Teresa Swain  4 posts Re:Topic 7 DQ 1 The GCU dissertation template describes several ways to establish reliability research studies. A researcher increases the statistical power of a quantitative study by increasing the sample size. This reduces the chance that a real effect (rather than an apparent effect brought about by sampling variability) will be overlooked. Does triangulation offer the qualitative methodologist a similar reduction in the likelihood of overlooking important results? Why or why not? Statistical power is a term used is studies that employ quantitative method of research as it is concerned with measuring events with objective observations and numerical assignments of data especially when a causal relationship is the focus (Golafshani, 2003).  However, qualitative inquiry seeks to understand rather than point to cause or reason.  The focus of this approach is to allow the discovery of phenomenon to unfold naturally so that information uncovered in the process can illuminate other, similar concerns where information may be extrapolated to other scenarios (Golafshani, 2003). Since the researcher is the “instrument” of measure in this type of inquiry, triangulation of data by using a variety of collection sources such as observations, archives, focus groups, documents, and interviews can help strengthen the integrity of the study (Hatch, 2002). Additionally, the researcher can collect diverse views by collaboration with other researchers, peers, colleagues, and/or those with particular expertise so that alternate explanations can be generated using multiple sources, multiple people to find where ideas converge and diverge.  Therefore, qualitative research demands more than adequate sample-size, it flourishes in inquiry and depth of probe. References Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607. Retrieved from http://www.nova.edu/ssss/QR/QR8-4/golafshani.pdf Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. Albany: State University of New York Press Gina Anderson  1 posts Re:Topic 7 DQ 1 Triangulation is the use of several methods and/or data sources to have a robust understanding of the phenomenon one is studying (Carter, Bryant-Lukosius, DiCenso, Blythe, & Neville, 2014). Triangulation can confirm data and ensure data is complete by using multiple methods for one study, comparing data from various sources (Houghton, Casey, Shaw, & Murphy, 2013).  Leung (2015) argues that qualitative research is an important part of psycho-social studies but notes that qualitative research is often criticized for lack of quality valuation and strength. Further, Leung (2015) explains that qualitative research’s equivalent to reliability is consistency. Silverman (as cited in Leung, 2015) proposed five approaches in improving the reliability in qualitative research with the following: “Refutational analysis, constant data comparison, comprehen ...

1. Teresa Swain
4 posts
Re:Topic 7 DQ 1
The GCU dissertation template describes several ways to
establish reliability research studies. A researcher increases the
statistical power of a quantitative study by increasing the
sample size. This reduces the chance that a real effect (rather
than an apparent effect brought about by sampling variability)
will be overlooked.
Does triangulation offer the qualitative methodologist a similar
reduction in the likelihood of overlooking important results?
Why or why not?
Statistical power is a term used is studies that employ
quantitative method of research as it is concerned with
measuring events with objective observations and numerical
assignments of data especially when a causal relationship is the
focus (Golafshani, 2003). However, qualitative inquiry seeks to
understand rather than point to cause or reason. The focus of
this approach is to allow the discovery of phenomenon to unfold
naturally so that information uncovered in the process can
illuminate other, similar concerns where information may be
extrapolated to other scenarios (Golafshani, 2003).
Since the researcher is the “instrument” of measure in this type
of inquiry, triangulation of data by using a variety of collection
sources such as observations, archives, focus groups,
documents, and interviews can help strengthen the integrity of
the study (Hatch, 2002). Additionally, the researcher can collect
diverse views by collaboration with other researchers, peers,
colleagues, and/or those with particular expertise so that
alternate explanations can be generated using multiple sources,
multiple people to find where ideas converge and diverge.
Therefore, qualitative research demands more than adequate
sample-size, it flourishes in inquiry and depth of probe.

2. References
Golafshani, N. (2003). Understanding reliability and validity in
qualitative research. The Qualitative Report, 8(4), 597-607.
Retrieved from http://www.nova.edu/ssss/QR/QR8-
4/golafshani.pdf
Hatch, J. A. (2002). Doing Qualitative Research in Education
Settings. Albany: State University of New York Press
Gina Anderson
1 posts
Re:Topic 7 DQ 1
Triangulation is the use of several methods and/or data sources
to have a robust understanding of the phenomenon one is
studying (Carter, Bryant-Lukosius, DiCenso, Blythe, & Neville,
2014). Triangulation can confirm data and ensure data is
complete by using multiple methods for one study, comparing
data from various sources (Houghton, Casey, Shaw, & Murphy,
2013). Leung (2015) argues that qualitative research is an
important part of psycho-social studies but notes that qualitative
research is often criticized for lack of quality valuation and
strength. Further, Leung (2015) explains that qualitative
research’s equivalent to reliability is consistency. Silverman (as
cited in Leung, 2015) proposed five approaches in improving
the reliability in qualitative research with the following:
“Refutational analysis, constant data comparison,
comprehensive data use, inclusive of the deviant case and use of
tables.” Since triangulation includes data comparison and
comprehensive data use, one could argue that it could be a
viable method of showing reliability.
Carter, et al. (2014) describe four different types of
triangulation: method, investigator, theory, and data. Method
triangulation involves different methods of data collection;
investigator triangulation has two or more researchers involved
in observations which brings different perspectives; theory
triangulation uses different theories to analyze data; and data
triangulation involves gathering data from different sources

3. such as different people, families, groups, communities, etc. If
these methods give researchers a way to enrich their qualitative
studies, arguably strengthening the study as quantitative uses
larger sample sizes, then triangulation is a good way to increase
reliability.
Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., &
Neville, A. J. (2014). The use of triangulation in qualitative
research. Oncology Nursing Forum, 41(5), 545-547.
doi:10.1188/14.ONF.545-547
Houghton, C., Casey, D., Shaw, D., & Murphy, K. (2013).
Rigour in qualitative case-study research. Nurse Researcher,
20(4), 12-17
Leung, L. (2015). Validity, reliability, and generalizability in
qualitative research. Journal of Family Medicine and Primary
Care, 4(3), 324-327. doi: 10.4103/2249-4863.161306
Benjamin Garrison
1 posts
Re:Topic 7 DQ 2
The validity of a study refers to the strategies a researcher uses
to ensure the data collected are true and certain. What are the
steps GCU doctoral learners must take to ensure the validity of
a qualitative research study? Give examples.
GCU doctoral researcher should look at multiple aspects to
ensure the validity of their qualitative research study. As Lewis-
Beck, Bryman and Futing Liao (2004) noted “to say that a study
is valid is to say that it is a good study in that the researcher has
accurately represented the phenomena or reality under
consideration” (p. 1). Validity is the research’s integrity. The
research is useless if it is not valid.
Leung (2015) notes that there are several aspects that must be
considered to ensure the validity of qualitative research. For
instance, confirming “the research question is valid for the
desired outcome, the choice of methodology is appropriate for

4. answering the research question, the design is valid for the
methodology, the sampling and data analysis is appropriate, and
finally the results and conclusions are valid for the sample and
context” (Leung, 2015, p. 325). In other words, the research
project should be completely in-line to ensure the author is
researching what they are intending to research. If something is
slightly off in the project, the conclusion may not answer the
research question.
Darawsheh (2014) advocates for reflexivity during the research
process as a way to increase validity and reliability. He defines
reflexivity as the “continuous process of self-reflection that
researchers engage in to generate awareness about their actions,
feelings and perceptions” and notes that an awareness of
feelings and perceptions can help the author avoid injecting
their feelings and perceptions into the research project (p. 560).
Bias can affect the validity of research. It can also ruin the
author’s reputation if they are accused of injecting bias into the
conclusions. All of these factors should be considered by GCU
doctoral learners. They should take an active role in protecting
the validity of their research.
Darawsheh, W. (2014). Reflexivity in research: Promoting
rigour, reliability and validity in qualitative research.
International Journal of Therapy & Rehabilitation, 21(12), 560-
568.
Leung, L. (2015). Validity, reliability, and generalizability in
qualitative research. Journal of Family Medicine and Primary
Care, 4(3), 324-327. doi:10.4103/2249-4863.161306
Lewis-Beck, M. S., Bryman, A. & Futing Liao, T. (2004). The
SAGE encyclopedia of social science research methods: SAGE
Publications Ltd doi: 10.4135/9781412950589