Unit 6 Discussion for Food Management
January 13, 2021
Leadership
January 13, 2021

Validity and Reliability in Qualitative Research distruction question

Instructor video

https://learn.liberty.edu/bbcswebdav/pid-20844280-dt-content-rid-198178483_1/courses/BUSI715_B02_201820/BUSI715_Presentations/Case%20Study%20Design%20%28LMS%29/res/index.html

Textbook Readings

  • Creswell & Poth: chs. 4–5
  • Yin: chs. 1–3

ASSIGNMENT only 500 words

Topic: Validity and Reliability in Qualitative Research

Evaluation and standards of research quality are important in both qualitative and quantitative research. Reliability and validity are two measures of research rigor, both important for scholar-practitioners to understand in order to conduct and interpret quality research. Validity and reliability constructs are approached differently in quantitative and qualitative research. After viewing the presentation and the Reading and Study material for this module, respond to the following:

  • Describe validity and reliability measures for qualitative research and how they compare to quanitative research constructs.
  • Which validation and reliability constructs can you employ in your ADRP study?
  • Why is demonstrating validity and reliability important for a Christian researcher?

Example by another student

Describe validity and reliability measures for qualitative research and how they compare to quantitative research constructs.

Qualitative research is used when the researcher seeks to understand a phenomenon as it occurs in its natural setting, and the researcher is encouraged to accept their role and participation within the research study (Golafshani, 2003, p. 600). While validity and reliability are measured in qualitative research, the terminology differs slightly. Validity can be defined as the accuracy, credibility of information, and the process of research (Creswell & Poth, 2018). Validity in qualitative research refers to the appropriateness of the tools used to complete the study, the method used by the researcher, and the data collected (Leung, 2015). This is referred to as the credibility of the study. Reliability in qualitative research is described as dependability. This applies to the overall trustworthiness of the study (Golafshani, 2003, p. 601). Lakshmi & Mohideen (2013) state that validity and reliability are common research measures in quantitative analysis, but until recently, it has been recognized as the qualitative research paradigm. It is said that the process of achieving reliability and validity is the most challenging task faced by researchers.

Research validity is characterized by two parts, internal and external validity. The internal validity of a study determines whether or not the research is legitimate based on selecting the groups, way the data was recorded, and the performance analyzed. The external validity of a study is also known as generalizability, which encompasses whether the applied research is applicable to other interest groups. The two internal and external validity play on one another, for example, you cannot have one without the other. With that being said, a study must maintain the same internal conditions for the test assessment and provide the same outcome every time in order for it to be deemed reliable (2013). Transferability is when the findings of a study can be relevant to similar situations, and the results can apply and transfer outside the confines of the project. Researchers who investigate in another context will be able to utilize specific ideas that were initially developed in another study because of transferability, however that investigator that uses the information has the responsibility for making sure the transfer makes sense (Lincoln and Guba, 1985). Reliability in quantitative research measures the extent to which a study’s results are consistent and repeatable (Golafshani, 2003, p. 601).

Which validation and reliability constructs can you employ in your ADRP study?

In the applied doctoral research project on doctoral persistence, the validity constructs of triangulation, member checking, and peer debriefing can be used. To corroborate the veracity of data collected, researchers can triangulate the data, enable themes to be established in a study building from different resources (Creswell & Poth, 2017). The various resources could be the participant’s interviews about their doctoral persistence, the process of coding and the common themes that emerge. Through the lens of the participants is a crucial component of establishing credibility because it involves the participants by giving them the analysis and findings so they can confirm the accuracy of the study (Creswell & Poth, 2018). The participants’ feedback is crucial to the validity of the study. Lastly, through the lens of the reader, collecting the qualitative reports, and involving people that are familiar with the subject to examine the research, is the strategy of peer debriefing. Their participation can challenge, question and be a support all to progress the project in the end. The peer-reviewed individual may work or have knowledge about doctoral retention and can use that to help refine the study of persistence. The meeting could be informative to both researcher and peer reviewer and reinforce the education just by being open to the hard questions, critique and reviewing the interpretations (Creswell & Poth, 2018).

Why is demonstrating validity and reliability important for a Christian researcher?

As a Christian, one is expected to display a level of trustworthiness in their approach to life. The concepts of validity and reliability align with a Christian worldview vastly. The Bible offers many examples of the importance of integrity and honesty. For example, relating to trustworthiness, “I appeal to you, therefore, brothers, by the mercies of God, to present your bodies as a living sacrifice, holy and acceptable to God, which is your spiritual worship. Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect. For by the grace is given to me I say to everyone among you not to think of himself more highly than he ought to think, but to think with sober judgment, each according to the measure of faith that God has assigned. For as in one body we have many members, and the members do not all have the same function, so we, though many, are one body in Christ, and individually members one of another” (Romans 12:1-21).

References

Creswell, J.W. (2016). 30 Essential Skills for the Qualitative Researcher. Thousand Oaks, CA: Sage Publishing, Inc.

Creswell, J.W. & Poth, C.N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage Publishing, Inc.

Denzin, NK. (1978). Sociological Methods. New York: McGraw-Hill.

Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-606.

Lakshmi, S., & Mohideen, M. A. (2013). Issues in reliability and validity research. International Journal of Management Research and Reviews, 3(4), 2752-2758. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest- com.ezproxy.liberty.edu/docview/1415612380?accountid=12085 Leung, L. (2015).

Validity, reliability, and generalizability in qualitative research. Journal of Family Medicine and Primary Care, 4(3), 324-327. doi:10.4103/2249-4863.161306 Lincoln, YS. & Guba, EG. (1985).

Naturalistic Inquiry. Newbury Park, CA: Sage Publications. Patton, MQ. (2001). Qualitative Evaluation and Research Methods (2nd Edition). Thousand Oaks, CA: Sage Publications.

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