Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Tony C.M. Lam.

Thesis (Ph.D.)--Benedictine University, 2005. / Chair: Peter Sorensen. Includes bibliographical references (p. 294-298)

High satisfaction rates and the lack of response variability are problematic areas in survey research. An important area of methodological concern for self-report survey is the sensitivity and reliability of the instrument. This research examines the effects of a positive (right) centred scale on the distribution and reliability of satisfaction responses in a positive respondent population. A total of 216 participants were randomly assigned to one of the following three experimental Likert scale conditions: 5–point equal interval balanced scale; 5–point positive (right) packed scale; 5–point positive (right) centred scale. The distribution of responses occurred in the direction hypothesized. Comparable discrimination was found across the three conditions. Although, the study findings did not prove to be significant, the equal interval balanced scale produced the lowest mean score, contrary to previous research findings.

High satisfaction rates and the lack of response variability are problematic areas in survey research. An important area of methodological concern for self-report survey is the sensitivity and reliability of the instrument. This research examines the effects of a positive (right) centred scale on the distribution and reliability of satisfaction responses in a positive respondent population. A total of 216 participants were randomly assigned to one of the following three experimental Likert scale conditions: 5–point equal interval balanced scale; 5–point positive (right) packed scale; 5–point positive (right) centred scale. The distribution of responses occurred in the direction hypothesized. Comparable discrimination was found across the three conditions. Although, the study findings did not prove to be significant, the equal interval balanced scale produced the lowest mean score, contrary to previous research findings.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed January 5, 2010). PDF text: viii, 65 p. : ill. ; 507 K. UMI publication number: AAT 3360158. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis advisor: Michael Russell / For more than a half century surveys and questionnaires with Likert-scaled items have been used extensively by researchers in schools to draw inferences about students; however, to date there has not been a single study that has examined whether alternative item response types on a survey might lead to different results than those obtained with Likert scales in a K-12 setting. This lack of direct comparisons leaves the best method of framing response options in educational survey research unclear. In this study, 4th through 12th grade public school students were administered two versions of the same survey online: one with Likert-scaled response options and the other with visual analogue-scaled response options. A randomized, fixed-effect, between-subjects experimental design was implemented to investigate whether the survey with visual analogue-scaled items yielded results comparable to the survey with Likert-scaled items based on the following four methods and indices: 1) factor structure; 2) internal consistency and test-retest reliability; 3) survey summated scores; and 4) main, interaction, and simple effects. Results of the first three indices suggested that both the Likert scale and visual analogue scale produced similar factor structures, were equally reliable, and yielded summated scores that were not significantly different across all three school levels (elementary, middle, and high school). Results of the factorial ANOVA suggested that only the main effect of school level was statistically significant but that there was no significant interaction between item response type and school level. Results of the post-survey questionnaires suggested that students at all school levels preferred answering questions on the survey with the VAS compared to the LS nearly three to one. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

This thesis reports the results of a survey of Christian church attenders which explored their attitudes and beliefs towards domestic violence. An extensive review of the relevant literature covers the nature of, and research into domestic violence; attitudes toward domestic violence; the relationship of domestic violence to doctrines and practices in the Judeo-Chrlstian tradition and in modern Christianity; and relevant topics in attribution theory. A survey of beliefs and attitudes about husband-to-wife physical violence was designed for this project. The questionnaire consisted of 53 items using a 5 point Likert scale and an optional, open-ended comments section. It was distributed to 12 congregations, representing 6 denominations, in the Canberra region. Participation was voluntary, and 340 questionnaires were completed. The gender ratio of the respondents is consistent with other studies of church attending populations, and Chi-square analysis found no significant differences in gender balance among the denominations. Factor analysis of the responses identified 8 subscales which explored themes of responsibility for and justification of violence, community support for perpetrators and victims, and beliefs about sex roles. Analysis of variance revealed significant differences among the denominations in beliefs about sex roles, but failed to find expected parallels in the justification and responsibility subscales. This sample is more in agreement than is the general population that neither a wife's action nor her verbal behaviour is justification for a husband to use physical force against her, and it is personally more willing to give support to victims of domestic violence and to helping perpetrators to change. Gender is more frequently a significant factor across the subscales than denomination. Comments from 190 respondents were categorised and provide qualitative data which is juxtaposed with the quantitative results. Directions for future research are discussed.

The purpose of this quantitative study was to investigate which bullying rating scale, between the Likert Scale (LS) and the Visual Analogue Scale (VAS), is more appropriate for Grade 4 learners. Although literature verifies the reliability of these two rating scales used to measure bullying in young children, the validity and the suitability of these instruments for young learners has not been extensively explored in the South African context. The concern with bullying in this study has to do with the need for the accurate assessment/measurement of bullying, since a proper understanding of bullying depends on the accuracy of the instrument used. Against this backdrop, this study employed a survey design, rooted in a post-positivist conceptualisation of bullying, using a bullying questionnaire. The study’s questionnaire consisted of both LS and VAS response options, and was used to measure both the bully and the victims’ response option preferences (LS versus VAS), in addition to assessing the reliability and validity of both response options. A class of Grade 4 learners from one Model C school formed part of the survey and those who were willing to participate completed the Learner Bullying Questionnaire (LBQ). The school was selected using a purposive, non-probability sampling method based on the geographical area, the in addition to the incidence of bullying and diversity of the school population. The quantitative data obtained from the survey design questionnaires were analysed statistically using descriptive statistics as well as the Spearman correlation coefficient to determine the correlation between the VAS and LS responses for each question presented. Using the Wilcoxon tes, the differences between the two response options were determined (i.e. the variances in the preference scores and difficulty scores of the Grade 4 learners for the two response options). The results of the LBQ show no significant difference of scale preference for the Grade 4 learners. However, the learners - in the six scale preference questions included near the end of the LBQ - indicated that they preferred the VAS over the LS. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

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This study aims to look at multiple modern first person shooter games communitiesto see how their perception of gunplay may be similar or differ from one another.The study uses Toh’s (2016) model for players' feelings towards their primaryweapons to form a questionnaire, the questionnaire is based upon previous researchwithin appraisal theory, player goals , and players feelings. The questionnaire wasthen sent out to Apex Legends, Call of Duty: Warzone and Rainbow Six: Siegecommunities to gather their perception of weapon attributes and their effects onplayers. After analysis of the data similarities and differences were found withinspecific weapon attributes that showed how the communities valued variousweapon attributes. Call of Duty: Warzone focused more on lowering time to kill, whileRainbow Six: Siege focused more on being able to accurately breach and hold offenemies in close engagments. Using background research a possible way to showgame developers how to increase a player's play time from the data collected is alsodiscussed. With the help of an acafen approach a discussion on possibilities as towhy the games have different values and preferences is also had.