The handling of missing binary data in language research

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dc.contributor.authorPichette, François
dc.contributor.authorBéland, Sébastien
dc.contributor.authorJolani, Shahab
dc.contributor.authorLeśniewska, Justyna
dc.date.accessioned2015-05-11T11:21:37Z
dc.date.available2015-05-11T11:21:37Z
dc.date.issued2015-03
dc.description.abstractResearchers are frequently confronted with unanswered questions or items on their questionnaires and tests, due to factors such as item difficulty, lack of testing time, or participant distraction. This paper first presents results from a poll confirming previous claims (Rietveld & van Hout, 2006; Schafer & Gra- ham, 2002) that data replacement and deletion methods are common in research. Language researchers declared that when faced with missing answers of the yes/no type (that translate into zero or one in data tables), the three most common solutions they adopt are to exclude the participant’s data from the analyses, to leave the square empty, or to fill in with zero, as for an incorrect answer. This study then examines the impact on Cronbach’s α of five types of data insertion, using simulated and actual data with various numbers of participants and missing percentages. Our analyses indicate that the three most common methods we identified among language researchers are the ones with the greatest impact on Cronbach's α coefficients; in other words, they are the least desirable solutions to the missing data problem. On the basis of our results, we make recommendations for language researchers concerning the best way to deal with missing data. Given that none of the most common simple methods works properly, we suggest that the missing data be replaced either by the item’s mean or by the participants’ overall mean to provide a better, more accurate image of the instrument’s internal consistencypl_PL
dc.description.articlenumber8pl_PL
dc.description.journaltitleStudies in Second Language Learning and Teaching,pl_PL
dc.description.number1pl_PL
dc.description.pageof153pl_PL
dc.description.pageto169pl_PL
dc.description.volume5pl_PL
dc.identifier.citationStudies in Second Language Learning and Teaching, 2015, vol. 5, no. 1, pp.153-169pl_PL
dc.identifier.doihttps://doi.org/10.14746/ssllt.2015.5.1.8
dc.identifier.issn2083-5205
dc.identifier.urihttp://hdl.handle.net/10593/12989
dc.language.isoenpl_PL
dc.publisherZakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszupl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjectmissing datapl_PL
dc.subjectCronbach’s alphapl_PL
dc.subjectparticipant exclusionpl_PL
dc.subjectsecond language testingpl_PL
dc.titleThe handling of missing binary data in language researchpl_PL
dc.typeArtykułpl_PL

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Studies in Second Language Learning and Teaching, 2015, vol. 5, no. 1
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