Quantitative Research (Discussion Question) - Mathematics
4 pages in total not including references page.Exercise 1 - Research Design Validity: Discuss the importance of
validity and research designExercise 2 - Comparison Groups: Comparison groups are one of the important elements to the scientific control of a research design.
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Exercise 1 - Research Design Validity
Discuss the importance of validity and research design. (One page)
Watch the video: https://youtu.be/BU5WBuuo-8g
Watch the video: https://youtu.be/1e6uZZzxAc4
Next, choose one type of validity (internal, external, construct, or statistical conclusion)
and discuss its relevance to experimental, quasi-experimental, and non-experimental
research.
Be sure to provide an original response to this post then respond to at least two of your
classmates posts for a total of three posts minimum.
Respond to classmate post (one paragraph response to each classmates)
Justina Jackson
exercise 1 - Research Design Validity
Discuss the importance of validity and research design.
The importance of research design is vital to identifying the “why and how” of a
solid research question(s) (Edmonds & Kennedy, 2017). Metaphorically, an effective
research design can be viewed as a carpenter building a solid foundation of a home
that can withstand natural elements and maturation over time. An operative research
design has structure and provides a theoretical framework that allows researcher(s) to
conduct scientific research (Edmonds & Kennedy, 2017). In a research study, validity
endorses whether the results of conducted research effectively answers identified
research questions of the study (Edmonds & Kennedy, 2017). Validity is the essence
of empirical research and absolutely imperative to withhold when
conducting/analyzing research. Within a research design, validity must be additionally
be established in efforts of establishing trust among readers. In addition, the
importance of validity and the research design of a study are parallel counterparts that
work together to ensure the overall effectiveness of the research conducted in the
study.
Next, choose one type of validity (internal, external, construct, or statistical
conclusion) and discuss its relevance to experimental, quasi-experimental, and
non-experimental research.
In research, validity has multiple forms, dimensions, and is complex by nature
(Edmonds & Kennedy, 2017). All types of validity can apply to experimental and
quasi-experimental exploration (Edmonds & Kennedy, 2017). One, in particular,
internal validity plays an important role in experimental and quasi-experimental
research. Internal validity is the scope in which the study results were based on the
independent variable (Edmonds & Kennedy, 2017). Internal validity also refers to an
experiments ‘ability to determine a cause-and-effect relationship among
independent/dependent variable(s) and assure the study does not have any
discrepancies. However, internal validity does not apply to non-experimental research
due to the connecting implications defined by its’ stated definition. Furthermore, nonexperimental research seeks to illustrate phenomena/trends and/or predict
relationships between variables (Edmonds & Kennedy, 2017).
Additionally, a quasi-experimental design has one distinct feature when compared
to an experimental design. A quasi-experimental design does not randomly assign
participants to treatment groups/conditions (Edmonds & Kennedy, 2017). As a result,
internal validity becomes complex and possibly not comparable due to the lack of
random assignment among participants in the study (Edmonds & Kennedy, 2017).
The identification of any component that could potentially be the reason for the
outcomes(s) besides the independent variable in a study are known as threats to
internal validity. There are various common threats to internal validity to assess the
overall effectiveness of study outcomes which include history, selection bias, and
maturation over time (Edmonds & Kennedy, 2017). Researchers must acknowledge
and control possible threats to internal validity when conducting a study.
References
Edmonds, W.A., & Kennedy, T.D. (2017). An applied guide to research designs:
Quantitative, qualitative, and mixed methods (2nd ed). Thousand Oaks, CA: Sage.
Respond to classmate post (one paragraph response to each classmates)
Rickey Riley
Exercise 1 - Research Design Validity – Rickey Riley
Discuss the importance of validity and research design. Next, choose one type
of validity (internal, external, construct, or statistical conclusion) and discuss
its relevance to experimental, quasi-experimental, and non-experimental
research.
Validity the extent to which the outcome of the study accurately reflects the stated
research questions. Research questions must be aligned with the problem statement
as well as the purpose of the study. Validity depends very heavily on control elements
within the study. Validity takes on many different forms; is multi-dimensional and
operates on a continuum. Control elements are important in obtaining the validity of
the research design. Two types of validity mention in the module are: Design Validity
and Test Validity. Design validity which is the validity related to the research design
and test validity is related to the testing instrument as well as validity in qualitative or
quantitative methods (Edmonds & Kennedy, 2017).
The design of the study is very important because it will be the deciding in obtaining
the most accurate results of the study. The design is the actual method being used to
carry out the research study. The research objective, questions or goal will set the
foundation for the design of the study. A quantitative study will be driven by a
quantitative hypothesis or problem statement. The qualitative design will be driven by
a central question. The approach is the first step in creating the structure of the
design; its details the theoretical model of how the data will be collected and which
groups will be associated and involved with the process (Edmonds & Kennedy, 2017).
In reflecting on validity as mention previously, it refers to the soundness of the
application in the scientific method in the research study. The steps of the scientific
method is reflected in identifying the research problem, establishing a theoretical
framework, indicating the purpose or research questions, developing the methodology
and collecting the data, as well as analyzing and interpreting the data and reporting
the results (Edmonds & Kennedy, 2017).
Statistical conclusion validity and its relevance to experimental, quasi-experimental,
and non-experimental research is very important in obtaining accurate results from
the study. There are several factors that need to be controlled to avoid statistical
conclusion validity; some of which are: low statistical power which means not having
enough subjects; assumption statistical violations test; error rate problem; restriction
range; inaccurate effect size estimation, subject heterogeneity relating subject’s
characteristics and unreliability of the measures.
Reference
Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide to research designs:
Quantitative, qualitative, and mixed methods (2nd ed). Thousand Oaks, CA: Sage.
Exercise 2 - Comparison Groups
Comparison groups are one of the important elements to the scientific control of a
research design.
Watch the video: https://youtu.be/mPIAPje_Qfs
Choose one type of comparison group from the list provided in the book and expand
upon how the inclusion of this type of comparison group would improve the overall
validity of the findings. (One page)
Be sure to provide an original response to this post then respond to at least two of your
classmates posts for a total of three posts minimum.
Respond to classmate post (one paragraph response to each classmates)
Gabrielle Burch
A comparison group refers to the group or groups that are not part of the primary
focus of the investigation but allow the researcher to draw certain conclusions and
strengthen aspects of internal validity. One of type of comparison that was selected
was the Attention control group: The attention control group, also known as the
attention-placebo, receives attention in the form of a pseudo-intervention to control for
reactivity to assessment (i.e., the participant’s awareness of being studied may
influence the outcome).
The attention control group could improve the overall validity of the findings.
According to Aycock. Hayat, Helvig, Dunbar, & Clark, (2018), Attention control groups
strengthen randomized controlled trials of behavioral interventions, but researchers
need to give careful consideration to the attention control activities. A comparative
effectiveness research framework provides an ideal opportunity for an attention
control group as a supplement to standard care, so participants potentially receive
benefit regardless of group assignment. The anticipated benefit of the control
condition must be independent of the study outcome. Resources needed for attention
control activities need to be carefully considered and ethical considerations carefully
weighed. Also, careful planning for the attention control group is as important as for
the intervention group. Attention placebo control (APC) is considered a highly valid
control condition when conducting trials of social interventions.
Furthermore, the attention control group could make or break your research design
when conducting social interventions and needing full participation from participants.
Also, with attention control groups findings truly represent the phenomenon you are
claiming to measure. Valid claims are solid claims.
Reference:
Aycock, D. M., Hayat, M. J., Helvig, A., Dunbar, S. B., & Clark, P. C. (2018). Essential
considerations in developing attention control groups in behavioral
research. Research in nursing & health, 41(3), 320-328.
Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide to research designs:
Quantitative, qualitative, and mixed methods (2nd ed). Thousand Oaks, CA: Sage.
Respond to classmate post (one paragraph response to each classmates)
Exercise 2 - Comparison Groups
Choose one type of comparison group from the list provided in the book and
expand upon how the inclusion of this type of comparison group would
improve the overall validity of the findings.
According to Edmonds & Kennedy (2017), all control groups are simply comparison
groups that are used to address threats to internal validity in a study. Comparison
groups are participants within a study who are not be tested and are not viewed as
the primary focus of the exploration of study subject area (Edmonds & Kennedy,
2017). Comparison groups offer major advantages during the investigation phase of
a study. Comparison groups allow researchers to infer outcomes and further validate
components in relation to internal validity (Edmonds & Kennedy, 2017). There are
five variations of comparison groups: (1) control group, (2) attention control group, (3)
non-randomly assigned control group, (4) wait-list control group, and (5) historical
control group.
In addition, one in particular, attention control group also recognized as the
attention placebo is received in the form of a false intervention control group for
behavioral interventions (Edmonds & Kennedy, 2017). Participants in this control
group are not observed, given treatment, and/or analyzed for reactivity to the
administered assessment(s) (Edmonds & Kennedy, 2017). The attention control is
implemented to have no effect. However, the utilization of the attention control group
supports the validity of the given intervention with participants because it affirms the
measure actually used effects participants within the study. Moreover, applying an
attention control group within a study is viewed as a strong research design technique
that aids in the validity of study findings for researchers.
References
Edmonds, W.A., & Kennedy, T.D. (2017). An applied guide to research designs:
Quantitative, qualitative, and mixed methods (2nd ed). Thousand Oaks, CA: Sage.
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