Research in Education
RSE4801
Assignment 4
Unique number 17500
Due date 08 November 2022
Summary
Question 1
1) Validity the extent to which a concept is accurately measured in a quantitative study. For
example, a survey designed to explore poverty but which actually measures unemployment
would not be considered valid.
2) The second measure of quality in a quantitative study is reliability, or the accuracy of an
instrument, the extent to which a research instrument consistently has the same results if it is
used in the same situation on repeated occasions.
Question 2
Lincoln and Guba posit that trustworthiness of a research study is important to evaluating its
worth. Trustworthiness involves establishing:
Credibility - confidence in the 'truth' of the findings
Transferability - showing that the findings have applicability in other contexts
Dependability - showing that the findings are consistent and could be repeated
Confirmability - a degree of neutrality or the extent to which the findings of a study are shaped
by the respondents and not researcher bias, motivation, or interest.
Question 3
Triangulation
Construct validity
Face validity
Catalytic validity
Question 4
Respect for the individuals
protection of privacy confidentiality
Intellectual property.
Question 5
Can I ensure children will not be harmed by involvement in the research?
How will I respond if children become distressed or upset?
What information do children need to provide authentically "informed" consent?
Is parents' consent always required for children to participate in research?
1|Page
, 1 Question 1 (unit 6)
How could validity and reliability be improved in quantitative research? Use examples from
educational research to illustrate the points you make.
There are two standards that are used to judge the quality of research are validity and reliability.
The researcher should know how to apply these standards because it helps to decide how much
stock to put in research that we read and because knowing the standards by which research is
judged helps to design research that will meet those standards.
Validity the extent to which a concept is accurately measured in a quantitative study. For example,
a survey designed to explore poverty but which actually measures unemployment would not be
considered valid. The second measure of quality in a quantitative study is reliability, or the accuracy
of an instrument, the extent to which a research instrument consistently has the same results if it is
used in the same situation on repeated occasions.
When evaluating the overall design of a research project, must apply the standards of internal
validity, external validity, and reliability. Internal validity is the extent to which the inferences made
from observations are true. The standard of internal validity is must be applied to causal inferences.
The instrument should adequately cover all the content that it should with respect to the variable. In
other words, the instrument must cover the entire domain related to the variable, or construct it was
designed to measure. In an undergraduate teaching course with instruction about education, an
examination with content validity would cover all the content in the course with greater emphasis on
the topics that had received greater coverage or more depth.
Validity looks at whether the instrument adequately covers all the content that it should with respect
to the variable. In other words, the instrument should cover the entire domain related to the
variable, or construct it was designed to measure. In an undergraduate education course with
instruction about education, an examination with content validity would cover all the content in the
course with greater emphasis on the topics that had received greater coverage or more depth. A
subset of content validity is face validity, where experts are asked their opinion about whether an
instrument measures the concept intended.
The research deign must be evaluated in two levels: overall research design and operationalization
of specific concepts. For any given research project, then, we can make holistic evaluations of the
merits of the entire project, and we can also make evaluations of how each individual concept was
measured, which could amount to dozens of discrete evaluations for a single research project.
Reliability is the extent to which other researchers would get the same results if the study were
repeated, whether by themselves or by someone else. Most often, assessing reliability is a thought
experiment—an exercise we carry out only in our imaginations, it is not possible to give an exact
calculation of reliability, an estimate of reliability can be achieved through different measures. Test–
retest reliability is assessed when an instrument is given to the same participants more than once
under similar circumstances. A statistical comparison is made between participant's test scores for
each of the times they have completed it this can improve the validity of the research.
2|Page
RSE4801
Assignment 4
Unique number 17500
Due date 08 November 2022
Summary
Question 1
1) Validity the extent to which a concept is accurately measured in a quantitative study. For
example, a survey designed to explore poverty but which actually measures unemployment
would not be considered valid.
2) The second measure of quality in a quantitative study is reliability, or the accuracy of an
instrument, the extent to which a research instrument consistently has the same results if it is
used in the same situation on repeated occasions.
Question 2
Lincoln and Guba posit that trustworthiness of a research study is important to evaluating its
worth. Trustworthiness involves establishing:
Credibility - confidence in the 'truth' of the findings
Transferability - showing that the findings have applicability in other contexts
Dependability - showing that the findings are consistent and could be repeated
Confirmability - a degree of neutrality or the extent to which the findings of a study are shaped
by the respondents and not researcher bias, motivation, or interest.
Question 3
Triangulation
Construct validity
Face validity
Catalytic validity
Question 4
Respect for the individuals
protection of privacy confidentiality
Intellectual property.
Question 5
Can I ensure children will not be harmed by involvement in the research?
How will I respond if children become distressed or upset?
What information do children need to provide authentically "informed" consent?
Is parents' consent always required for children to participate in research?
1|Page
, 1 Question 1 (unit 6)
How could validity and reliability be improved in quantitative research? Use examples from
educational research to illustrate the points you make.
There are two standards that are used to judge the quality of research are validity and reliability.
The researcher should know how to apply these standards because it helps to decide how much
stock to put in research that we read and because knowing the standards by which research is
judged helps to design research that will meet those standards.
Validity the extent to which a concept is accurately measured in a quantitative study. For example,
a survey designed to explore poverty but which actually measures unemployment would not be
considered valid. The second measure of quality in a quantitative study is reliability, or the accuracy
of an instrument, the extent to which a research instrument consistently has the same results if it is
used in the same situation on repeated occasions.
When evaluating the overall design of a research project, must apply the standards of internal
validity, external validity, and reliability. Internal validity is the extent to which the inferences made
from observations are true. The standard of internal validity is must be applied to causal inferences.
The instrument should adequately cover all the content that it should with respect to the variable. In
other words, the instrument must cover the entire domain related to the variable, or construct it was
designed to measure. In an undergraduate teaching course with instruction about education, an
examination with content validity would cover all the content in the course with greater emphasis on
the topics that had received greater coverage or more depth.
Validity looks at whether the instrument adequately covers all the content that it should with respect
to the variable. In other words, the instrument should cover the entire domain related to the
variable, or construct it was designed to measure. In an undergraduate education course with
instruction about education, an examination with content validity would cover all the content in the
course with greater emphasis on the topics that had received greater coverage or more depth. A
subset of content validity is face validity, where experts are asked their opinion about whether an
instrument measures the concept intended.
The research deign must be evaluated in two levels: overall research design and operationalization
of specific concepts. For any given research project, then, we can make holistic evaluations of the
merits of the entire project, and we can also make evaluations of how each individual concept was
measured, which could amount to dozens of discrete evaluations for a single research project.
Reliability is the extent to which other researchers would get the same results if the study were
repeated, whether by themselves or by someone else. Most often, assessing reliability is a thought
experiment—an exercise we carry out only in our imaginations, it is not possible to give an exact
calculation of reliability, an estimate of reliability can be achieved through different measures. Test–
retest reliability is assessed when an instrument is given to the same participants more than once
under similar circumstances. A statistical comparison is made between participant's test scores for
each of the times they have completed it this can improve the validity of the research.
2|Page
