whether these different attributes will result in different psychometric properties for Likert-Type Scale and VAS on measuring QOL has not yet been examined. Thus in this present study, the author has compared Likert-Type Scale and VAS for measuring QOL in three aspects: (1) the degree of agreement between these two scales, (2) the evaluation of the Measurement Equivalence/Invariance (ME/I) over these two scales for the assessment of QOL, and (3) the investigation of construct validity of theoretical framework of QOL across these two scales. 496 adult subjects were used in the current study (58.9% female, n= 292; 40.2% male, n=200; mean age=24.64 yrs). Each subject was asked to fill in the WHOQOL-BREF in two different visions, one was measured by Likert-type scale and the other was by VAS. Reliability analyses were applied by using Cronbach’s alpha coefficient and split-half coefficient. Besides, agreement analyses were applied by using Pearson’s r, Intraclass Correlation Coefficient (ICC), Lin’s Concordance Correlation Coefficient (CCC), and Bland-Altman Plot. Finally, a MTMM matrix and Confirmatory Factor Analysis (CFA) were used to examine the validity and ME/I across Likert-type Scale and VAS. The result indicated that both Liker-Type Scale and VAS are easy for subjects to answer, and possessed adequate reliability, although reliability for VAS measures are consistently higher than for Likert-Type measures. The agreements between these two scales were high, indicating adequate reproducibility of test scores across the scales. In ME/I analyses, the result showed that VAS measures and Likert-Type measures did not reflect the same structure; furthermore, the VAS defined a better construct of QOL. In a word, VAS seemed to have better psychometric properties for measuring QOL over Likert-Type Scale. But according to the characteristics of subjects in the current study, the result will be applied to healthy and well-educated subjects, and the generalization on special populations (i.e., elderly and patients) is remained to be further explored.

碩士
國立臺北教育大學
教育行政碩士在職進修專班
100
The purpose of this study was to compare how students in Grades 3 to 6 in Kinmen, Taiwan, responded to an attitudes related to science instrument with a 4-point Likert-type scale compared with a 6-point Likert-type scale. The 337 participating students from 5 elementary schools did the 4-point of the Attitudes Related to Science (ARS) scale online whose number was odd, and the 6-point format for the even numbers by using a cluster sampling method. Several techniques of statistical analysis, such as Independent Sample t test, internal consistency, curves of reliability, factor analysis, and option characteristic curve (OCC) by using kernel smoothing approaches to nonparametric item characteristic curve estimation, were demonstrated in the study. It appeared that mean and variance did not show significant difference between the 4-point and the 6-point scales, the reliability was different by the different age of the subjects, statistical methods and dimensions, and the validity was different by the different age of the subjects. The discriminating power among the 4-point scale options was better than the 6-point scale. These findings indicated that the 4-point scale should be preferred for the elementary-aged children.

碩士
輔仁大學
心理學系
98
This is an exploratory study of the competency model for saleman. It intends to understand the outstanding sales representatives’ perception and attitudes towards competency by using Q Methodology and likert-scale. The agreement questionnaire is the early stage of competency questionnaire. Testing by the degree of agreement questionnaire, we can establishe the competency dimensions. Likert-scale is a common psychometrical methodologies for measuring the degree of agreement questionnaires. However,it usually require persons to make subjective judgments, which are likely to vary across persons. This study suggests that Q method is more effective than the previous statistic approach. In this research, we use an agreement questionnaire for a case study which is measured by Q method and likert-scale. Based on this understanding,the main purpose of this research was to (1) compare the results of agreement questionnaires between Likert scaling and Q-sorting, (2) investigate the cognition types of salespersons’ competency in the insurance enterprises.The sample was consisted of 20 top management and middle sales managers ,outstanding sales representatives in Taiwan. The 36 Q statements were selected from literature review. Afterwards,the data obtained was further analyzed using descriptive statistics,Spearman's rank correlation and Q method. This study to examine its use of Spearman rank correlation coefficient between each period whether there is a high correlation between the performance. Main findings of this research were as follows: (1)A high level of correlation was found between the rating results of Likert scaling and Q-sort scaling. (2)Through the transpose of factor analysis ,Five types of sales representatives can be distinguished in terms of the selection criteria used: professional image type , active and effective work attitude type , customer-friendly , stressed word of mouth type , self-judgment type. As a conclusion, the researcher of this study made several implications on psychometric assessment, the introduction of competency, and for future research.

The purpose of the study was to explore and describe leadership at Matlala District Hospital in Limpopo, a province of South Africa. The study was critical for a better understanding of leadership styles adopted in different situations (hospital, district or province) at Matlala District Hospital in the Sekhukhune district. The main objectives of the study were described in chapter 1 on leadership styles (transformational and transactional), to determine how best to investigate leadership styles at Matlala District Hospital, to determine what the current leadership style at Matlala District Hospital is and to propose the most appropriate leadership style for Matlala District Hospital. A mixed-methods approach was used with an exploratory and descriptive design. In terms of the qualitative methodology, purposive sampling was used as the managers were selected on their knowledge of the issues under investigation. Firstly, an interview schedule was developed and used to collect data at Matlala District Hospital. The sample size was 82. Interviews were conducted with 12 members of the executive committee who were regarded as senior managers of the hospital. Secondly, the researcher distributed the questionnaires to participants of the hospital that met the inclusion criteria. Seventy participants completed questionnaires, which were collected upon completion. A 100% response rate was reached. Thematic analysis was used to assess the qualitative data. With regard to quantitative data analysis, descriptive, frequency tables and charts and inferential statistics were used. According to the results, those managers who felt that resources had be provided felt strongly that leadership at the hospital should be improved. Accordingly, guidelines for improving leadership at Matlala District Hospital have to be developed to ensure that mitigating factors are in place for the improvement of the situation at the hospital.
Public Administration and Management
M. P. A. (Public Administration)