RESEARCH

METHODS

Lecture 15
MEASUREMENT
OF CONCEPTS
 Concept
• A generalized idea about a class of objects,
attributes, occurrences, or processes
• A sign, symbol, letter, word, name, number
that stand for observable reality
• A construct that stands for phenomenon but
not the phenomenon itself
• For purposes of research the phenomenon
is measured
 Measurement
• Measurement is a daily routine : casual
measurement or by using a standard.
• Established yardstick verifies the
height, weight, or another feature of a
physical object.
• Also measure the qualities of objects
 attitude, perception, motivation.
• In research measurement is rigorous.
 In dictionary sense:
• To measure is to discover the
extent, dimensions, quantity, or
capacity of something,
especially by comparison with
a standard.
 In research
• Measurement is a process of
ascertaining the extent or quantity of
the concept, idea, or construct
• Follow some measurement procedure.
Come up with empirical data that
represent the concept.
• Use some existing yardstick, standard
or develop your own.
 What is measured?
• Variable  can be objects or properties.
• Objects include things
• Properties are characteristics of objects.
• Person’s properties: physical,
psychological, social.
• Researchers to measure through indicators.
• Easier to measure visible properties than
invisible. Creates measurement issues.
 Example
• Studying people attending an auto
show of year’s new models.
• Just male to female ratio of
attendees.
• Record F for female and M for
male. Or use some other symbol
like 0 and 1 and decide which
number stands for which group
 Example (cont.)
• Researchers might also want to measure the
desirability of the styling of new Espace
van.
• They interview a sample of visitors and get
their opinions.
• Assign numbers to their responses, with a
different mapping rule like:
• What is your opinion of the styling of the
Espace van? Opinion rating scale.
• V. desirable 5__4__3__2__1 V. undesirable
• This is a form of measurement.
 Measurement issues
• Easier to measure physiological
phenomena – height, weight.
• Difficult to measure subjective
attributes – feelings, attitudes,
ideology, deviance, perceptions.
• Devise techniques to measure the
“invisible” – Teacher morale.
• Empirical reality  create instrument
for its measurement
 Measurement in
quantitative research
• Designing precise ways to measure
variables is vital step at the planning stage.
• Develop techniques that can produce
quantitative data. Move from abstract ideas
to produce precise numerical information.
• Contemplate and reflect on concepts prior
to the gathering of data. Qualitative
researchers mostly do it during data
collection.
Quantitative measurement
• Consists of assigning numbers to empirical
events in compliance with set rules. Hence:
• Measurement is a three part process:
• a. Selecting empirical reality – concept
• b. Developing a set of mapping rules: a
scheme for assigning number or symbols
to represent aspects of the event being
measured.
• c. Applying the mapping rules to each
observation of that event – data collection
Parts of Measurement Processes
• Researcher takes the concept,
idea, or construct and develops
a measure.
• Use two processes:
• a. Conceptualization
• b. Operationalization
 a. Conceptualization
• Taking the construct and refining it by
giving it a conceptual or theoretical
definition. Definition in abstract terms.
• Single concept – could be many definitions;
depending upon the theoretical frameworks
used. Social class
• A good definition has one clear, explicit,
and specific definition. Morale
• Prior to measurement we need a concept.
Should know what you are looking for.
 Teacher morale
• What is morale? Is it a variable?
• Develop a conceptual definition.
• Look at everyday understanding of
morale. How people feel about things?
• Look in the dictionary: confidence,
spirit, zeal, mental condition toward
something.
• Look into review of literature
 Teacher morale
• Morale involves a feeling toward something
else; a person has morale with regard to
something. “somethings”
• ‘Some things’ toward which teachers have
feelings  Some things could be:
• Students, parents, pay, the school
administration, other teachers, the
profession of teaching.
 Dimensions of construct
• Are there several kinds of teacher morale or
are all these ‘somethings’ different aspects
of one construct (morale)?
• A single general feeling with different parts
– call them as dimensions.
• Unit of analysis will determine – construct
will apply to individual or group.
• Also who is a teacher?
 b. Operationalization
• Linking conceptual definition to a specific set of
measurement procedures.
• Specifies what the researcher must do to measure
the concept under investigation
• What specific activities to be undertaken for
measuring the concept?
• Look at the behavioral dimensions, translate into
observable elements, ask questions, and develop
index of measurement. Example.
RESEARCH
METHODS

Lecture 15