When an interviewer forgets to ask a respondent a particular question the nonresponse is called missing data?

  • When an interviewer forgets to ask a respondent a particular question the nonresponse is called missing data?
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When an interviewer forgets to ask a respondent a particular question the nonresponse is called missing data?

Volume 18, Issue 2, February 2022, Pages 2308-2316

When an interviewer forgets to ask a respondent a particular question the nonresponse is called missing data?

https://doi.org/10.1016/j.sapharm.2021.03.009Get rights and content

There are two types of people: 1) Those who can extrapolate from missing data.

- A random T-Shirt I saw.

Missing data is when an observation has no value assigned to it. For any particular data set, missing data is present in cases where, for any item, an input has not been entered or generated. In surveys, a respondents’ response value is not available for it to be taken further for analysis.

There are multiple reasons why surveys can have missing data. For example, respondents may have skipped questions, data encoding caused variables to be counted as null or missing, the internet may have cut out during data gathering with electronic devices, a page of printed information may be missing, or a response item is deemed invalid.

Whether intended or unintended, classifications for missing data have been developed to describe the type of missingness. Classifying missing responses allows for decisions to be made on how to handle missing data and when reporting, how to inform readers of the considerations that were taken to mitigate or minimise missing values.

A recent review into missing data in pharmacy literature highlighted that a low proportion of studies reported on how missing data was handled.1 A lack of reporting can lead to bias in the interpretation of findings and validity of the research. The aim of this paper is to introduce the concept of missing data, how missing data is categorized as well as introduce common techniques to account for and report on missing data.

Before a decision could be made about what to do with the missing data, the type of missingness needs to be characterised. Consideration of missing data requires both subjective and objective analyses. Missing data may be classified according to the degree of randomness with three categories described; Missing at Random (MAR), Missing Completely at Random (MCAR) or ignorable missingness, and, Missing Not at Random (MNAR), also known as non-ignorable missingness.2,3

MCAR is when a missing value is not related to any other value in the data set.4,5 Conceptually, data that are MCAR are not usually attributed to a question in the survey or other phenomenon, whether observable or unobservable. Assume for example, a question being asked relates to income and is represented by the letter X1, while another question relates to occupation and is represented by the letter X2. In MCAR, the reason for X1 (income) having a missing response is not because of X1 (income) or X2 (occupation) i.e., neither the survey question, nor another confounder is the reason for the missing value. When MCAR is suspected, Little's Test of Missingness can be used to determine whether the missing values meet the specification of MCAR.6 A significant p-value result indicates that we reject the null hypothesis and assume that a pattern exists to the missing data (not MCAR). Little's Test of Missingness is available in most statistical software packages, either as a direct test or via a macro.

Data that are MAR are missing based on another observable instance, such as an underlying or confounding factor causing respondents to not answer questions. Certain groups may not respond to a question, as a result of an underlying reason. For instance, individuals with high paying jobs may not be inclined to answer questions that relate to finance. This is both theoretically and conceptually true, as research indicates that higher income earners are more likely non-responders of income questions.7 Using the example from MCAR above where X1 is income and X2 is occupation. The reasons why X1 (income) may not be reported is based on X2 (occupation), where those with higher paying occupations are less inclined to provide a response.8 Thus, in the case of MAR, the reason for X1 having a missing response is based on X2, another variable.

Finally, MNAR, or data that contains non-ignorable missingness, are data that do not meet the criteria of either MCAR or MAR. Unlike MCAR and the use of an objective statistical test, subjective analysis is required to ascertain whether data are MNAR. In MAR, there may be a correlation between an observable phenomenon and why data are missing, but not a direct cause. Data that are MNAR, on the other hand, can be attributed to an unobservable factor that is directly affecting the reason that the data values are missing. This can be the question itself being the cause of the missing response, or underlying assumptions.5 Using another example in a survey of overall health, assume X1 is a depression related question and X2 is gender. X1 (depression) can have a missing response based on X2 (gender) where men are less likely to talk about depression. This case would be MAR. On the other hand, if it is the level of depression, X1, that is causing the person to provide a null response, then the missingness is MNAR. This is where the cause of the missingness is the phenomenon that is being evaluated by the item itself, which in this case is X1.

To summarise the three categories, assume X1 is the variable with missing responses and X2 is another variable:MCAR = Neither X1 nor X2, can explain the missingness. Mathematically from Little's Test, “No pattern exists.”MAR = Missingness of X1 is based on X2, where X2 is another variable in the datasetMNAR = Missingness of X1 is based on X1 itself or another phenomenon that is rarely observed. Cannot be attributed to another observable dataset variable

Ideally, consideration of how to avoid missing data should be part of the initial survey design, sampling strategy, as well as the data analysis plan. Estimation of the proportion of missing data may be inferred from literature as well as pilot studies. The estimated proportion of missing data obtained allows for improved survey sample calculation.

If participants forget to answer a question or refuse to answer a question, then that information will not be collected. Missing by design is when

Data can be missing from two levels, either the variable (item) level or the case (individual) level.18 The item level non-response is where the data for a particular item is missing for a very high proportion of participants. For example, most respondents may have answered the whole survey, except that many have missed all the items regarding income, particularly if administered in a cohort of high wealth individuals. A non-response on the case level is where information pertaining to a

Of important mention is the missingness in trials and longitudinal studies. During the data gathering phase of these studies, loss of follow up can lead to missing entries. In clinical trials patients may be withdrawn due to side effects or alternative treatments provided. At other times, patient dropout, with no indication of the cause, and this can also lead to missing values. Clinical trials papers and discussions on preventing and handling the missing values have been written at length.34

With multiple approaches available, it is important that the method/s of handling missingness be reported. Many fields require specifics in reporting on missing data, and this is left up to the researcher to determine. However, most readers would be interested in the responses to the following questions related to the missingness:

What is the percentage of missing values?

How did the missingness develop? Was it respondent allocated, administration related or other?

How the missingness was

Missing data needs to be considered throughout the course of survey-based research, from planning through to reporting. This paper has introduced multiple approaches for handling missing survey data and presented a guide for when these approaches should be used. It is essential to consider and report on missing data to accurately report the findings of a survey study.

Ardalan Mirzaei: Conceptualization, Methodology, Software, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Visualization, Project administration. Stephen R Carter: Conceptualization, Methodology, Investigation, Data curation, Writing – original draft, Writing – review & editing, Supervision. Asad E Patanwala: Conceptualization, Methodology, Writing – original draft, Writing – review & editing. Carl R Schneider: Conceptualization, Methodology,

We would like to thank Dr Jack Collins for his initial read of the manuscript.

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      CCCs serving low-resource, ethnically diverse families with ≥ 50 children ages 2-to-5 years old that were randomized to the HC2 intervention and that had teacher fidelity data collected (n = 9 CCC) were included in this analysis. The Environment and Policy Assessment and Observation (EPAO) tool assessed the CCC nutrition and physical activity (PA) environment at the beginning/end of the school year. Fidelity assessments were conducted in CCCs randomized to HC2 in Spring 2016 (n = 33 teachers) and 2017 (n = 39 teachers) by a trained observer. The relationship between teacher fidelity and EPAO was assessed via mixed models.

      For every-one unit rise in teacher fidelity, EPAO nutrition increased 0.055 points (p =.006). No significant relationship was shown between teacher fidelity and EPAO PA score (p =.14).

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