Bit By Bit - imibuzo Ukubuza - 3.3 Inani uhlaka Iphutha inhlolovoImininingwane inhlolovo Iphutha = ukumelwa iziphambeko + amaphutha nesilinganiso.Kulinganiselwa ukuthi okuvela esenzweni zokuhlola ngokuvamile kuvamile. Okungukuthi ngokuvamile kuvame umehluko phakathi kokulinganisa okwenziwe yisampula (isib. Ukulinganisa okulinganiselwe ukuphakama kwabafundi esikoleni) nokubaluleka kweqiniso kubantu (isb., Ukuphakama okulinganiselwe kwabafundi esikoleni). Ngezinye izikhathi lezi zephutha zincane kakhulu kangangokuthi azibalulekile, kodwa ngezinye izikhathi, ngeshwa, zingaba zikhulu futhi zilandele. Emzamweni wokuqonda, ukulinganisa nokunciphisa amaphutha, abacwaningi benza kancane kancane uhlelo olulodwa lokuqondisa amaphutha angase avele ekuhloleni isampula: uhlaka lokuhlola iphutha lokuhlola (Groves and Lyberg 2010) . Nakuba ukuthuthukiswa kwaloluhlaka luqale ngawo-1940, ngicabanga ukuthi linikeza imibono emibili ewusizo ekucwaningweni kocwaningi eminyakeni yobudala.Okokuqala, uhlaka lokuhlola iphutha lokuhlola luchaza ukuthi kunezinhlobo ezimbili zamaphutha: ukukhetha nokuhluka . Kakhulu, ukuhlambalaza kuyiphutha elihlelekile futhi ukuhluka kuyiphutha elingenangqondo. Ngamanye amazwi, cabanga ukuphendulela okungu-1 000 kwesamphenyo olufanayo lwesampula bese ubheka ukusatshalaliswa kwezilinganiso kusuka kulezi zimpendulo eziyi-1,000. Ubuhle buyimifikiswano phakathi kwencazelo yalezi zilinganiso eziphindaphindiweyo kanye nenani leqiniso. Ukungafani ukuhlukahluka kwalezi zilinganiso. Konke okulinganayo, singathanda inqubo engekho nhlobo nokuhluka okuncane. Ngeshwa, ezinkingeni eziningi zangempela, izinqubo ezingafani, izinqubo ezincane-ezingafani, ezibeka abacwaningi esimweni esinzima sokunquma ukuthi ungalinganisa kanjani izinkinga ezenziwe ngokungafani nokuhluka. Abanye abacwaningi bakhetha izinqubo zokungabi nabulungiswa, kodwa ukugxila kwengqondo eyodwa kungaba iphutha. Uma umgomo ukukhiqiza isilinganiso esiseduze ngangokunokwenzeka eqinisweni (okungukuthi, ngephutha elincane kunazo zonke), khona-ke ungase ube ngcono ngenqubo enokunciphisa okuncane kanye nokuhluka okuncane kunalokho okukhona ukungabi nabulungiswa kodwa kunokuhluka okukhulu (isibalo 3.1). Ngamanye amazwi, uhlaka lokuhlola iphutha lokuhlola lukhombisa ukuthi uma uhlola izinqubo zocwaningo zocwaningo, kufanele ucabange kokubili ukuhlaziya nokuhlukahluka.Umfanekiso 3.1: i-Bias nokuhlukahluka. Okufanelekile, abacwaningi bangenayo inqubo yokulinganisela okungafani, okulinganiselwe. Eqinisweni, bavame ukwenza izinqumo ezidala ukuhwebelana phakathi kokuhleleka nokuhluka. Nakuba abanye abacwaningi bakhetha izinqubo ezingenabulungiswa, ngezinye izikhathi inqubo encane, inqubo-encane yokulinganisa ingaveza izilinganiso ezinembile kakhulu kunenkambiso yokungabi nabulungiswa ehluke kakhulu.Ukuqondisisa kwesibili okuyinhloko kusuka kohlaka lokuhlola iphutha lokuhlola, oluzohlela okuningi kwalesi sahluko, ukuthi kukhona imithombo emibili yamaphutha: izinkinga ezihlobene nokuthi ukhuluma nobani ( ukumelela ) nezinkinga ezihlobene nalokho okufundayo kulezo zingxoxo ( isilinganiso ). Isibonelo, ungase ube nesithakazelo ekulinganiseni izimo zengqondo mayelana nobumfihlo be-inthanethi kubantu abadala abahlala eFrance. Ukwenza lokhu kulinganiselwa kudinga izinhlobo ezimbili ezahlukene zokungena. Okokuqala, kusukela ezimpendulo abaphendulayo, banikeze isimo sengqondo sabo mayelana nobumfihlo be-intanethi (okuyinto inkinga yokulinganisa). Okwesibili, kusukela ekuziphatheni okwenziwe phakathi kwabaphenduli, kufanele ubeke izimo zengqondo kubantu bonke (okuyinto inkinga yokumelela). Ukulinganisa okuphelele nemibandela emibi yocwaningo kuyokhiqiza izilinganiso ezimbi, njengoba kuzoba nesampula embi ngemibuzo ephelele yokuhlola. Ngamanye amazwi, izilinganiso ezinhle zidinga izindlela umsindo nesilinganiso kanye ukumelwa. Njengoba sinikezwe lesi sizinda, ngizobuyekeza ukuthi abacwaningi abacwaningi bacabangani ngokumelela nokulinganisa esikhathini esidlule. Khona-ke, ngizobonisa ukuthi imibono mayelana nokumelelwa nokulinganisa kungakusiza kanjani ucwaningo lwe-digital-age survey.
