La utilización de adverbios de cantidad y frecuencia en la medición de conducta: transformar escalas ordinales en escalas de intervalos

Parreira, Artur; Silva, Ana Lorga da

doi:10.1590/S0104-40362016000100005

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Artigo Original • Ensaio: aval. pol. públ. educ. 24 (90) • Jan-Feb 2016 • https://doi.org/10.1590/S0104-40362016000100005 copiar

La utilización de adverbios de cantidad y frecuencia en la medición de conducta: transformar escalas ordinales en escalas de intervalos

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

El trabajo presenta una investigación sobre escalas, con el objetivo de mejorar el significado y exactitud de las escalas ordinales. Está centrado en el valor numérico de los adverbios que combinan la dimensión cualitativa (significado) con la cuantitativa subyacente. Se solicitó a una muestra de sujetos indicar el valor de los adverbios, sometiendo los resultados a análisis estadístico, para mejorar su validez y fiabilidad. Integrando las dimensiones cualitativa y cuantitativa, se busca la especificidad biopsicosocial del sujeto, como lo pide el paradigma de la complejidad. Se alcanzaron los objetivos del estudio, y los resultados pueden ser útiles a otros científicos en el ámbito de las políticas y prácticas educativas y de sus metodologías de evaluación.

Cuestionario; Evaluación de la conducta; Valor numérico de adverbios; Herramienta de evaluación

Quantity adverbs	N	mean	sd	min	max	range
Extremely	240	9.443	0.747	9	10	1
Quite enough	240	7.418	0.850	5	9	4
Medially	240	4.765	0.860	2.5	8	5.5
Little	240	2.207	0.868	0.5	5	4.5
Nothing at all	240	0.249	0.531	0	3	3

Original adverbs	Translated adverbs	Mea	Median	Mode	Sd	min		max
A- Totalmente	Totally	9.52	10	10	0.833	7	10	3
B- Completamente	Completely	9.34	10	10	0.892	7	10	3
C- Perfeitamente	Perfectly	9.36	10	10	0.822	7	10	3
D- Inteiramente	Entirely	9.44	10	10	0.821	7	10	3
E- Extremamente	Extremly	9.25	9	10	0.844	7	10	3
F- Muito	Very much	7.62	8	8	1.541	4	10	6
G- Bastante	Quite enough	7.08	7	8	2.121	2	10	8
H- Medianamente	Medially	4.62	5	5	0.841	3	6	3
I- Moderadamente	Moderatly	5.28	5	5	0.898	4	7	3
J- Razoavelmente	Reasonably	5.42	5	5	0.899	4	7	3
K- Mais ou menos	More or less	4.18	5	5	1.211	1	6	5
L- Pouco	Little	2.27	2	2	1.072	0	5	5
M- Nada	Nothing at all	0.54	0	0	0.873	0	3	3

Gender	Frequency	Percent
0	146	66.9
1	72	32.9
NA	1	0.5

Total D	37	100

Classes	Frequency	Percent
[19,34[	114	52.1
[34,47[	62	28.2
[47,60[	35	16
[60,73[	7	3.2
NA	1	1.5

Total	219	100

Classes	Frequency	Percent
1- Basic (5 years)	3	1.4
2- First cycle (6 years)	4	1.8
3- Second cycle (9 years)	4	1.8
4- Secondary level (12 years)	20	9.1
5- University level	168	76.7
6- Post-Graduate and PhD	14	6.4
NA	6	2.8

Total	219	100

Adverbs	Mean	Median	Mode	Std	Min.	Max.
Always	88.387	90	100	14.39	50	100
Extremely frequent	83.785	90	90	13.33	50	100
Frequently	68.536	70	80	16.85	30	100
Many times	67.177	70	70	16.19	30	100
Quite enough times	68.491	70	70	15.83	30	100
sometimes	39.625	40	40	16.59	10	80
Rarely	16.012	10	10	9.71	10	40
Never	1,283	0	0	3.36	0	10

A 6 position scale, adjusted to a questionnaire with items is presented below (responses and their treatment serve only as an example):
	Extremely important					(E)
	Very important					(M)
	Enough important					(B)
	Medially important					(md)
	Little important					(P)
	Not at all important					(N)

	E	M	B	md	P	N
1. Is it important that the teacher gives incentives, praises and demonstrates personal esteem to his pupils, to motivate them?		x
2. Is it important that the teacher gives a permanent example of openness to new ideas?	x

These items focus the skill to motivate the students to develop more complete and open perceptions of reality. The respondent evaluates item 1 at level M = 7,62; and item 2 at level E = 9,25

A 5 position scale, adjusted to a questionnaire with items is presented below:
	Totally true				(E)
	Enough true				(B)
	Medially true				(md)
	Little true				(P)
	Not at all true				(N)

	T	B	md	P	N
1. My interactions with other people are not very positive.			x
2. My productive activities effectively create the resources for my subsistence. I am indeed an effective worker	x

The subject has a positive and an assertive selfimage as a productive worker, with a score of 9,52; a positive image relying mainly on economic productivity; the relational dimension is not so positive; its distance to the top of the scale is quite large (numerical score 4,62). It must be said that current computational devices offer no difficulties to using these scales.

Adverbs	Numerical values	Distances
A- Always	88,387	19,898⁴
E- Enough times	68,491	28,766³
F- Sometimes	39,625	23,613²
G- Rarely	16,012	14,729¹
H- Never	1,283	-

Situations	Frequency in personal life (%)	Frequency in work (%)
A- Situations that generate feelings of warmth, sympathy, friendship	71.39	59.69
R- Situations that generate feelings of anger, irritation	26.09	35.97
C- Situations that arise feelings of curiosity, desire to know, lust for information	57.12	65.54
N- Situations that arise feelings of rejection, revulsion, disgust	9.04	23.99
M- Situations that arise feelings of fear	23.30	27.87
D Situations that arise relax and certainty feelings	58.88	46.95
S- Situations that arise feelings of satisfaction, joy, enthusiasm	62.17	46.96
T- Situations that arise feelings of sadness, abandon, depression	19.51	26.24
O- Situations that arise feelings of pride and a sense of personal importance	63.69	86.44
V- Situations that arise feelings of guilt and shame	9.47	11.14

		Pair differences				t	df	Sig2 extremes)

		Mean	St	95% difference reliable interval

				Inferior	Superior
Pair	A	11.713	16,963	39.918	19.434	3,164	20	0,005
Pair4	N	-14.957	23,151	-252.222	-46.923	-3,03	21	0,006
Pair6	D	11.936	28,377	-0.6454	245.181	1,973	21	0,062
Pair7	S	15.211	29,525	21.204	283.022	2,416	21	0,025

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[1] Informações dos autores

Artur Marecos Parreira e Moreira Gonçalves: Professor Doutor. Professor Catedrático da Universidade Lusófona de Humanidades e Tecnologias, investigador do CPES, Coordenador do NESC. Contato: arturmparreira@gmail.com

Ana Lorga da Silva: Professora Doutora. Professora Associada da Universidade Lusófona, investigadora do CPES e pesquisadora do CEDRIC - CNAM. Contato: ana.lorga@ulusofona.pt