Chapter 3: Methodology. Survey Instruments. Copyright 2014 Dr. Rich Schuttler AGENDA

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1 Chapter 3: Methodology Lesson 9: Survey Instruments AGENDA Introduction To Lesson Reliability & Validity Quant. & Qualitative Information Examples from Prior Mentees Reflective Summary 1

2 Introduction To Lesson Why this Lesson? Help you Better Understand What to Put into Chapter 3! Reliability Think of Dependability 2

3 Reliability Think of Dependability Can it be Repeated? Reliability Think of Dependability Can it be Repeated? Precise Questions? 3

4 Reliability Think of Dependability Can it be Repeated? Precise Questions? Value of a Pilot Test Validity Think of Reality 4

5 Validity Think of Reality Theory Vs Practice Validity Think of Reality Theory Vs Practice Value of Triangulation 5

6 Qualitative Instruments Open or Close Ended Questions? Qualitative Instruments Open or Close Ended Questions? Structured or Semi- Structured Interviews? 6

7 Qualitative Instruments Ground Each Question in Literature Not Just Because You Want to Ask Qualitative Instruments What are you looking for? lived-experiences? explanations? other? 7

8 Qualitative Instruments Perhaps a Concept Map to Show Relationships or Inter- Relationships of Questions Qualitative Instruments Pilot Study Interview Questions (one maybe two rounds) 8

9 Qualitative Instruments Basically, Fully Explain How the Questions Came to be How Test for Accuracy Quantitative Instruments Likert-Type Surveys Explain How Questions Came to Be 9

10 Quantitative Instruments Likert-Type Surveys Explain How Questions Came to Be Reflect How Grounded in Literature Quantitative Instruments Creating Your Own Not That Difficult Reflect How & Why Reflect How You Tested 10

11 Quantitative Instruments Quantitative Instruments Methodology 11

12 Quantitative Instruments Using Someone Else's? Reflect How it is Appropriate for the Data You Need. Get Permission Quantitative Instruments Have to Reflect How Reliability and Validity Were Tested. 12

13 Quantitative Instruments Pilot Test How Many & Why? Rational for Pilot Test Examples Provided All examples are from my prior mentees 13

14 Examples Provided All examples are from my prior mentees Most were approved on the first pass through reviews Examples Provided All examples are from my prior mentees Most were approved on the first pass through reviews Each provided me written consent to use p their work in this manner to help others complete their programs. They own the copyright to their work. My copyright for this program. 14

15 Dr. Patricia E. Schroeder 2013 A QUANTITATIVE CORRELATION STUDY OF INDIVIDUALISM- COLLECTIVISM AND EMPLOYEE INNOVATION IN TURKEY The instruments have demonstrated a history of reliability and validity when used with Hofstede s (2008) guidelines in survey administration 15

16 The SLCI contains 53 Likert-scaled questions that have been used to measure the correlation between supervisor communication and employee performance. The research study included the 15 questions that assess leadership practices. The SLCI has been tested for reliability and validity, with strong results (Rouse, 2009). The ability to draw inferences from survey data is dependent upon the validity and reliability of the instrument (Creswell, 2009). Crook et al. (2010) indicated that the reliability of an instrument is derived from the consistency in scores from a scheme of measurement, while validity is evidenced in a measure that is an accurate depiction of the construct being tested. 16

17 The SLCI has undergone rigorous testing for validity and reliability (Rouse, 2009). The instrument was tested by subject matter experts for content validity. Content validity was demonstrated using Lawshe s minimal value of.42 (Rouse, 2009). Using Cronbach s alpha the SLCI s reliability has been tested, t with a strong reliability demonstrated in a Cronbach s alpha of.98 (Rouse, 2009). Dr. Joseph Hage 2013 INFLUENCE OF RELIGION AND RELIGIOSITY ON LEADERSHIP PRACTICES IN THE WORKPLACE: A QUANTITATIVE CORRELATION STUDY 17

18 Kouzes and Posner created the Leadership Practices Inventory (LPI) to measure the actions and key behaviors of people when they are leading. Posner (2010a) reported internal reliability coefficients on the LPI- Self ranging g from.68. As shown in Appendix D, John Wiley and Sons granted permission to use the LPI survey

19 Surveys about religiosity and religious behaviors may be unreliable because participants often respond to questions in terms of what they should ldbe doing and not in terms of their current behavior (Krauss et al., 2007). The URPI includes five questions intended to form a lie scale and are coded as SQ006, SQ022, SQ0045, SQ0072, and SQ0082. Respondents who had an aggregate score exceeding 20 (> 80%) on the five lie scale questions were removed from the analysis. In such a case, those disqualified participants were replaced by other randomly selected ones. 19

20 Dr. Susan Kristiniak 2011 Exploring the Experiences of Complementary Therapy Nurses: A Qualitative Phenomenological Study Instrumentation can be described with this methodology to include both the interviewer and the mechanisms to collect data: audio taping and transcribed interviews as the data source. The interviewer acted as a guide to secure the essence of the lived experiences of the nurses interviewed. 20

21 The methodology of the proposed study as developed by Heidegger (1962) proposes p the construct that one s very existence in the world cannot be separated from the development that occurs in the hermeneutic process. This reflective process was required during the text evaluation. Reliability is described as dependability or consistency that can be repeated under identical or similar il conditions (Neuman, 2006). To improve reliability, Neuman suggested having clearly conceptualized constructs, use a precise level of measurement, use multiple indicators, and use pilot testing. 21

22 Validity suggests truthfulness and describes how well the idea is aligned with actual reality. Validity is a bridge between a construct and the data. Qualitative research seeks authenticity over validity. Authenticity is described as providing an honest and balanced account of social life from the viewpoint of one who is living it (Neuman, 2006). Chapter 3 Reflects Critical Thinking Shows Your Discerning Knowledge of Research 22

23 You MUST Be An Expert! Have to Relate Your Subject Matter Expertise End Result Informs Others of Your Choices and Rational for Choices 23

24 What Kind of Details? What Kind of Details? Yup, Excruciating Details! 24

25 Reflective Summary Introduction To Lesson Reliability & Validity Quant. & Qualitative Information Examples from Prior Mentees Education is a lot like life: The more you put into it, the more you ll get out of it! Copyright 2014 Dr. Rich Schuttler 25

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