7 LEARNING UNIT 7

7 QUANTITATIVE DATA COLLECTION

7.1 INTRODUCTION
Once a researcher selected a quantitative research design, he/she must select the
most suitable data collection method that is applicable to the research project. The
method selected has an impact on the quality of data collected and therefore on the
success of the project in its entirety. It is important that researchers understand the
technical concepts and principles of each measuring instrument in order to create
a successful research product.
Learning unit 7 is intended to help you understand the important concepts of research.
Chapter 11 of the prescribed book (Fouché, C.B., Strydom, H. & Roestenburg, W.J.H.
[Eds.]. 2020. Research at grass roots – for the social sciences and human services professions. 5th
edition. Cape Town: Van Schaik – ISBN 9780627038211) is titled quantitative data
collection methods. In this chapter, the main elements that play a role in quantitative
data collection and measurement are briefly discussed.

FIGURE 7.1
Module outline (lesson 7)
SMA4801/157


7.2 LEARNING OUTCOMES

After working through this learning unit and the relevant parts of the prescribed
book, you should be able to:

• gain a better understanding of measurement in the context of quantitative research

• demonstrate an understanding of validity and reliability in relation to measuring
instruments
• identify different formats of quantitative data collection, with specific reference
to standardised schedules and questionnaires

7.3 CONTENT OF THE LEARNING UNIT

To achieve the aim and learning outcomes of this unit, you will cover the following
topics in chapter 11 of the prescribed book

(1) concepts of measurement

(2) validity and reliability of measuring instruments
(3) structured schedules
(4) questionnaires
(5) practical considerations for collecting quantitative data

After reading and thinking about the contents of chapter 11 of the prescribed book,
you will have to explain the concepts of quantitative measurement and data collection.

7.4 KEY CONCEPTS

The following key terms are important in this learning unit:

• formats of data collection

• measuring instruments
• standardised schedules
• questionnaires
• reliability
• validity
• content validity
• criterion validity
• construct validity

Remember to take a look at the glossary of terms that has been uploaded on myUnisa
under Additional Resources. If you see a term and you do not know what it means,
stop and go to the glossary. This will familiarise you with the terminology of research
and you will get comfortable with the content of this module much quicker.

https://mymodules.dtls.unisa.ac.za/pluginfile.php/15594258/mod_folder/content/0/
SMA4801_Glossary%20of%20terms%20Eng.docx?forcedownload=1

After working through the learning unit, you should be able to explain all of the
above-mentioned concepts. These concepts are all explained or defined in the
prescribed textbook and this unit.

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 LEARNING UNIT 7: Quantitative data collection

7.5 CONCEPTS OF MEASUREMENT

Study the section titled concepts of measurement in the prescribed textbook.

Measurement implies the observation of complex social phenomena by means of a

numerical schema to evaluate or rate statements or items. Read this section in your
prescribed textbook on what the concepts of measurement entail.

7.6 VALIDITY AND RELIABILITY OF MEASURING INSTRUMENTS

Study the section titled validity and reliability of measuring instruments in the
prescribed textbook. This section of the prescribed textbook describes validity as
ensuring that the instrument actually measures the phenomenon in questions and
that a concept is measured accurately.

Look out for the following key terms as you work through this section of the
prescribed textbook: content validity, face validity, criterion validity, construct
validity, and reliability.

7.7 STRUCTURED SCHEDULES

Study the section titled structured schedules in the prescribed textbook. This
section of the prescribed textbook introduces us to the concepts of structured and
unstructured schedules. As indicated in figure 7.2, data collection instruments can
be illustrated on a continuum.

FIGURE 7.2
Continuum of data collection instruments (Fouché et al., 2020:207)

Study this section of the prescribed textbook for more information on structured
observation schedules, including interval or frequency recording, duration recording,
magnitude recording, time-period recording, and permanent product recording. This
section also provides an overview of the concept of structured interview schedules.

7.8 QUESTIONNAIRES
Study the section titled questionnaires in the prescribed textbook, paying close
attention to the discussions of the way a study should be designed, the type of
information needed, how questions should be posed, ensuring a reasonable length to a
questionnaire, the format that a questionnaire should be, the layout of questionnaires,
pilot testing of questionnaires, using standardised scales, and preparing for data
analysis.

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The different types of questionnaires include mailed questionnaires, telephonic

questionnaires, hand-delivered questionnaires, self-administered questionnaires,
group-administered questionnaires, and web-based questionnaires.

ACTIVITY 7.1: STANDARDISED INSTRUMENTS

What is the difference between standardised and non-standardised measurement

instruments in quantitative research?
Standardised instruments have been developed in dedicated research studies. They
possess psychometric properties that set them apart from questionnaires. Questionnaires
are self-devised (non-standardised) instruments that lack psychometric properties.
Self-developed questionnaires are survey purpose designed to ask specific questions
that do not necessarily reflect a particular theoretical construct. Standardised scales
have specific administration and scoring rules and protocols giving them a final score
that can be interpreted. These are sometimes used for clinical purposes whereas self-
designed questionnaires do not have such properties. Self-developed questionnaires
can only be used in descriptive research designs, whereas standardised scales can be
used in comparative and advanced correlational designs.

7.9 PR ACTICA L CO N SI D ER ATIO N S FO R CO LLECTI N G

QUANTITATIVE DATA
Study the section titled practical considerations for collecting quantitative data
in the prescribed textbook. In this section of the prescribed textbook, you will find
a discussion of the guidelines that you should use when collecting quantitative data.

7.10 SUMMARY OF LEARNING UNIT

This learning unit provided an overview of the concepts of measurement. This
included a discussion of the validity and reliability of measuring instruments,
structured schedules, questionnaires, and practical considerations for collecting
quantitative data. This section of the prescribed textbook provides researchers with
the foundation knowledge they require to use quantitative data collection in their
research.

The next learning unit will continue to look at sampling techniques in quantitative
research (Learning unit 8).

7.11 REFERENCES
Fouché, C.B., Strydom, H. & Roestenburg, W.J.H. (Eds.). 2021. Research at grass
roots – for the social sciences and human services professions. 5th edition. Cape Town:
Van Schaik.

Assessment 3 (part 3) MCQ

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