ERIC Number: EJ1367426
Record Type: Journal
Publication Date: 2022
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1173-6135
EISSN: EISSN-2382-0373
Available Date: N/A
Addressing Issues of Missing Values in the Survey Research of High School Mathematics Teachers' Digital Competencies
Jafri, Mairaj
Waikato Journal of Education, v27 n2 p79-84 2022
This paper reports how I addressed the issue of extensive missing values in my PhD study, "Digital Competencies of High School Mathematics Teachers". I collected data using an online survey. Several methods exist to address the issue of missing values. I utilised multiple imputation (MI) as it provides more accurate results. The mean scores and scale reliability of survey items changed after imputation. While addressing the missing values, I observed my focus was completely shifted from the analysis of the survey to developing an approach to imputing missing values. Researchers should be ready for complex and challenging situations. Once encountered, they should use that challenging situation to instigate creative tension -- a force that moves us closer to our goals -- to motivate themselves and to learn new things. I used creative tension to move from the issue of missing values back towards my initial research goal (preserving sample size and a complete dataset for analysis).
Descriptors: Data Collection, Research Problems, Doctoral Dissertations, Online Surveys, Test Reliability, Test Items, Test Construction, Problem Solving, Foreign Countries
Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A
Author Affiliations: N/A