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Negative Item Response Bias in Education-Based Surveys - a Factor Modelling Approach

Author

Listed:
  • Alexander O’riordan

    (Stellenbosch University Economics Department & RESEP)

Abstract

In applied survey-based research, it is common to encounter responses based on both positively and negatively worded questions. In practice, responses are typically recoded to ensure that the numerical values attached to the responses of positively and negatively worded questions are aligned. This is done under the assumption that the responses to negatively worded questions are perfectly reversed reflections of responses to identical or similar positively worded questions - that the variation is inversed. This paper tests this assumption within a framework of factor modelling using South African Grade 4 TIMSS data. It finds significant differences in the degree to which the different question orientations capture information about single latent constructs that a specific group of questions is designed to capture. And thus, a failure of the assumption.

Suggested Citation

  • Alexander O’riordan, 2021. "Negative Item Response Bias in Education-Based Surveys - a Factor Modelling Approach," Working Papers 04/2021, Stellenbosch University, Department of Economics.
    • Handle: RePEc:sza:wpaper:wpapers364
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    References listed on IDEAS

    as
    1. Louis Guttman, 1945. "A basis for analyzing test-retest reliability," Psychometrika, Springer;The Psychometric Society, vol. 10(4), pages 255-282, December.
    2. Lee Cronbach, 1951. "Coefficient alpha and the internal structure of tests," Psychometrika, Springer;The Psychometric Society, vol. 16(3), pages 297-334, September.
    3. Henry Kaiser, 1974. "An index of factorial simplicity," Psychometrika, Springer;The Psychometric Society, vol. 39(1), pages 31-36, March.
    4. Wong, Nancy & Rindfleisch, Aric & Burroughs, James E, 2003. "Do Reverse-Worded Items Confound Measures in Cross-Cultural Consumer Research? The Case of the Material Values Scale," Journal of Consumer Research, Journal of Consumer Research Inc., vol. 30(1), pages 72-91, June.
    5. Nicholas Spaull, 2012. "Poverty & Privilege: Primary School Inequality in South Africa," Working Papers 13/2012, Stellenbosch University, Department of Economics.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    Latent Construct Estimation; Negatively Item Response; Confirmatory Factor Analysis; Hierarchical Cluster Analysis;
    All these keywords.

    JEL classification:

    • A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
    • C81 - Mathematical and Quantitative Methods - - Data Collection and Data Estimation Methodology; Computer Programs - - - Methodology for Collecting, Estimating, and Organizing Microeconomic Data; Data Access
    • C83 - Mathematical and Quantitative Methods - - Data Collection and Data Estimation Methodology; Computer Programs - - - Survey Methods; Sampling Methods
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • O12 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Microeconomic Analyses of Economic Development

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