Analyzing Data Measured By Individual Likert-Type Items

Abstract

Using individual (not summated) Likert-type items (questions) as measurement tools is common in agricultural education research. The Journal of Agricultural Education published 188 research articles in Volumes 27 through 32. Responses to individual Likert-type items on measurement instruments were analyzed in 95, or more than half, of these articles. After reviewing the articles analyzing individual Likert-type items, 5 1 (54%) reported only descriptive statistics (e.g., means, standard deviations, frequencies/percentages by category). Paired Likert-type items or sets of items were compared using nonparametric statistical techniques (e.g., chi-square homogeneity tests, Mann-Whitney-Wilcoxon U tests, Kruskal-Wallis analysis of variance tests) in 12 (13%) of the articles. Means for paired Likert-type items were compared using parametric statistical procedures (e.g. t-tests or analysis of variance F-tests) in 32 (34%) of the articles.

Exploring Determinants of Adoption and Higher Utilisation for E-Government: A Study from Business Sector Perspective in Saudi Arabia

“…Whereas, Likert Scale is composed of multiple Likert-Type items that are combined into one single composite score/variable during the data analysis process. The composite score that combined multiple items represents a quantitative measure for the intended aspect that needs to be measured [17]. LikertType item categorized as an ordinal measurement scale and therefore, the recommended descriptive statistics are mode or median for central tendency and Inter-Quartile range (IQR) for variability.…”

Forensic reconstruction of two military combat related shooting incidents using an anatomically correct synthetic skull with a surrogate skin/soft tissue layer

“…9b, the helmets had all been moved by the bullet impact from the position in which they would be correctly worn on the head. The radiologist and pathologist were invited to score their findings using a Likert-type scale [26] (Table 1, 'Results') against the actual incidents being recreated ( Table 2, 'Results'). They were also asked to comment on how the models compared to other incidents they had been involved with.…”

Comparison of Examination Methods Based on Multiple-choice Questions Using Personal Computers and Paper-based Testing

“…Th e survey had fi ve statements: "Computer-based testing is very useful"; "I prefer the computer-based test"; "I am satisfi ed with the result that I achieved on the test"; "I could perform better on paper-andpencil test"; "I was anxious because I could not see all the questions at same time". For the evaluation of student responses, the authors used a Likert-type scale with fi ve responses: "strongly agree", "agree", "undecided", "disagree" and "strongly disagree" [5].…”