In a recent article in Today's Speech, the writers described an instrument frequently used in persuasion studies, the semantic differential. Prior to the development of the semantic differential, several other attitude measuring instruments were used, some of which are still in common use. One of the most popular methods of measuring attitudes is the method of summated ratings, commonly referred to as the Likert-type scale.

The Likert-type scale has been used by persuasion researchers for over three decades. The original scale of this type was developed by Rensis Likert and is explained in his article, "A Technique for the Measurement of Attitudes," in Achieves of Psychology (1932). He reported very satisfactory reliability data for the scales developed with his procedure. In addition, Likert reported that results obtained from his scales compared favorably with those obtained by the "granddaddy" of the attitude scales--the Thurstone scale. Subsequent research has generally confirmed the fact that the Likert-type attitude scales are quite reliable and valid instruments for the measurement of attitude.

A Likert-type scale consists of a series of declarative statements. The subject is asked to indicate whether he agrees or disagrees with each statement. Commonly, five options are provided: "strongly agree," "agree," "undecided," "disagree," and "strongly disagree." Other Likert-type scales include four or six steps rather than five, excluding the undecided position.

Scales developed by the Likert method will ordinarily include from six to thirty declarative statements. Some of these statements will be worded in a positive manner and other will be worded in a negative manner. For example, two statements which might be used in a scale to measure attitude toward capital punishment would be, "Capital punishment is nothing but legalized murder," and "Capital punishment gives the murderer just what he deserves." A person who is in favor of capital punishment would be expected to disagree with the first statement but agree with the second statement. Of course, the person opposed to capital punishment would be expected to give opposite responses. The individual responses "strongly agree" through "strongly disagree" are assigned numbers, usually 1-5. In this manner the responses to the various items are quantified and may be summed across statements to give a total score for the individual on the scale. It is necessary, of course, that the assigned numbers are consistent with the meaning of the response. For example, the first statement above could be scored 1-5 and the second statement scored 5-1. In this way a person with a strongly favorable attitude toward capital punishment would receive a score of 10 for these two items while a person strongly opposed to capital punishment would receive a score of 2.

Attitude scores produced by Likert-type scales have been found by Likert and others to yield data which may be analyzed by "normal curve" statistics. Because this type of data is desired by researchers in most cases, the Likert-type scale provides a very useful and relatively uncomplicated method of obtaining data on people's attitudes for persuasion research.

Likert attitude scales can be used in much the same way as semantic differential scales. In an earlier Today's Speech article, the writers suggested four areas of research in which the semantic differential could be used: (1) to measure the credibility of speakers, (2) to measure listener attitudes, (3) for classroom evaluation of speakers and speeches, and (4) to assess the worth of speech courses to the students. The same purpose could be served by a Likert-type scale.

Rather than repeat the discussion of these four uses in detail, two special applications of Likert scaling are presented. First, Likert scales can be used by speech teachers to assist a student in audience analysis. Second, Likert scales can be used profitably as a means of course evaluation.

One of the primary functions of an introductory course in speech is to help a student understand the concept of audience analysis. To analyze an audience is to achieve some understanding of audience attitudes or opinions on numerous issues. Once a speaker picks a topic for a speech, he needs to know what the audience believes about that topic if he is going to give an effective speech. Likert attitude scales can be administered to the audience prior to the speech to ascertain those beliefs. All too often, the speaker is told after his speech by some listener, "I agreed with you before you started the speech." It is not recommended that these attitude scales be administered before every speech, but an occasional assessment of listener attitudes should improve the student's understanding of audience analysis.

Like the semantic differential, Likert scales can be used as a means of course evaluation. Unlike the semantic differential, these scales can accomplish much in little time. For example, it would take twelve separate responses to discover a person's attitude toward a textbook and an instructor with the semantic differential. With Likert scaling, two responses would yield the same data. This efficiency can best be appreciated by the overloaded instructor. Students can evaluate numerous facets of instruction, course content, and the instructor in a relatively short period of time.

Today's Speech -- WORTHWHILE?

A discussion of this research procedure would be incomplete without examples of Likert scales. Let us again try to get you to react to a number of items related to Today's Speech. Again, you are invited to fill out these scales.

1. The covers on Today's Speech add to the caliber of the journal.

_____ Strongly agree (5)

_____ Agree (4)

_____ Undecided (3)

_____ Disagree (2)

_____ Strongly disagree (1)

2. The articles appearing in Today's Speech are valuable.

_____ Strongly agree (5)

_____ Agree (4)

_____ Undecided (3)

_____ Disagree (2)

_____ Strongly disagree (1)

3. The Editor of Today's Speech should be relieved of his position.

_____ Strongly agree (5)

_____ Agree (4)

_____ Undecided (3)

_____ Disagree (2)

_____ Strongly disagree (1)

4. The format of this journal is not attractive.

_____ Strongly agree (5)

_____ Agree (4)

_____ Undecided (3)

_____ Disagree (2)

_____ Strongly disagree (1)

Now that you have completed these scales, add up the number value beside each of the verbs that you checked. This number represents your overall attitude toward Today's Speech. How does this score compare with your score on the semantic differential scale for Today's Speech? Have you changed your attitude?

The second example is taken from a speech course evaluation questionnaire developed by the first author. Try example two. Remember these questions pertain to a person's evaluation of a particular speech course.

1. Written assignments in speech classes are necessary.

_____ Strongly agree (5)

_____ Agree (4)

_____ Undecided (3)

_____ Disagree (2)

_____ Strongly disagree (1)

2. Speech is a very worthwhile course.

_____ Strongly agree (5)

_____ Agree (4)

_____ Undecided (3)

_____ Disagree (2)

_____ Strongly disagree (1)

3. The speech instructor does not synthesize, integrate or summarize the material.

_____ Strongly agree (5)

_____ Agree (4)

_____ Undecided (3)

_____ Disagree (2)

_____ Strongly disagree (1)

4. The course material is poorly organized.

_____ Strongly agree (5)

_____ Agree (4)

_____ Undecided (3)

_____ Disagree (2)

_____ Strongly disagree (1)

5. The textbook in this course is very good.

_____ Strongly agree (5)

_____ Agree (4)

_____ Undecided (3)

_____ Disagree (2)

_____ Strongly disagree (1)

Follow the same procedure that you did for example one. Readers are again invited to submit--anonymously--scores from the first example to the first author. If you are interested in a complete description of the Speech Course Evaluation Questionnaire, copies can be obtained from Dr. William E. Arnold, Speech Department, University of Connecticut, Storrs, Connecticut 06268.

For those who are interested in a more detailed discussion of Likert scaling and several other methods of scaling, the following source is recommended: Edwards, Allen, Techniques of Attitude Scale Construction (New York: Appleton, Century and Crofits) 1957.

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