Analyzing Data Measured by Individual Likert-Type Items.
Analyzing Data Measured by Individual Likert-Type Items.
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分析单个李克特类型项目测量的数据。
DOI：
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发表时间：
1994
期刊：
影响因子：
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通讯作者：
Thomas J. Dormody
中科院分区：
文献类型：
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作者：
D. Clason;Thomas J. Dormody
在农业教育研究中，使用个人（未汇总）Likert型项目（问题）作为测量工具。 《农业教育杂志》在第27到32卷中发表了188篇研究文章。在95篇文章中分析了对测量工具的单个李克特型项目的响应。在审查了分析单个Likert类型项目的文章之后，5 1（54％）仅报告了描述性统计数据（例如均值，标准偏差，频率/百分比按类别）。使用非参数统计技术（例如卡方同质性测试，Mann-Whitney-Wilcoxon U检验，Kruskal-Wallis of Variancation Testss测试）比较成对的Likert型项目或一组项目。使用参数统计程序（例如，t检验或方差f检验分析）中比较了成对的李克特型项目的均值。
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.