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
 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 rigorous.
In dictionary sense, measurement is
To measure is to discover the extent, dimensions,
quantity, or capacity of something, especially by
comparison with a standard.
 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.
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.
 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
 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.
 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.
 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.
 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
Parts of Measurement Processes
Researcher takes the concept, idea, or construct and
develops a measure.
Use two processes:
a. Conceptualization
b. Operationalization
 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.
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
 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.
 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?
 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.