Lecture Marketing research - Chapter 8: The concept of measurement and attitude scales

CHAPTER Eight

Learning Objectives

The Concept
of
Measurement
and Attitude
Scales

Copyright © 2004
John Wiley and Sons, Inc.


Learning Objectives

Learning Objectives
1. To understand the concept of measurement.
2. To understand the four levels of scales and
their typical usage.
3. To explore the concepts of reliability and
validity.
4. To become familiar with the concept of
scaling.
5. To learn about the various types of attitude
scales.


Learning Objectives

6. To examine some basic considerations in

selecting a type of scale.
7. To realize the importance of attitude
measurement scales in management
decision making.


Learning Objectives
The Concept of Measurement
and Measurement Scales

To understand the concept of
measurement.

Measurement
The process of assigning numbers or labels to objects,
persons, states, or events in accordance with specific
rules.
Rule
A guide that tells the researcher what to do


Learning Objectives
The Concept of Measurement
and Measurement Scales

To understand the four levels of
scales and their typical usage.

Nominal Scales
• Partitions data into categories that are mutually

exclusive and collectively exhaustive.
Ordinal Scales
• Used strictly to indicate rank order.


Learning Objectives
The Concept of Measurement
and Measurement Scales

To understand the four levels of
scales and their typical usage.

Interval Scales
• Contains all the features of ordinal scales
• Added dimension that the intervals between the
data points on the scale are equal.
Ratio Scales
• All powers of those mentioned as well as a
meaningful absolute zero or origin.


Learning Objectives
The Concept of Measurement
and Measurement Scales

To explore the concepts of reliability
and validity.

Evaluating the Reliability and Validity of Measurement
Sources of Measurement Differences

M=A+E
where: M = measurement
A = accuracy
E = error: random or systematic
1. A true difference in the characteristic being measured.
2. Differences due to stable characteristics of individual
respondents.


Learning Objectives
Step Six: Evaluate the Reliability
and Validity of the Measurement

To explore the concepts of reliability
and validity.

3. Differences due to short-term personal factors.
4. Differences caused by situational factors.
5. Differences resulting from variations in administering the
survey.
6. Differences due to the sampling of items included in the
questionnaire.
7. Differences due to a lack of clarity in the measurement
instrument
8. Differences due to mechanical or instrument factors.


Learning Objectives
Step Six: Evaluate the Reliability
and Validity of the Measurement

To explore the concepts of reliability
and validity.

Reliability
• Consistent results over time.
• Measures are free from random error.
Test-Retest Reliability
Obtained by repeating the measurement using the
same instrument under as nearly the same conditions
as possible.
Stability:
Few differences in scores are found between the
first and second tests.


Learning Objectives
Step Six: Evaluate the Reliability
and Validity of the Measurement

To explore the concepts of reliability
and validity.

Equivalent Form Reliability
Avoids the test-retest by creating equivalent forms of
measurement instrument.
Determined by measuring the correlation of the scores
on the two instruments.
Internal Consistency Reliability
Assesses the ability to produce the similar results

using different samples to measure a phenomenon.


Learning Objectives
Step Six: Evaluate the Reliability
and Validity of the Measurement

To explore the concepts of reliability
and validity.

Validity
Addresses the issue of whether what we tried to measure
was actually measured.
• Face Validity
• Content Validity
• Criterion-Related Validity
• Predictive Validity
• Concurrent Validity


Learning Objectives
Step Six: Evaluate the Reliability
and Validity of the Measurement

To explore the concepts of reliability
and validity.

• Construct Validity
• Convergent Validity
• Discriminate Validity

Relating the Measures to Assess Validity
All types of validity are interrelated in both theory and
practice.


Learning Objectives
Step Six: Evaluate the Reliability
and Validity of the Measurement

To explore the concepts of reliability
and validity.

Reliability and Validity --- A Concluding Comment
See Figure 8.1 --- next slide
Situation 1: The lack of consistency means there is no
reliability
Situation 2: High reliability, but lacks validity
Situation 3: Reliable, consistent, and valid


Learning Objectives
and
Figure 8.1 Illustrations of Possible Reliability
Validity Situations in Measurement

Situation 1

Neither Reliable
nor Valid

Situation 2

Highly Reliable
nor Not Valid

Situation 3

Highly Reliable
and Valid


Attitude Measurement
Scales

Learning Objectives
To become familiar with the concept
of scaling.

Scaling Defined
Procedures for attempting to determine quantitative
measures of subjective and sometimes abstract
concepts.
• Unidimensional scaling: one attribute
• Multidimensional scaling: several dimensions


Attitudes, Behavior, and
Marketing Effectiveness

Learning Objectives

To understand the linkage among
attitudes, behavior and marketing
effectiveness.

Attitude
An enduring organization of motivational, emotional,
perceptual, and cognitive processes with respect to
some aspect of a person’s environment.


Learning Objectives

Attitude Measurement
Scales

To become familiar with the concept
of scaling.

Graphic Rating Scales
A graphic continuum typically anchored by two extremes
Easily constructed and simple to use.
Ability to discern fine distinctions
Itemized Rating Scales
Respondents must select from a limited number of
ordered categories rather than placing a check mark on a
continuous scale.


Learning Objectives
Figure 8.2 Three Types of Rationing Scales

Scale A

Uncomfortable

Comfortable

Scale B

0

10

Uncomfortable

20

30

40

50
Neutral

60

70

80

90

100

Comfortable


Learning Objectives
Figure 8.3 Three Types of Rationing Scales
Scale C

1

Very
very
Uncomfortable

2

3

4

5

6

7

8

9

10

Very
very
Comfortable


Learning Objectives

Attitude Measurement
Scales

To learn about various types of
attitude scales.

Rank Order Scale
Respondent judges one item against another.
Q-Sorting
A sophisticated form form of rank ordering.
A set of objects is given to an individual to sort into piles
to specified rating categories


Learning Objectives

Attitude Measurement
Scales

To learn about the various types of
attitude scales.

Paired Comparison Scales
Asks a respondent to pick one of two objects from a set
based upon some stated criteria.
The respondent makes a series of paired judgements
between objects.
Constant Sum Scales
Requires the respondent to divide a given number of
points, typically 100, among two or more attributes based
on the importance to the person.


Learning Objectives

Attitude Measurement
Scales

To learn about the various types of
attitude scales.

The Semantic Differential
• Begins with the determination of a concept to be rated.
• The researcher selects opposite pairs of words or
phrases that describe the object
• Respondents rate on a scale.
• The mean is computed and plotted as a profile or image.

Learning Objectives

Attitude Measurement
Scales

To learn about the various types of
attitude scales.

Stapel Scale
Designed to measure both the direction and intensity of
attitudes simultaneously.
Likert Scales
• A series of statements that express either a favorable or
unfavorable attitude toward the concept under study.
• The respondent is asked the level of agreement or
disagreement with each statement.


Learning Objectives

Attitude Measurement
Scales

To learn about the various types of
attitude measurement scales.

• Each respondent is given a numerical score to reflect
how favorable or unfavorable her attitude is toward each
statement.
• The scores are then totaled to measure the respondent’s

attitude.
Purchase Intent Scales
• During new product development: provides a rough
idea of demand.
• During product development: demand estimates are
refined.
• Final version: tested in homes


Considerations in
Selecting a Scale

Learning Objectives
To examine some basic
considerations in selecting a type of
scale.

Some Basic Considerations When Selecting a Scale
• Type of Scale: Selecting a Rating, Ranking, Sorting, or
Purchase Intent Scale
• Balanced Versus Nonbalanced Alternatives
• Number of Scale Categories: odd or even number
• Forced Verses Nonforced Choice