Quantitative Research Sample

Validity refers to whether the research conducted is what it intended to be. Validity involves dependability, which means, a valid measure must be reliable. But, reliability doesn’t have to link to validity, a reliable measure is not required to be valid.

The focus of the article by Spurlock and Hunt (2008) was on an empirical study researching whether the HESI Exit Exam possesses any usefulness in predicting pass-rates on the National Council Licensure Examination for registered nurses. The authors identify the variables of the study as HESI Exit Exam scores and NCLEX-RN outcomes, emphasizing the relationship between the variables as being previously determined by research literature as “marginal at best” (Spurlock & Hunt, 2008). The stated primary purposes for the research by Spurlock and Hunt (2008) were to examine if HESI Exit Exam scores had the ability to predict NCLEX-RN outcomes, and to explain the inconsistencies between predictions of HESI Exit Exam scores and actual NCLEX-RN results. The article indicates that the research is significant in nursing due to the weight of importance placed on NCLEX-RN outcomes “…by nursing school administrators, educators, and graduates, as well as by prospective students and their parents” (Spurlock & Hunt, 2008).

In psychological assessment of any kind, validity is defined as “the degree to which all the accumulated evidence supports the intended

Validity is the degree to which the test measures what it is set out to measure (Reshow & Rosenthal, 2008).The types of validity includes “construct, content, convergent or discriminant, criterion, external, face, internal, and statistical” (Rosenthal & Rosnow, 2008, p. 125). It is important to distinguish the validity of the research outcome because it cannot contain any room for error, nor pending variable without an applicable explanation. Validity is not verified by a statistic; rather by a uniform of examiner that reflects exemplify knowledge, and relationship among the test, and the performance it is projected to measure. Therefore, it is important for a test to be applicable in order for the product to securely, and correctly apply, and translated.

We worked with 50 research participants in our study. These participants were other students who attend Binghamton University, which is considered a convenience sample because it allows us to easily recruit participants for our study. For this reason, our participants will be young adults who are similar in age. These participants were recruited both in our Psychology class’ discussion section and outside of class by the experimenters.

Validity and reliability help ascertain the quality of a piece of research by verifying the trustworthiness of a study. Validity verifies the research is measuring what the researchers intended to study. Validity is measured by degree in particular uses. Researchers must show the inference, to the study, is the proper amount. Validity is commonly examined through evidence based on relations to other variables. This occurs when results from one test are compared to similar tests (McMillan, 2012).

Validity refers to whether a concept is accurately measured in a study. If the study does not measure what it claims to measure then the results are deemed to be invalid. Due to the results being unable to answer the research question, they are meaningless to our study. This makes any findings a waste of time and effort. It is important to remember that just because a study is valid in one instance it does not mean that it is valid for measuring something else.

indicator of whether the desired trait is measured. If elements of the test are irrelevant to the main construct, then they are measuring something else completely, creating potential bias. In addition, criterion validity derives quantitative correlations from test course. Content validity is qualitative in nature, and asks whether a specific element enhances or detracts from a test or research program. How is content validity is measured by using surveys and tests, each questions is given to a panel of experts analysts, and they rate it. The analysts give their opinion about whether the question is essential, useful or irrelevant to measuring the construct under study. For example, a depression scale in which there is low content validity if it only shows

The validity of a test is how well it measures what it is supposed to be measuring. Finding evidence for validity is done in several different ways. Although the first two types of validity that will be mentioned are based on judgment alone, they are still very important because they have to do with the foundation of the test.

For any qualitative research conducted, validity as a concept is a determinant that measures the truth concerning the investigation. Validity is measured by

In the twenty first century, the society has transformed into an information age, which individuals could get access to information through various Medias like internet, magazine and newspaper. Since Medias is open to all individuals, information could be easily changed or added within these Medias, which lowers the reliability of the sources. Reliability is the credibility for an item with explanation from various perspectives to convince one to believe. Lacking of reliability leads to individuals like teachers, students and stakeholders to question the practicability of the resource.

Validity is often defined as the extent to which an instrument measures what it purports to measure. Validity requires that an instrument is reliable, but an instrument can be reliable without being valid. For example, a scale that is incorrectly calibrated may yield exactly the same, albeit inaccurate, weight values. A multiple-choice test intended to evaluate the counselling skills of pharmacy students may yield reliable scores, but it may actually evaluate drug knowledge rather than the ability to communicate effectively with patients in making a recommendation. While we speak of the validity of a test or instrument, validity is not a property of the test itself. Instead, validity is the extent to which the interpretations of

The term of construct validity encompasses whether or not the test is assessing the criteria it claims to test (Bachman, 1990; Hughes, 1989).

The article is a quantitative research study. There were three types of data collected in this study. Data was collected through structured interviews, inter-rater and validity data, statistical analysis, and descriptive data. Interviews took place at the Department of Forensic Psychiatry in Stockholm. A trained research assistant carried out the interview after receiving preparatory training that consisted of 12 test interviews, under the guidance of the first author. These interviews were instructed to clarify the exposure information if the interviewee was inconsistent in their response by using other sources such as (police reports, medical files). The structured interview covered offender and offence-specific information, exposure to alcohol, and illegal and prescribed psychotropic drugs. The inter-rater reliability test was conducted using two raters score information independently from 16 sit-in interviews. Data was calculated using Cohen’s k for categorical, nominal data and for continuous data intra-class correlation coefficients (ICCs). The two-way ANOVA, random model type, was used to permit generalization of ICCs to others individual raters. The descriptive data was generated using the participants age ranging from 17 to 76 years old; including principal clinical diagnoses assigned according to the Diagnostic and Statistical Manual (DSM-IV). However, the Standard Mentel-Haenszel methods, sparse data in each stratum, were used for statistical

This section highlights the main research approaches in depth, along with their associated methods. After reviewing these methodologies in details, this section will end by selecting the most suitable approach for this research.