3. 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
4. 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 difficult.
5. In dictionary sense, measurement is
To measure is to discover the extent, dimensions,
quantity, or capacity of something, especially by
comparison with a standard.
6. 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.
7. What is measured?
Variable can be objects or properties.
Objects include things.
Properties are characteristics of objects.
Person’s properties: physical, psychological, social.
Researchers to measure through indicators.
Easier to measure visible properties than invisible. Invisible
creates measurement issues.
8. 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
9. 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.
10. 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.
11. 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.
12. 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
13. Parts of Measurement Processes
Researcher takes the concept, idea, or construct and
develops a measure.
Use two processes:
a. Conceptualization
b. Operationalization
14. 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.
15. Example; Teacher morale
What is morale? Is it a variable?
Develop a conceptual definition.
Look at everyday understanding of morale. How people feel
about things?
Look in the dictionary: confidence, spirit, zeal, mental
condition toward something.
Look into review of literature
16. 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.
17. 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?
18. 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.
