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Empirical research often implies measurements. Measurement is the process of observing and recording the observations that are collected as part of a research effort. There are two major issues that will be considered here.

MEASUREMENT - ISSUES

LEVELS OF MEASUREMENT 2

Refers to the qualities inherent in a data set. These qualities would govern the type of statistical manipulations that are allowed. Levels Nominal, Ordinal, Interval and Ratio

Nominal an attribute assigned to a variable simply to differentiate it from another attribute. (i.e. assigning 1 for Yes and 2 for No). A nominal scale is purely categorical. Ordinal allows for rank order comparisons but one cannot evaluate the distance between the attributes. (e.g. Grade A is greater than Grade B, prior knowledge in finance advanced > intermediate > elementary.

LEVELS OF MEASUREMENT 3

Interval Scale stronger assumption than for an ordinal scale, namely that the distance or interval between numbers on the scale is of a known and fixed size. Hence the difference between 1 and 2 is equal to the difference between 2 and 3. In such a scale, the unit of measurement and the zero point are arbitrary. Ratio scale encompasses all previous assumptions and adds a true zero point as its origin. The highest level, thus allowing all statistical manipulations.

Validity & Reliability has to do with the quality of measurement. In its everyday sense, reliability is the "consistency" or "repeatability" of your measures. Validity is related to generalising i.e the degree to which inferences can be legitimately made. True score theory maintains that every measurement is an additive composite of various components: Xo = Xt + Xr where o = observed score, t=true scoreand r=random error. If observed score = true score, then the measurement is said to 5 be perfectly valid

Theory of Reliability

In research, the term reliability means "repeatability" or "consistency". A measure is considered reliable if it would give us the same result over and over again (assuming that what we are measuring isn't changing!).

Theory of Reliability

we usually think of that score as consisting of two parts, the 'true' score or actual level for the person on that measure, and the 'error' in measuring it

It's important to keep in mind that we observe the X score -- we never actually see the true (T) or error (e) scores. For instance, a student may get a score of 85 on a math achievement test. That's the score we observe, an X of 85. But the reality might be that the student is actually better at math than that score indicates. Let's say the student's true math ability is 89 (i.e., T=89).

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Theory of Reliability

That means that the error for that student is -4. What does this mean? Well, while the student's true math ability may be 89, he/she may have had a bad day, may not have had breakfast, may have had an argument, or may have been distracted while taking the test.

With this in mind, we can now define reliability more precisely. Reliability is a ratio or fraction. In layperson terms we might define this ratio as: true level on the measure/ the entire measure

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Theory of Reliability

we don't speak of the reliability of a measure for an individual -- reliability is a characteristic of a measure that's taken across individuals. So, to get closer to a more formal definition, let's restate the definition above in terms of a set of observations. The easiest way to do this is to speak of the variance of the scores. So, we can now state the definition as: the variance of the true score/ the variance of the measure

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But how do we calculate the variance of the true scores. We can't see the true scores (we only see X)! Only God knows the true score for a specific observation. If we can't compute reliability, perhaps the best we can do is to estimate it. Here's a simple formula for the correlation: covariance(X1, X2) / sd(X1) * sd(X2) If we look carefully at this equation, we can see that the covariance, which simply measures the "shared" variance between measures must be an indicator of the variability of the true scores because the true scores in X1 and X2 are the only thing the two observations share! So, the top part is essentially an estimate of var(T) in this context.

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remember that because X = T + e, we can substitute in the bottom of the ratio: var(T) / var(T) + var(e) With this slight change, we can easily determine the range of a reliability estimate. If a measure is perfectly reliable, there is no error in measurement -everything we observe is true score.

Therefore, for a perfectly reliable measure, the equation would reduce to: var(T)/ var(T) and reliability = 1. Now, if we have a perfectly unreliable measure, there is no true score -- the measure is entirely error. In this case, the equation would reduce to: 11 0/ var(e) ; and the reliability = 0

Reliability refers to the stability of the measure. A valid measure is also reliable but a reliable measure does not need to be valid. For measuring a given construct (attitudes, concepts etc), one generally used multiple questions (items). The aim is to the reduce the random error element.

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Inter-Rater or Inter-Observer Reliability- use different observers or measuring instruments. Test-Retest Reliability measuring the same variable at two different moments Parallel forms reliability identify a list of questions to measure. Divide the questions amongst two forms and send it to two different groups. Internal Consistency Reliability ask two questions which deal with the same problem in a questionnaire and see whether answers are correlated.

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Primary vs. Secondary Data Secondary data generally involves previously accumulated data on a particular events. Government publications based on census reports, funded research etc usually make the most of the secondary data. In addition, data may have been generated due to the implementation of laws e.g. Companies Act, Environment Protection Act.

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SECONDARY DATA

The academic literature is a second important source of secondary data The benefits of using secondary data is not only related to time and cost aspects, but also in terms of credibility. Problem secondary data will never fit exactly with our research objectives. Why was the data originally requested? How was the secondary data collected? Doubts have been previously raised on the quality of government statistics in developing countries.

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PRIMARY DATA

Observations (human or mechanical) Interviews (Phone, Personal) Focus Groups Surveys and Questionnaires (MAIL, WEB)

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