Abstract:
The ordinal scale of measurement is not
understood by many researchers, especially in the social and
business fraternities. The thinking that coding values of ordinal
scale variables convert data from being qualitative into being
quantitative is held by th ese researchers. A sample of randomly
selected articles on factors affecting students’ academic
performance is studied to establish how ordinal level variables are
analyzed. Results show that the greater part of researchers do not
know that, although it is correct that where there is quantity there
is number, the converse is incorrect. Parametric techniques
dominate in the analysis of ordinal data. Scenarios are forwarded
for the purpose of sending home the message of differentiating
when number is quantity and when it is not. Techniques that are
designed for the analysis of ordinal data are then shared.
