Post 1 As Stated Above Validity Is The Level To Which Scient
Post 1as Stated Above Validity Is The Level To Which Scientific Obser
Post 1 as stated above, validity is the level to which scientific observations measure exactly what they purport to measure. Marland's study was interested in ascertaining whether the intervention planned of using students' conceptual understanding of the multiplication process coupled with efficient basic facts strategies impacted their scores as far as state mathematics test was concerned. Here, the level to which Marland’s research results are attributable to the participants’ (students') conceptual understanding of the process of multiplication coupled with efficient basic facts strategies is what is known as internal validity (Mills, 2000). Marland in her study ascertained that approximately 35% of students never satisfied standards placed by the state in mathematics despite the planned intervention incorporated by her.
Marland made no claims to external validity in the study of thirty-five 4th grade students. To make such claims, she would need to achieve the tenets of quantitative research, including random assignment of students to intervention or control groups.
Post 2
In action research, reliability is the trustworthiness, or dependability, of a measuring test or research study. It can also be defined as the level to which a test consistently measures what it is anticipated to measure. The higher the reliability of the test, the more confidence the obtained scores from test administration will be similar if the same test is re-administered under similar conditions.
In research such as this, the consistency of data can be achieved when the research steps are verified through examining items, such as data reduction products, raw data, and process notes (Golafshani, 2003). Marland employed different methods to achieve the reliability of the intervention applied. For instance, she used timed tests to identify the multiplication facts that students had trouble with. Such data enabled her to adjust the interventions to focus on the problems that students had the most trouble with. Doing that allowed her to modify the intervention in a manner that could help to achieve dependable or reliable results. The informal interviews also enabled her to ascertain the best testing strategy that could help her attain highly dependable results.
References
- Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607.
- Mills, G. E. (2000). Action research: A guide for the teacher researcher. Pearson Education.
- Marland, J. (Year). Title of the study (if available). Journal/Source, volume(issue), pages.
- Additional scholarly sources related to validity and reliability in educational research.
- Additional references following APA formatting for validity and reliability concepts.
- Further peer-reviewed articles exploring internal validity in educational interventions.
- Studies discussing external validity and its importance in generalizing research findings.
- Texts on research methodology and best practices in action research.
- Recent publications on measurement reliability in educational assessment.
- Academic journal articles on ensuring dependability of research instruments.