ATTITUDE AND SOCIAL SCALES

Attitude scaling is the process of assessing an

attitudinal disposition using a number that
represents a person's score on an attitudinal
continuum ranging from an extremely favorable
disposition to an extremely unfavorable one.
People have certain feelings, perceptions and
behavior towards other things, people, places and
times. These feelings and perceptions are called
attitudes and social scientists frequently desire to
know people's attitudes. These are measured by
attitude scales.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
1
1. SIMPLE ATTITUDE SCALES:
i) The simple category (also called a dichotomous
scale) offers two mutually exclusive choices such
as yes and no, important and unimportant, agree
and disagree. This response strategy is particularly
useful for demographic questions or where a
dichotomous response is adequate.
Example:
I plan to purchase a MindWriter laptop in the next 12
months.
Yes
No
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
2
WHEN THERE ARE MULTIPLE OPTIONS FOR THE RATER BUT ONLY ONE
ANSWER IS SOUGHT, THE MULTIPLE-CHOICE, SINGLE RESPONSE SCALE IS
APPROPRIATE.
Example:
What newspaper do you read most often for financial
news?
New Business Age
BOSS
Karobar
Abhiyan
The Kathmandu Post
The Himalayan Times
Other (specify:.)
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
3
THE MULTIPLE-CHOICE, MULTIPLE RESPONSE SCALE (ALSO CALLED A
CHECKLIST), ALLOWS THE RATER TO SELECT ONE OR SEVERAL
ALTERNATIVES.
Example:
Check any of the sources you consulted when
designing your new home.
Online planning services
Magazines
Independent contractor/builder
Developers models/plans
Designer
Architect
Other (specify:.)
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
4
LIKERT SCALE (SUMMATED RATING SCALES):
Named after its developer, Rensis Likert, the Likert
Scale is a widely used rating scale that requires the
respondents to indicate a degree of agreement or
disagreement with each of a series of statements
about the stimulus objects. Typically, each scale item
has five response categories, ranging from strongly
disagree to strongly agree.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
5
Statement Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
1 2 3 4 5
I get a feeling of
accomplishment
from the work I
am doing.
I find real
enjoyment in
my work.
JOB SATISFACTION RESEARCH
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
6
Statement Strongly
Disagree
Disagree Neither
Agree nor
Disagree
Agree Strongly
Agree
1 2 3 4 5
BDS sells
high quality
merchandise
BDS has poor
in-store
service
I like to shop
at BDS
B. DEPARTMENT STORE RESEARCH [EX:-
BANESHWOR DEPARTMENTAL STORE (BDS)]
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
7
SEMANTIC DIFFERENTIAL (SD) SCALE:
The semantic differential is a seven-point rating
scale with endpoints associated with bipolar labels
that have semantic meaning. In a typical
application, respondents rate objects on a number
of itemized, seven-point rating scales bounded at
each end by one of two bipolar adjectives, such as
Pleasant and Unpleasant.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
8
EXAMPLE: ADAPTING SD SCALES FOR BDS
Convenience of reaching the store from your location
Nearby _ : _ : _ : _ : _ : _ : _ Distant
Short time required to reach store _ : _ : _ : _ : _ : _ : _ Long
time required to
reach store
Difficult drive _ : _ : _ : _ : _ : _ : _ Easy Drive
Difficult to find parking place _ : _ : _ : _ : _ : _ : _Easy to find
parking place
Products offered
High quality _ : _ : _ : _ : _ : _ : _ Low quality
Numerous brands _ : _ : _ : _ : _ : _ : _ Few
brands
Unknown brands _ : _ : _ : _ : _ : _ : _ Well-
known brands
Fully stocked _ : _ : _ : _ : _ : _ : _ Under stocked
Individual items on a semantic differential scale may be scored on either a -3 to
+3 or 1 to 7 scale.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
9
STAPEL SCALES
The Staple scale, named after its developer, Jan Stapel, is a
unipolar rating scale with 10 categories numbered from -5 to
+5, without a neutral point (Zero). This scale is usually
presented vertically. Respondents are asked to indicate how
accurately or inaccurately each term describes the object by
selecting an appropriate numerical response category. The
higher the number, the more accurately the term describes
the object. The scale is composed of the word (or phrase)
identifying the image dimension and a set of 10 response
categories for each of the three attributes. Fewer response
categories are sometimes used. Participants select a plus
number for the characteristics that describes the attitude
object. The more accurate the description, the larger is the
positive number. Similarly, the less accurate the description,
the larger is negative number chosen.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
10
EXAMPLE: FOR BANESHWOR DEPARTMENTAL
STORE (BDS)
+5 +5
+4 +4
+3 +3
+2 +2
+1 +1
High Quality Poor Service
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
11
RANKING QUESTION
Give the rank to the following brands of toothpaste
according to your preference
(1 is most preferred and 5 is least preferred)
7
/
2
3
/
2
0
1
4
12
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
Name of the Brand Rank
Close Up
Pepsodent
Dabur
Ganozhi
Colgate
RATING QUESTION
Give the score to the following brands of toothpaste
according to your preference (out of 10)
7
/
2
3
/
2
0
1
4
13
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
Name of the Brand Score (Out of
10)
Close Up
Pepsodent
Dabur
Ganozhi
Colgate
QUESTIONNAIRE DESIGN
The main tool that is used in survey research is questionnaire.
A questionnaire is a formal list of questions designed to gather
responses from respondents on a given topic. Thus, a
questionnaire is an efficient data collecting mechanism when
the researcher knows exactly what is required and how to
measure the variables of interest.
A questionnaire involves several steps, including writing
question items, organizing the question items on a
questionnaire, administering the questionnaire and so on. We
should remember that a collection of questions does not make
a questionnaire. The questions must be organized into a
coherent, visually pleasing format. This process involves
paying attention to the design of the questionnaire. An
organized questionnaire is much easier and more enjoyable for
the respondent to complete. This may also increase the
response and completion rates.
M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t
U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
14
QUESTIONNAIRE..
A good questionnaire accomplices the researchers
objectives. Surveys must be custom-built to the
specification of given research purposes, and they
are much more than a collection of unambiguous
questions. A number of constraints are imposed on
the development of an appropriate questionnaire.
For example, the number, form, and ordering of the
specific questions are partly determined by the data
collection method. The respondents willingness
and ability to answer also influences the final
questionnaire format. That wording and sequence
of questions can facilitate recall and motivate more
accurate responses.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
15
ACTIVITIES TO BE REQUIRED TO MAKE A
QUESTIONNAIRE
Although each questionnaire must be designed with
specific research objectives in mind, there is sequence
of logical steps that every researcher must follow to
develop a good questionnaire:
1.Plan what to measure
Revisit the research objectives
Decide on the research issue of your questionnaire
Get additional information on the research issue from
secondary data sources and exploratory research
Decide on what is to be asked under the research issue
2. Formulate questions to obtain the needed
information
In each issue, determine the content of each question
Decide on the format of each question
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t
U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
16
3. Decide on the order and wording of questions and on the
layout of the questionnaire
Determine how the question is to be worded
Evaluate each research question on the basis of comprehensibility,
knowledge and ability, willingness\inclination of a typical respondent
to answer the question
Lay out the questions in each subtopic to get a single questionnaire
Group all the questions in each subtopic to get a single
questionnaire
4. Using a small sample, test the questionnaire for omissions and
ambiguity
Read through the whole questionnaire to check whether it makes
sense and it measures what it is supposed to measure (validity)
Check the questionnaire for error
Check the physical appearance
Pretest the questionnaire
5. Correct the questions (and pretest again, if necessary) and
give final shape
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
17
The questionnaire design that draws out accurate information, that can
be completed easily by the interviewer, that flows well, and that leaves
the respondents feel satisfied for their worthwhile participation in that
research, can be described as an effective design.
Information desired:
What information would we want to collect? We should make a plan of
our information requirements. Collecting unnecessary information may
consume more of our time and resources. The respondents are also
irritated by long questionnaires. We should also avoid questions that are
too personal. If one question antagonizes a respondent, he or she is
quite likely not to answer any of them.
Type and form of questions:
One of major decision area in question design is the degree and form of
structure imposed on the participant. The various strategies offer options
that include unstructured response (or open ended response, the free
choice of words) and structured response (or closed response, specified
alternatives provided). Open-ended questions allow respondents to
answer them in any way they choose. A closed question, in contrast,
would restrict the respondents within the alternative given.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
18
Length:
Simple, short questions are preferable than long ones. The longer the
questionnaire, the more it costs to administer and to interpret the data
obtained. Long questions consume more time of respondents. This
may discourage the respondents to complete the questionnaire.
Wording:
A great precaution is necessary in wording the questions. Proper
wording and proper language are absolutely essential. The words
should be simple, clear and unambiguous.
Order:
The related questions should be logically ordered. Question order is
especially important when multiple-choice questions are used. Good
questionnaire are funnel-shaped. They move from general to particular.
Well-organized questionnaire keeps the respondents attention on one
issue at a time, rather than jumping from issue to issue. The order and
flow of questions should be logical to the respondents.
Physical appearance:
Attention should be paid in order to give a good physical appearance
to the questionnaires so as to get good response from the
respondents. The matters that require special attention include quality
and size of paper, quality of typing or printing, attractive presentation of
question items, including margins and spacing.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
19
COMPONENTS OF A QUESTIONNAIRE:
Explanation information (Administrative questions)
Classification information (Classification questions)
Basic information (Target questions)
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
20
EXPLANATION INFORMATION:
The researcher provides explanation information to
the respondents to explain the purpose of the study.
This information is usually given at the beginning of
the questionnaire in the form of a letter or
instructions. Explanation information states i. the
purpose of the study, ii. makes an appeal for
responses, and iii. provides information on
completing the questionnaire properly.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
21
CLASSIFICATION INFORMATION:
Classification questions usually cover sociological-
demographic variables that allow participants answers
to be grouped so that patterns are revealed and can be
studied. These questions usually appear at the end of a
survey. Most of the commonly gathered classification
information includes age, gender, education, marital
status, family income, occupation etc. This information
can be used for segmenting the samples by various
characteristics and attributes of interest. Classification
information thus enables the researcher to analyze the
data obtained through tabulation. Such information is
also important for drawing profile of the respondents
and determining significant differences between groups
of respondents.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
22
BASIC INFORMATION:
This is the main part of the questionnaire. Basic
information desired from the study, of course, refers
to that information which is needed to solve the
problem, which prompted the study to be
undertaken. This part of the questionnaire thus
covers all necessary subjects under investigation
adequately. The basic information section may be
only a few questions in length or it may be several
pages, depending upon the amount of data sought.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
23
MEASURING THE QUESTIONNAIRE ADMINISTERING:
Contact rate: Making contacts with respondents
could be a problem in some cases. The proportion
of addresses or eligible names with which the
researcher makes contact measures this rate.
Response rate: Non response could also be a
problem in some research studies. The proportion
of contacts that result in interviews measures the
response rate.
Completeness rate: Questionnaires returned
incomplete are useless. The proportion of
information obtained to that desired measures the
completeness rate.
Accuracy rate: The accuracy rate is defined as the
ratio of measured to true value.
R
e
s
e
a
r
c
h

M
e
t
h
o
d
o
l
o
g
y

(
P
r
a
v
a
t

U
p
r
e
t
y
)
7
/
2
3
/
2
0
1
4
24