CrawfordNPSY 7110 v3 assignment 10

docx

School

Aziz Fatima Medical & Dental College, Faisalabad *

*We aren’t endorsed by this school

Course

985433

Subject

Psychology

Date

Nov 24, 2024

Type

docx

Pages

Uploaded by afaq567

Nathan Crawford Northcentral University PSY 7110 v3 Dr.Lupo September 3, 2023

Critique threats to validity in Qualitative Research Design I used Bingham & Dimanja's (2017) qualitative study as a case study to critique threats to validity in qualitative research—educators' Perspectives on Implementing a Personalized Learning Model for Maintaining Stability. Bingham and Dimanja (2017) examined how customized learning affected students and teachers. The study was conducted primarily because the researchers wanted to solve two puzzles. How did classroom teachers contribute to developing and implementing this new paradigm? How did the mindsets of teachers change throughout that time? Under the guidance of Dr. Trochim, researchers have considered public assurance as one metric for evaluating the "credibility" of research results. This metric aims to address any inconsistencies or questions that may arise during the assessment process. High school teachers in an urban setting where most of their students hailed from low-income homes participated in the study by Bingham and Dimanja. Researchers spent five semesters studying in-person and online course materials and data and interviewing instructors. Other research (Bingham & Dimanja, 2017) has shown that instructors' responses to novel educational methods vary with demographic variables such as age, years of experience, and tenure. It is considered that a study's results have "transferability" if it may be used in other situations. Although this study was done in a high school for a low-income community, its results are transferable to different educational settings (Head et al., 2018). This study found that educators' perspectives on using new learning platforms varied with age and experience in the field. Students' adaptability to a unique classroom setting is influenced by the teacher's level of optimism (Bingham & Dimanja, 2017).

Keeping abreast of developments in one's field boosts one's credibility as a researcher (Trochim, 2006). We may have faith in the results if the study were repeated with the same participants. Building on previous research showing that teachers' career stages influence their willingness and attitude toward new educational platforms, Bingham and Dimanja (2017) confirmed that teachers' perspectives on the new platform, in this case, personalized learning, would affect students' outcomes. Additional research to back up these results would be easy (Trochim, 2006). This indicates that a researcher in a different state or collaborating with a different school system may be able to replicate the results of Binham and Dimanja's study by analyzing with the same collection of data. It would have been interesting to see whether and how teachers' perspectives shift because of student conduct or openness to trying a new platform, even if the primary purpose of Bingham and Dimanja's research was to analyze the impact of teachers' reactions on the effectiveness of installing the personalized learning platform. When researchers and participants have personal interests at stake, there is a higher risk of bias. Our best estimate is that some participants wanted to show that students' actions count more than instructors' ideas in deciding the success of educational reform, but this is just speculation. Some students attribute their success more to the platform's training and tools than their efforts. The study examined the connection between teachers' age and experience levels and the success of reform efforts in the classroom (Head et al., 2018). Unfortunately, we do not know the scientific consensus because of the researcher's possible partiality in the results. The phrase "experimenter bias" explains when a researcher focuses on data that backs up a specific hypothesis while disregarding data that does not. Scientists have preconceived notions since they have read so much about their topic (Head et al., 2018). However, the researcher experimenting

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

must make all necessary efforts to prevent even the appearance of bias. When participants infer the validity of their responses based on cues supplied by the researcher, this is an example of experimenter bias (Cardano, 2019). The term "participant bias" describes what happens when study volunteers act in a way that researchers anticipate them (Cardano, 2019). To behave in a way that is consistent with the norms and preferences of one's social circle. According to Bingham and Dimanja (2017) anonymity may be used to lessen bias. Using a random sample of participants and randomly arranging responses might help reduce bias in the results (Cardano, 2019). The researcher is responsible for making broad inferences from the data, but the reader is responsible for judging the extent to which those inferences hold up. We need to show that our sample represents that group so that our findings are consistent with those from studies on the whole population. According to Trochim's (2006) definition, research is considered transferable when its findings may be used in various settings. The generalizability of research is determined by how easily its results may be applied to other populations, periods, and contexts. The reader must conclude the findings' applicability to their situations. Bingham and Dimanja's hypothesis that high school teachers in low- and middle-income schools may react similarly to introducing a new pedagogical platform is plausible. It is reasonable to assume that most high schoolers think education might need some work (Laugesen et al., 2017). Quantitative research is generalizable since it can analyze a substantial population sample and derive solid findings. The reliability of extrapolating study findings improves with increasing sample size. One might examine the research's methods and validity and reliability measures to determine whether Bingham and Dimanja (2017) conducted an internally valid study. The study can only be relied upon if it meticulously documents the information it purports to examine. For

example, Bingham and Dimanja spoke with several teachers before finalizing their customized lesson plans. They were also curious about the teachers' attitudes' impact on their students' performance in the classroom. There needs to be more reliable data to be obtained from either a parent survey or an administrative decision. It is easier than you would think to swap gears and learn something completely different while studying one subject. Bingham and Dimanja might have just as quickly questioned parents from affluent communities about their children as they could have interviewed those from low-income communities. Not frequently do scientists rethink their approach and put unproven hypotheses to the test after learning that they may have been looking in the wrong place for the origin of phenomena (Cardano, 2019). In conclusion, a study is legitimate if the researchers can prove that they analyzed the right factors and that their findings are relevant to the evaluation Head et al., 2018).

References Bingham, A. J., & Dimandja, O. O. (2017). STAYING ON TRACK: EXAMINING TEACHERS'EXPERIENCES IN A PERSONALIZED LEARNING MODEL. Journal of Ethnographic & Qualitative Research , 12 (2). Cardano, M. (2020). Defending qualitative research: Design, analysis, and textualization . Routledge. Head, A., Ellis-Caird, H., Rhodes, L., & Parkinson, K. (2018). Transforming identities through Transforming Care: How people with learning disabilities experience moving out of hospital. British Journal of Learning Disabilities , 46 (1), 64–70. https://doi.org/10.1111/bld.12213 Laugesen, B., Lauritsen, M. B., Jørgensen, R., Sørensen, E. E., Grønkjær, M., & Rasmussen, P. (2017). ADHD and Everyday Life: Healthcare as a Significant Lifeline. Journal of Pediatric Nursing , 35 , 105–112. https://doi.org/10.1016/j.pedn.2017.03.001 Trochim, W. M. K. (2006). Qualitative validity. Web Center for Social Research Methods. The Research Methods Knowledge Base

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Related Documents

Exploring Simone's Psychotherapy Journey: Insights & Growth

Week 6 Assignment C.docx

PSYC 6220-8221- Psychology of Personality CREDIT LINE- SYSTEMS OF PYS.docx

H0007.pptx

discussion.docx

Slide 43.docx

Association_between_Attachment_Theory_and_Abusive_Behavior.docx

Scenario 3.docx

DSM 5 Criteria for Substance Use Disorders.docx

02.01 The Neuron (1).pdf

PSY101 - Milestone 1_Part2.pdf

Psy 545 3-1 discussion violent risk assessment.docx

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning