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    Tugas

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    Keyza Nyzky
    This document provides examples of how variables from surveys and studies are measured. It identifies the level of measurement (nominal, ordinal, interval, ratio) and whether the variable is discrete or continuous for each example. The examples include variables like country of birth, age, education level, number of children, and more. It explains how researchers classified or rated participants to measure variables like honesty, social class, physical attractiveness, and severity of traffic accidents.

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    Tugas

    Uploaded by

    Keyza Nyzky
    63 views3 pages
    This document provides examples of how variables from surveys and studies are measured. It identifies the level of measurement (nominal, ordinal, interval, ratio) and whether the variable is discrete or continuous for each example. The examples include variables like country of birth, age, education level, number of children, and more. It explains how researchers classified or rated participants to measure variables like honesty, social class, physical attractiveness, and severity of traffic accidents.

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    This document provides examples of how variables from surveys and studies are measured. It identifies the level of measurement (nominal, ordinal, interval, ratio) and whether the variable is discrete or continuous for each example. The examples include variables like country of birth, age, education level, number of children, and more. It explains how researchers classified or rated participants to measure variables like honesty, social class, physical attractiveness, and severity of traffic accidents.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    63 views3 pages

    Tugas

    Uploaded by

    Keyza Nyzky
    This document provides examples of how variables from surveys and studies are measured. It identifies the level of measurement (nominal, ordinal, interval, ratio) and whether the variable is discrete or continuous for each example. The examples include variables like country of birth, age, education level, number of children, and more. It explains how researchers classified or rated participants to measure variables like honesty, social class, physical attractiveness, and severity of traffic accidents.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    1.

    4 For each of the following items from a public-opinion survey, indicate the
    level of measurement and whether the variable will be discrete or continuous.
    (HINT: Remember that only interval-ratio-level variables can be continuous.)
    a. In what country were you born? Nominal
    b. What is your age? Ordinal
    c. How many years of school have you completed? Interval Rasio
    d. What is your occupation? Nominal
    e. If you were asked to use one of these four names for your social class, which
    would you say you
    belonged in?
    Ordinal Upper Nominal Middle

    ___________ Working ___________ Lower


    f. What is your grade-point average? Interval Rasio
    g. What is your major? Nominal
    h. The only way to deal with the drug problem is to legalize all drugs.
    Ordinal Strongly agree
    _______ Agree
    ________ Undecided
    ________ Disagree
    ________ Strongly disagree
    i. What is your astrological sign? Nominal
    j. How many brothers and sisters do you have? Interval Rasio

    1.5 Following are brief descriptions of how researchers measured a variable. For
    each situation, determine the level of measurement of the variable and whether
    it is continuous or discrete.

    a. Race or ethnicity. Respondents were asked to check all that apply:


    Nominal Black
    _______ White
    ________ Hispanic
    ________ Asian or Pacific Islander
    ________ Native American
    ________ Other (Please specify: ______________)
    b. Honesty. Subjects were observed as they passed by a spot where an
    apparently lost wallet was
    lying. The wallet contained money and complete identification. Subjects were
    classified into one of
    the following categories:
    Ordinal returned the wallet with money;
    ________ returned the wallet but kept the money;
    ________ did not return the wallet.
    c. Social class. Subjects were asked about their fam- ily situation when they were
    16 years old. Was
    their family:
    Ordinal Very well off compared to other families?
    ________ About average?
    ________ Not so well off?
    d. Education. Subjects were asked how many years of schooling they had
    completed. Interval Rasio
    e. Racial integration on campus. Students were observed during lunchtime at the
    cafeteria for a
    month. The number of students sitting with students of other races was counted
    for each meal period. Interval

    f. Number of children. Subjects were asked: How many children have you ever
    had? Please include
    any that may have passed away. Interval Rasio
    g. Student seating patterns in classrooms. On the first day of class, instructors
    noted where each stu-dent sat. Seating patterns were re-measured everytwo
    weeks until the end of the semester. Each student was classified as:
    Nominal same seat as last measurement;
    ________ adjacent seat;
    ________ different seat, not adjacent;
    ________ absent.
    h. Physicians per capita. The number of physicians was counted in each of 50
    cities. The researchers
    used population data to compute the number of physicians per capita. Interval
    Rasio
    i. Physical attractiveness. A panel of 10 judges rated each of 50 photos of a
    mixed-race sample of
    males and females for physical attractiveness on a scale from 0 to 20, with 20
    being the highest score. Ordinal
    j. Number of accidents. The number of traffic accidents per year for each of 20
    intersections was recorded. Also, each accident was rated as:
    Interval Rasio minor damage, no injuries;
    Ordinal moderate damage, personal injury requiring hospitalization;
    ________ severe damage and injury.

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