VARIABLES and SCALES of MEASUREMENT A Self-instructional Module‘Gymthia Cordero, M Se PH (Biometry), M Med Stat Protessor n Bostatstice Department f Circa Epidemiology” Catege of Medione Universi ofthe Pitppines Mania Mark Anthony Javelosa, M Se Statistics Station Medial Research Unt, Department of Medline" Phipine Ganoral Hospital Rosalie Calalang, M Sc Statistics ‘Assistant Professor ‘School of Stats Urwersty ofthe Pippin Oilman ‘Chulaluk Komott, DrPH (Blostatistcs) ‘Assistant Professorin lotatises Department of Resesren Developmen” Faculty of Macscine Snr, spa Manic Univer Bangkok, Taland Danaida Marcelo, M Se PH (Biostatistics) Bosiatstclan Ginical Epdericiay Unit™ Research Senvons Dela Sale Heath Sciences Campus CCavie, Prippines ‘Se Salem eg Ft Gren ENTE NN aoe ‘This module is third ofa series of ton modules. The other nine modules aro Module + (Introduction to Statsies in Healthcare Delivery and Research, ‘Mectule2 (Methods of Sampling Populations), Module 4 (Summarizing Data), Modile 5 (Presenting Data), Module & (Probably Distributors), Module 7 (Fundomentals of Statistical Inference), Module & (Estimation), Modula 9 (Hypothesis Testing) and Module 10 (Sample Size Considerations), seer1 a or cee ELEN) EO | INTRODUCTION and OVERVIEW opie PAGE This settinsrucional module (SIM) Is the third of a series of modules on basic biostatistics, callectvly refered to a8 the Blostaistos Primer, There saa Introduction and Overview 5 fare a total of ton modules. The other rine modules are Module 1 Recommended Preparation 1 (inroduction to Statistics in Healthcare Delwery and Research), Module 2 Acknowledgement 7 (Methods of Sampling Populations), Medul 4 (Summarizing Data), Module 5 eee 7 (Presenting Data), Module 6 (Probabily Distibuons), Module 7 (Fundamentals of Statistical Inference), Module 8 (Estimation), Module 9 ‘why cart my watetine stay at 24 inches? 10 (ypotnesis Testing) and Module 10 (Sample Size Considerations). These Classification of Vviables 2 materials have boon designed for healthcare providers who find. i ety 4 a Increasingly important to understand salitics as they seek to offer the most availabe, afferdable and costfective ciagnostc and therapeutic healthcare Scales of Measurement ay ‘tematves to their patents and communities. For those of you involved in ety 2 2 esearch, there is a need both to understand how statistical applications aro ee _ sed, and to apply statistical principles in your own rasearch projets. The ‘medul wil also help those of you who are heath policy makers and your ety 2 DD ectnicar stato beter incorporate the mplcstone of medal erature Ccharactristes ofa Good Measurement Tol Pn Andings in your poy decsons. References a Because stasis is increasingly being apped in heath esearch, his SM Exercises m ‘series was conceived to address the needs of health workers like yoursetf ‘newer fo Actes ad Exertes x» ‘Who have It or no epperuny to leave your post to study. THE st of Mode Test o learning modules is designed o equip you wih the basic stati sits to understand the statstel aspects of health research resus and enable Tecra el ‘You to make educated healthcare decisions. You will also learn to undertake We Would Like to Hear From You 2 base anasis of heatncae data sesThe set of 10 modules inthis Primer fs equivalent to two-unit course (22 hours of teaming) Io higher education. Modules can be leamed Independent, bul are most effective when leamed with a tutor trough lecronic of face-to-face consults on @ needs basis. Each module has sections for Activites ~ presented after a concept has been discussed 3s @ means of immediate seltevalusion. At the end of the presentation of concapls are True and False and Mutiple Choice Exercises, Each module lends with a Modu Test aa final evaluation. Answers to the Actives and Exorisos ate provided with tho modulo, while answers tothe Module Tests Wil be provided by the tuors. Ifyou ae doing the modules wihout a tutor, you can aval of the Blostaistios Primer: Test Answers from INCLEN-SEA (erincensea org ‘The book entitled An Inroducton 10 Medal Statistics by Marin Bland, ‘ubished by the Oxford Medical Publication Oxford Unversity Pres in New ‘York in 1905 and Thoodore Collon's Statisios in Medicine (1974) are recommended a8 references. Other useful references wil be cited in each module. |All exercises inthis module series can be done manualy. Answers can, however, be verted using any software accessibe to you. An example Is EPINFO™M, For dette, viskthe Epo Web ste at mc govt ‘The Biostatistics Primer is one of a sores of seltinstructonal modules developed by the Intemational Circa Epidamiology Network-Southeast Asia and the INCLEN Trust in callaboration with the National Teacher Training Cente forthe Heath Professions ofthe University of the Philippines Manila fad the Foundation forthe Advancement of Cinical Epidemiology (FACE, Inc). Other SIM series avaliable from INCLEN-SEA are SIMs on Basic sae Cinicat Economics/Pnamaco-economics and Developing Clinical Practice Guidelines. For more information, vist want inlensea og Leamers should have basic knowledge of research methodology. Leas, however, can take a basic esearch methodology course concurenty wh this module. “This module would not have been possible without the capaciy-bulléng ‘grant rom the INCLEN Trust through is Board of Trusts and its Execuve Director Or. Narendra Arora. We thank Mark Anthony Javelosa and Resale Clalang for thir help in the proparation of tis module. We also thank the toviewers of this module for their valuable comments and suggestions. We ‘10 also grateful forthe consciantous editing done by Maria Elena Libas- “Tetangco. During the development of this module, INCLEN-SEA mombors ‘and pariners were ssked to go though the test versions. We also asked volunoerutors for electonic consislaions and occasional face-oace sessions with the leamers. Both the leamers and tors have given us valuable feodbackpoining out ara that are feu to understand without {2 teacher, test questions that need revisions, and approaches that could stil | RECOMMENDED PREPARATION be improved, To these leas and tutors—our deepest gratude ‘Thanks also goto the faculy ofthe Natonal Teacher Training Contr forthe Heath Professions (NTTC-HP}—one of the promiore conters for Waning teachers forthe health professions—for reviewing this madule, including the ‘exercises and toss, against hol standards, We also thank Or. Jose AlviMojca, Dean of the NTTC-HP, for making the pertnorship wih NTTC-HP possible. We are also grateful to the Foundaton forthe Advancement of Clinieal Epidemiology, Inc. represented by its President, Dr. Maro Festin, for is fund managoment services, particularly for waiving the administrative fe, {And to the INCLEN-SEA Board and INOLEN-SEA Regional Coordinator, Dr (Osman Sianipar—thank you for entrusting his project tous. To the INCLEN= ‘SEA CEUs and CERTCs and their individual members fr thir support uring the development of tis module, we are also grateful. Last but not the least, we thank Ma. Pamela Tagle, INCLEN-SEA Administrative Oficer for the valuable help extended to us {fom the conceptualizaion of the SIN ‘project upto the aunch of the mods. ‘We ae interested in your foesback about this SelFInstuctonsl Module ‘ntiled Variables and Scales of Measurements and about the Biostatistics Primer. Please send comments and suggestions lo coordnatorBinctansas or ow: Cynthia Cordero and Carl Irwin Panolo Co-Coordnators INCLEN-SEA SIM Project 2007 Ctncat measurements can take on a range of values, depending on the ‘reumstances in which they are made. Sometimes, the variation can be £0 ‘real that a smal set of observations or any given observation may present 2 misleading representation of what Is being measured, To avoid erroneous ‘conclusions about data, cinians have to understand the reasons for variations in any given situation. By the ond of this module, the learner should be abl to 1. Describe the phenomenon of variation 2 Define a variable; 3. Differentiate a variable rom a constant; 4. Define measurement ‘5. Distinguish botweon an independent and dependent variable: 6. Descibe an extraneous variable; 7. Deserve the commonly.used scales of measurement 8. Distinguish botwoon quatatve and quanttatve data; and 8. Describe the three (3) desable characteristics of a measurement took vali, realty, and practicabity. soar“There isan adage that states, “Nothing is permanent but change ise” The fact i, people, places, things, and cumstances DO change: rom one day {to another, from one moment to another. And because change Is an indisputable fact of Me, wa can expect variatons to occur, fom person to person for instance, n characteristics such as age, height, weight and heart rate); or even within a sing individual(s inthe case of someone having his ‘ood pressure mentored over the span of 24 hous). ‘Variation refers to the londency of a measurable characteristic to change ‘rom one individual to anather oF from one setting to another; ftom one instant of tine to anther, thin the same individual or sting. Suppose we ask 100 respondents the folowing questions: How olf are you? Are you ‘merried? What's your highest educational attainment? Whats your regular ‘occupation? Kt can be expected that the 100 respondents wil have various answers to the four (4) questons. The characteristics to be measured, namely age, chil status, educational attainment, and monty income, are called variables, erat By definition, @ variables subject to change, as opposed to a constant the value of which never changes: The number of minutes in an hour and the ge an individual can vote in a national electon, for instance, are conten, A inquiies,Incuting formal esearch, bol down 1 the study of variables and their relationships. For example, a medical dator monitors the eect of ‘he treatment he gave his paint and decides to either increase or decrease the presented dosage. A mulcscipnary team of investigators, in their ‘study ofthe effcay ofthe Direct Observed Therapy Short Course (DOTS), ‘suds the effect of direct observation versus sel-adminstored Tuberculosis ‘Therapy on treatment cucomes. (One challenge researchers face is how to best maasure variables. In everyday fe, measurements are performed by using established methods For example, we measure our waistines wih @ tape measure in centimeter unis, or measure weight wih @ weighing sosle i klogram its. Some ‘measurements are subjective, or invove personal judgment. Examples ‘would be Juror assessing the mers of a move, oF @ mother determining hich baby products most mest her chile needs before she makes a purchase. In research, however, things are not qulte as simple: sine results heavily depend on how the measurements are made, meticulous attention ‘must be pad tothe requirements af the researeh from the outset otaBefore we proveed further ito the lope of measurement, let us las ate ‘more about variables. Sinoe most inguies involve the study of the relationships among variables, variables can be classified according to their place or olin thes relationships. Many investigations focus onthe establishment of a relationship between two ‘variables. For example: in the laboratory, how does an animal's response to fa drug change as the dosage ofthe drug increases? In the cin, is there 2 ‘elation between two psychological or bochericaldeterminaions measured in the same patents? In the community, what is tho relation between various Indices of ath andthe extent to which neath care is availabe? In the fll ‘of medical education, what relation exists among achievement test scores and measures of academic performance? All these questions concem the relationship between two variables, each measured on the same units of ‘servation—be they animals, paints, communities, or mecca students. It is always helpful to traneate the research question into the following diagram Rania ‘The independent variable in tho diagram isthe varable under investigation hich is hypothesized to have an effect on the outcome. On the other hand, the dependent variable is the outcome of interest in the investigation. Exraneous variable (also known as confounding variables) ara al ha other ‘variables that are related to both the independent and the dependent ‘atables and at the same time affect tho independent dependent variable relationship, For example, ina study investigating the relationship of exercise on holecort level, Exercise the independent variable and Cholesteal Level 's the dependent variable. Age, sex, and det are examples of extraneous vanables. actiViy 4 ‘A group of investigators aims to compare the eftct of two physical therapy regimens on the qualty of Woof osteoartitis paints. They believe that age, sex and seventy of ostooatvits are important varates and they have incuded t ‘mel cata callecton forms, fotoing: For tis cesearch endeavor, iSetty the‘After identifying the Independent, dependent, and extraneous variables in {your research endeavor, you now have to define how you are going to measure these variables. The folowing section discusses the diferent scales of measurement that you, a8 a researcher, can use to measure the ‘variables or atibutes in your research endeavor, “The four basic measuement scales (or levels of measurement sted below represent an increasing refinement ofthe measurement proces, Its important for you, as student of biostatistics, to be fair with these seales of measurement Te level of moasurement of @ variable wit help you Getormine the appropriate statistical technique to use in answering your research questions. ie Ce ‘A nominal scala uses names, numbers, or other symbols to assign each measurement 10 one of a limited number of categories that cannot be ‘ordered one above the ater, The categories must be exhaustive (tere must be enough categories for all the observations) and mutually excusive (each ‘measurement must fa inlo only one category). Within any category the members are assumed to be equivalent with respect to the characteristic being scalod. The names or eymbols designating the categories can be interchanged without altering the essential information conveyed by the scale, For example, the measurement ofthe variable blood type resus inthe lassicaton of a person's Blood as type A. 8, O, or AB. Type A can be coded or indicated a= number one (1); ype B 8s number to (2); type O as theoe (9) and type AB as four (4), Respondents in a survey of medical students can be classified according to their class membership: 1) Class 2000; 2) Class 200%; 3) Ciase 2002: and 4) Class 2003. Piayers in balgames such as basketball re assigned numbers to facitate Idenification but the numbers donot follow any order of Importance (Le. player number ine [9] isnot necessary @ beter playor than umber eight (6), Nominal scales are the last refined of the four scales. The counting of ‘bsorvations in each category isthe only possible way of summarizing data messured using tis scale. Despite ths weakness, nominal scales ae sil Useful. The counts in the ferent categories can be compared and the ‘categories wth tho highest and the lowest counts can be nated ‘This scale includes the characteristics ofthe nominal scala plus an indicator of order. An ortinal scale assigns each measurement to one of a lined numberof categories and ranks them in graded order. Diterencos among the categories are not necessarily equal an wil en not ‘even be measurable, For example, a variable change representing the asscation of a sick naval rom category one (1) to category two (2) wil ‘not necessary be exacy the same as the change trom category tree (3) 0 category four (4). The "symbols" assigned to represent the categories ae not Important as long a the ranking system is preserved. Let us give a clearer ‘example of whal we mean by hisPatient staus or conekton may be classified as "worse", “sabe, of “improved Note that, although it known that patient cassied as worse" is more i than a patient classified as “stable, tis not known how much more the fst patont is compared to the second. Als, the diterence in iness status frm worse" to “stale is nat necessarily the same as the ference In status trom stable to “improved Cotner examples of variables messured in the ordinal scale are disease severity (assed as mid, modarate, and severe) and degree of dificil of 36 iu evel). ‘exam questions (assed aoa, itrmediate, Emory and Cooper (1999, pages 175-176) describe the interval scale 2s Irtral Selo follows: “The interval scale has the powers of nominal and ordinal scales plus one addtional stength: It incorporates the concept cof equally of ntrval he astance between one [1] nd to [2] equals the distance between two [2] and tree (3) [An intorval scale assigns each measurement to one of an united number ‘of possibites that are equally spaced. The scale has no trve zero point (. ‘the zero point onthe scala does not represent the true or theoretical absence ofthe character being measured). With an interval scale, itis possible 0 determine exactly how much mere (or how much less) ofthe variable being ‘measured i represonted by each category. Temperature expressed in degrees Fatyenhelt or Celsius is a variable ‘measured on an interval scale. Note that zoo degree Coleus is the point at which water fteezes; it does pt represent absence of temperature. Calendar {times another example. Emory and Cooper (1983, page 176) ete calendar tine 38 an example ofa variable measured in an interval seal, noting that “tho olapsod time betwoen tree (3) and sx () AM. equals the time between {our () and seven (7) AM. On the ether hand, one cannot say that six (8) AM. is tice a5 late as tree (3) AM. Because "zero time” is of airy tigen This scale possesses all the characterises of the scales previously iscussed. In addon, a rato scale has a tte zero point oF origin, Take Weigh measurod in kilograms as an example. This scale has equa intervals ‘and begins ata tue zero point. The diference between 20 and 10 kilograms Is 10 klograms. Likewise the difrence between 50 and 40 Klogeams is 10 Klograms. Further, when a weighing scale registers @ zero reading, this ears absolute or0—the absence of an abect on a weighing soale. Thus, it ‘can be said that 900 Klograms is thrice 2s much as 100 klograms. thor examples of variables measured ona ratlo scale are family income (in Bah, Pesos or Dols, height in contimeters, number of patents seen at an Out Patent Department per day, clastole and systolic blood pressure (in mn Hg) ‘and hemoglobin level (g/t. ‘The following are examples of variables and he scale of measurement us‘Quality of Life incces such asthe Artis Impact Measurement Scales Two (@)-Shoa Form (AIMS2-SF)* are generally analyzed on the that these indices are atleast on an interval scale level. sumptions Cotton (1974) decussed level of measurement quite diferent. He presented fve (6) scales, namely: nominal scale (which he futher described ‘88 enumeration or stibute data), ordered cassifications, ranks, numerical nd numerical continuous. His cecussion of nominal scale simar to the nominal scale described here, Ordered classifications and ranks are ‘equated in measure to the ordinal scales discussed above. Numerical scrote i termed as dscrete quantitative data and numerical continuous is fered a& continuous quantitative data in tis module (See section on ‘uteri F cote Te AMEE Astor om of snp maser les, oa discrete, ‘aaa tet | in an Ok a ‘Gita emmoneicine | Gostperaar io anal Qualitative and Quantitative Data’) — — Leamer Notes Saree Tanai stonomarne | ra (oro iru wae Smmeen wc) (tame oa eter apt ain | a tenons estes | Rasen oe ‘Eerery acca ty | Oo weer ene onan 0 40(7 12527 ovXS Kaus Shaler tte ose mesaamertscae et tay ably ‘eng patos mesons As Car Rabe. 0012: 163.71, woncman Perr votes you fave Mri fet ntfs pg meer - teh wae yorhem cindy Tee esa eed a en end oa cae ny crt ucaremntes tnt vee power ‘A data set can be ether quaitatve or quantitative, Variables that re ‘categorized simply to labol or distinguish one group from another yield a qualistive type of data, Examples ofthis ae data sets of civil status, gander ‘and diseaso severity. Data of ths type are summarized by counting how many belong tothe diferent categories. Tako, for instance, the variable chal ‘Status of 18 study participants. We can count how many out of these 18 Paricipants are marie, single, separated, and £0 on, to yield the following the other hand, variables that can be measured or whose values can be umescally yield quantiatve data, Examples are measurements the vial signs (blood pressure, heat rate, tomperature, and respiratory 9) and results of pulmonary function tsi (.g. Forced Expieatory Volume,Peak Flow). Consider the flloning table showing aw data of the systallc blood pressure of he 18 study participants: ‘Quantitative data can ether be continuous or alscrete. Take the variable “numberof subjects with fling marks” as an example. This vanable has values that are integers or whole numbers (Le. 05 oF 1.5 are not possible values). Such variables yield quanifatie data that are ciscele. Other ‘examples aro household size (number of people lving in a household), number of pregnancies, number of dolvaries, and number of emergency admissions. In contrast, variables tke weight, height, and blood pressure ‘measured in kograms, centimeters and mm Hg, respectively, can assume an nfirite numberof values (2.9. 45.2 kos, 45.21 Klos, 48.211 Klos). These {3-3} —8 a ae F ot a — 1 we summarize this dataset by simply counting how many have a particular value of systolic ood pressure measured in mm Hg, we wil end up wih table that is very similar to the raw data table—not a summary atl. This is s0 because quantiatve data sets have many, not infnto, possible values. For this reason, the chance of two units being of the same value Is small even less probable would be having tree units ofthe same value, Quanttative data are usually summarized by calculating averages and standard deviations. Fora detailed discussion of summarizing data sts, you can refer to Modul 4, A this stage of your study of basic statistical concept, itis eufent fo know the difference between quantitative and ‘qualitative data ses. In general, variables measured in nominal and ordinal scales yield qualitative data, while those measured in interval and ratio scales yold quantitative data, For each ofthe variables in the fret clu, indeat in the second column whether the resulting data ‘qualitve or quanttatve, For quantitate dat, indicate whether dscrete or continuous | nawVariables can be measured in many ways. Consider a researcher who Is interested in determining tho associaton betwoon caffeine intake and the ‘duration of sleep among medical studonts. He notes that caffeine intake can be measured by aching the students to categorize their pater of nike as ri, moderate and heavy; ican also be measured by asking the students to indicate the numberof cups of colee they drink per day. Aside from these two methods, he realizes thatthe students can also be observe for a week to determine the number of cups of coffee they actualy drink. In such situations, what can guide the researcher choosing the measurement tol for his ingury? The following section decussas the characteristic of a good measurement tool A researcher can examine @ number of measucement tools against ‘these characteris to help him decide whichis best fr his inquiry. | CHARACTERISTICS of@ GOOD MEASUREMENT TOOL What are the characterises of a good measurement too? An intutve ‘answer to this question is that the tool should be an accurate counter or Indicator of what we are interested In measuring. In adtion, it should be easy and effcient to use, One view is that there are tree major considerations in evaluating a measurement tok. They are vay, relly and practicabity. Vat refers to the extent to which the yardstick or instrument measures iat we actualy wish to measure. Validity is hiting the mark It also refered to asthe accuracy of the measuring instrument. For example, the rmercuy-type sphygmomancmeter is preerrod by clnians in measuring ood pressure because tis generally believed that this measurement tools ‘more accurate than the egal sphygmomanometer, On the other hand, iforont quality of if insioes such asthe AIMS and is derivatives like the [AIMS2-SF are compared not just in terms oftheir vty but als in tes of their reliabity—the next desirable characterise ofa measurement tok ‘Refabity nas to do vith the precision of @ measurement procedure. ti sometimes refered to asthe repeatabity ofthe results ofthe measuring instrument we can say that valety mesns hiting the mark, rly is the closeness of the his to each other. Thus a measurement tool may be rekiable but not valid o vcawerea, Refer to the é ‘igure below—we ilusraion in the middle shows the performance of @ measurement tool that i not vad but reliable. Tho “e' mark represents the tte value of the variable being measured and the “* marks represent values blainod by measuring the variable using the too. Nate that the" marks are near each other (roable or repeatable) bu the average of them is fa from the true value since none is near the rue value. In other words, the tools not valid ori biased. The ilustration on the lat shows the performance ofa ‘measurement too! that is valid but not rolable. The “" marks are far frm ‘ech other (not rofable) but the average is nesr the tue vale (valid or unbiased). The lustraton onthe right shows the perormance ofa vakid and reliable measurement toc. The “* marks are both near each other and the average is close tothe te vale,US 1. Colton, T. Statistics in Medicine Lite, Brown and Company (In). 1974 pot. 2, Emory CW, Cooper DR. Business Research Methods. 4" ed. Reprinted in the Philppines ty National Book Store, Inc. through Special ‘Agreement vith Richard D. Inn, Ine. 1993, 3. Minium EW, King BM and Bear G. Statistica Reasoning in Psychology Practcablty'e concerned with a wide range of factors such as economy and «and Education 9 Edkon, John Wiley and Sons. 1996. pp 18-23, p77. ‘convenience. For example, it is generally accepted that the most vals agnostic method to determine childhood dsorders is an assessment by & developmental pediatrician. However, hs subspecialty is voy rare in most ‘Southeast Asian counties. Futer, the prolonged assessment process may require several vis, Thus, its impractical to do a study onthe prevalance of childhood disorders by using a developmental pediatician's assessment 18 tool A researcher interested to pursue this inquiry may opt 19 use 2 more economical although less val measurement tol “These three (3) characterises are not always found in one measurement tool, s0 choosing an appropriate measurement tool I not an easy task. A ‘measurement tool can have high vali, but could be very expensive—such ‘2 employing developmental pediatricians to assess children for childhood Gsorders. On the other hand, there are measurement tools that are convenient and economical, but are also of questionable val. An ‘example would be measuring cafelne intake by asking people to categorize themselves into mid, moderate and heavy drinkers. Ils easy to use (one ‘only needs a questionnaite) buts ta vali and roiable tot?‘True or False: n the space before the number, wite TRUE ithe statomont is correct and FALSE ithe statoment is incorrect. 1. The tendenoy of a measurable characteristic to change from ‘one Individual to another iustates the phenomenon of variation, 2, Charactanstics of obeervabe units that change from one _seting te another are called constants. 3. An example of a constants the age of a patient. 4. The systolic blood pressure ofa patient is an example of a varie. ‘5. Disease seventy classified as mild, moderate, and severe Is fan example ofa variable measured on a rato scale 16. The diference between interval and ratio scales is the rosence of @ tue 26r0 pont—the intl scale has a tte 2210 point. 7. Temperature measured in dagrees Cass is an example of ratio scale. 8. A measurement tool is relable if measures wha itis supposed to measure. 8. A precise instument ‘8 also refered to as a reliable ‘instrument. 10, The valiiy of a measurement too is also referred to as its rai. Mutiple Choice Questions: Write the eter corresponding to the best answor ‘on the space before the number For Questions 1-5 A graduate student aims to determine the relatonship of the vial signs (syste boos pressure, diastole blood pressure, and hoart rate) of intensive ate patents upon admission, to their survivabilty (whether or not they were scharged alive). Aside from the vital signe and the status on hospital acharge ofthe patients, the student also colts data on whether or not the Pont had cencer; the presence or absence of infacton; the level of ‘consciousness; and whether r not the patient is ventlated; because she believes these factor o be elated to vita signs and survival. 1. The independent variables in the study aro systole blood pressure, diastole blood pressure, and survvabilty on hospital iseharge . systolic bloodpressure, dastoli blood prsure, and heart, rate ©. syste blood pressure, dastoe blood pressure, heart ‘ate and survival 4. cancer, infection, level of consciousness, and need for mechanical ventiationett Per tie and Sete of Meson sts Pinar ems ne, 2. ‘The dependent variable inthe study is 5. Heart rate was obtained by the resident-on-duy in beats per ‘minute. This measurement wil yield what typeof data? ‘8. survivabilty on hospital discharge bod pressure Qualitative, Nomina ©. presence or absence of infection b. Qualitative, Ordinal {whether or not patent has cancer 6 Quantitative Discrete 4. Quanttatve Continuous 3, The exvaneous variables ae. 6. Level of consciousness assessed by the residen-on-duy as 1 systole blood pressure, diastolic blood pressure and 41) in coma: 2) in deep stupor: and 3) awake shall generate survival hat typeof data? »b. systole blood pressure, dlastolic blood pressure, and heart rate 2. Qualitative, Nomina systolic blood pressure, diastolic blood pressure, heart rat, b. Quabtatve, Ordinal and survival & Quantitative Discrete 4. cancer, infection, level of consciousness, and need for 4 Quantitative Continuous ‘mechanical entation 7. Which ofthe flowing scales of measurement represents the 4. Level of consclousness was assessed by the residenton-duty ‘most rofined scale in the measurement process: 2:1) in coma; 2) a dep stupor and 3) awake. This represents measurement in Nominal b. Ontinal 1 nominal scale © Interval . ontinal scale 4. Ratio ©. Interval scale 4. rato scale8. Which of the following are examples of variables measured ualtaively? ‘a. global assessment (categorized 2s improved, no change, ‘and worsened) and change in systolic blood pressure (in ‘nm Ho) . lsease severly (mid, moderate, severo) and global assessment (categorized as improved, no change, and worsened) disease severity and change in systole blood pressure from basen (nm Ho) «4, baseline sytoc blood pressure and syst blood pressure ater 8 weeks of treatment, both measured in mm Hg 8. Whan a measurement tol is accurate (it measures what it is supposed to measure), tis also refered 023 9 aos Pree rir ng Sattar’ Activ 4 ‘A group of invostgators sim to compare the eat of two physical therapy regimens on the quay ofife of esteoartits paints, They believe that ‘298, sex and severiy of osteoatis aro important variables and they have included these in their data calcion forms, For this resaarch endeavor, Identity the folowing oad rie Pry Thcr Reman Deven ie nay tue pon Sox Sarto Caos relado instrument val netrument| otha valid and reliable instrument practicable instrument 40, When a measurement tel yields values that are moar other. tis said to be @ rebableintrument ‘oll instrument bath a valid and relabe instrument practicable instrument ACTIVITY lease rfer to the valablos you have identified in Actiiy 1, Describe how you are going to measixe each of te variables you have identified inuding the measuring device or instument you will use. Based on your description, Identity the scale of measurement you used forthe variables, Th vanes cane Ore) oa Ragina a wn ‘ete | Inde at etn a ciduate nee Posten maine er “hiearee canbe coed re) | ei 2 sel rT 2 rte ‘Sevey oOancatis | The mewigurcncoltarte | Oral pclae conor 6 pan ri. moses (oe, ors Tre) oto aon grea seipattone activiy 3 Seyret a ‘roa 20 Got, [Fatt gana) [Omran : ese lt ona noe sor Exorises True or False Tae Felco, these ar called variables Faleo, age isan example ofa variable Tre False, the scale i ordinal False. The interval scale does not havea rue 2210 point False tis an example of a variable measured in an interval scale False. A measurement tool that measures what it ie supposed to measure i avai instrument 9. Tue 10. False. The vality of a measurements aso refered to as is accuracy PAP Rhee Mutiple Choice Questions 1, systolic and diastolic blood pressure and heart rate 2, a, status at hospital discharge 3. 4, cancer, infection, level of consciousness, entiation 4. byordinal scale 5. 6, quantitative discrete 6. b, qualitative, orinat 7. d.rato scale 8 8 +, disease sevety and global assessment » valid instrument 10. reliable instrument snaer‘True or Fale: In the space betore the number, write TRUE if the statements ‘correct and FALSE if the statements cored Constants vary om person to person, 2 In a research endeavor, the Independent variable Is also known as the outcome variable, 3. The variable that &s hypothesized to cause the outcome or ‘dependent variables calle the extraneous variable 4. Extaneous variates ae variables that sect the independent. dependent vanable relationship. 15. In a study determining the efeacy of an antihypertensive ‘drug, the baseine blood pressure is an example of an ‘exvaneous variable, 6. Blood pressure measured in mm Hg is an example of a ‘viable measured in an interval scale. 7. Respistory role measured In breaths per minute is an ‘example of ratio scale 8, In this module, the interval scale isthe most refined of al ‘measurement scales. 9. When a measurement instruments sai o be vai, itis aso a reliable instrument. 10. Asking automobile drivers whethar or not they use drugs is ‘more valid than a urine drug tt Mutiplo Choice Questions: White the lear corresponding to the best answer lon the space before the number. For questons 153 In study comparing trecional teaching matnods wih a setinstuctional ‘approach, a group of educators compare 100 students: Fiy-ve (55) decide {0 go trough the tadlional method, and 45 decide on the sel-instucional ‘approach. The educators compare the performance of the students i the two groups. 1. The independent variable inthe study isthe perioemance of he students teaching method skills ofthe teachers 10 (inttigance Quotient ofthe students 2 Thedopondent variable inthe study isthe performance of he students teaching method skals ofthe toachors 10 (ntetigance Quotient ofthe student2. The folowing are examples of extancous variables inthe sted: 18. The performance of the students and the skits of the teachers The teaching method and IC (Intligence Quotient) of the students {© 10 (Initigence Quotion) and age ofthe students 1. 10 (inteigonce Quotient) and the poctomance of the students For Questons 4-9 ‘A aroun of graduate stodens in the Philippines aims to compare the costs of thvoe pest-sroke rahabiltaton programs that have been reported in erature to be equal effective, They study 300 patents who have undergone any of the nee programs, and collet data on the costs ofthe program foreach patient—inclucing health personne! costs, cost of administrative assistance, ‘medical supplies, cost due to cppertunty tse, and hospital space costs. The costs ar all valued in Philippine pesos and aro summed up foreach patient. 4. Inthe study, the independent varabl is {ota costo the rehabiltaton program the type of rehabilitation program the patients underwent sovortyof stroke 29 ofthe patients 5. The dependent variables. 1. total cost ofthe renaitation program the type of rehabitaton program the patients underwent © seventy of stoke 4. 2ge ofthe patonts The following are examples of extraneous variables: 4. Total cost of the rahabitaion program and soverty of stroke . Age of patients and the type of rehabtaon program the patents underwent {6 Ago and total cost of he rehabilitation program 4. Age ofthe pation and Severity of stroke ‘The total cost in Philippine pesos is @ measurement in the ‘4. Nomina Scale ». rina Seale Interval Scale 4. Rato Scale8 The rohabiltation program of choice was coded as One (1)- Progam A, Two 2)-Progam B, and Thre (8) Program C. This |s an example of measurement scale thats, Nomina Onna! Interval Ratio 8. The variable “reabiltaton program of choice" coded as One (1): Progam A, Two (2}Progam B, and Three (9}Program © Yields what type of dataset? Qualtave trom a nominal sale . Qualative trom an oxinal scale © Quanttatve discrete 1. Quanttatve continuous 10. When 9 measurement tool can be administered at a reasonable price, Is widely avaiable, and can be used by heath providers in various levle of care (ram primary 12 tertiary car love), the instruments said to bea Reliable instrument Val instrument Both a vac and reable instrument Practicabe instument wos Completing this module has enabled you to appreciate the phenomenon of _atation in our day-to-day affairs. You have been intoduced ta variabes and ‘constants and to te types of variables in studying relaonshins—the Independent, dopendent, and extraneous variables. By his ime, you should bo able to determine the scale of measurement used to measure a variable. {nother words, you ars now able to distinguish between nomial, ordinal Interval and ratio scales. Moreover, you can also now ident which ofthese ‘sceles wil yeld qualitative data and which wil yield quantitative dato— whether it be discrete quantitative or continuous quanttatve data. You have ‘so been introduced to the three desirable characteristics ofa measurement tool valid, rllabilly, and practical. Fishing this thid module of the Blostatstes Primer has prepared you for the fourth module ented Summarizing Data Seis. We strongly encourage you to proceed with the modules that flow. cereYour comments and suggestions are important to us. Please tout the Module Assessment Form to help us improve our Sensiucional Modules (SIMs). You may send your completed assessment forms by Mal: INCLEN-SEA Adminstratve Ofico Department of Cinica Epemiclogy Re, 103 Paz Mendoza Bldg, Colage of Mecicine Univers of the Phtppines Peco Gi, Malato Mania 1000 PHILIPPINES on INCLEN-SEA Regional Coordinators Ofice Dr. Sarto Hospital J Kaschaten, Sekip Vara ‘Yoayakarta 55284 INDONESIA Fax: 63-2-5254098 (Mania Oftco) £62.274.563388 (Indonesia Ofce) Ema: coordinator@inconsea 09 Mont Day Year 2. NAME (Optional) Pease mark the appropiate box wth an Xt indicate your answer. 3. SIM MODULE EVALUATED: |_J Module 1: Invodueton to Statistic in Healthcare Delivery and Research |) Module 2: Methods of Sampling Populations |) Module 3: Variables and Scales of Measurement |) Module &: Summarizing Data 1) Module 5: Presenting Data |] Module 6: Probability Dietbutions {LJ Module 7: Fundamentals of Statistica! iferenco | Module 8: Estimation ALI Module 8: Hypothesis Testing 1 Module 10: Sample Size Considerations 4. ROLE IN THE USE OF THIS SIM: /_/Leamer /_/Mentor oun5. As a sef instructional material, did the module help you achiove the objectives of the SIM? Luyes J No. Which of the objectives were not met, and why? 6. Were you able to compete the module? Lives 1LINe. Why? semen [ose] se] vlan] ea Onctes comet 7. Whatis the overal atic love of the module? LJ Easy [LJ Moderately etc 1 1Veryaifeut 18. Rate the folowing sections or characterises of the module using the following scale: ‘-very poor, 2poor, Ssaisfactr, 4-very satstactory ‘and & outstanding. Pleas tick the appropiate box, Any remark would be appreciated. aan ae8, Asalearer, cid you have an electronic dscussion wih @ mentor? 11 Yee, Pease rate this activity: Nery Poor Peor || Saistacory Nery Satisfactory (| Outstanding LINo JINet applicable 10. As a mantor, cid you have an electronic dlscussion with a learner? 11 Yes, Please rate this actly: {Very Poor || Per J Satstactory [Nery Satisfactory Outstanding 1INo 11 Not appiable 11. Asaleamer did you have a faceto-tace discussion wih a mentor? 11 Yee, Please rate this activity: Very Poor Poor Satisfactory Nery Satisfactory Outstanding 1LINo | Not applicable 12, As amentor, di you have a facetoace discussion witha leamer? 1106, Pease rate this activity: / Mery Poor || Poor Satisfactory Nery Satisfactory (Outstanding LINo LINot aplicabie 18, What other suggestions and comments can you give about the module? | THANK Your vee