Sampling and Collecting Quantitative and Qualitative Data
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Sampling and Collecting Quantitative and Qualitative Data
Discussion: Sampling and Collecting Quantitative and Qualitative Data
Specific methods of data collection (e.g., surveys, interviews, observations) produce specific types of data that will answer particular research questions, but not others; so here too, as covered in previous weeks, the research questions inform how the data will be obtained. Furthermore, the method used to collect the data may impact the reliability and the validity of that data.
For this Discussion, you will first consider sampling strategies. Then, you will turn your attention to data collection methods, including their strengths, limitations, and ethical implications. Last, you will consider measurement reliability and validity in the context of your discipline.
With these thoughts in mind, if your last name starts with A through L, use Position A.
Position A: Probability sampling represents the best strategy for selecting research participants.
A restatement of your assigned position on sampling strategies. Explain why this position is the best strategy for selecting research participants. Support your explanation with an example and support from the scholarly literature. Next, select a data collection method (e.g., surveys, interviews, observations) and briefly explain at least one strength and at least one limitation. Then, identify a potential ethical issue with this method and describe a strategy to address it. Last, explain the relationship between measurement reliability and measurement validity using an example from your discipline.
**Please use learning resources and required media as needed.
Be sure to support your Main Issue Post and Response Post with reference to the weeks Learning Resources and other scholarly evidence in APA Style.
Learning Resources
Note: To access this weeks required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77100. doi: 10.1177/1558689806292430
Mixed Methods Sampling: A Typology with Examples by Teddlie, C., & Yu, F., in Journal of Mixed Methods Research, Vol. 1/Issue 1. Copyright 2007 by Sage Publications Inc. Reprinted by permission of Sage Publications Inc. via the Copyright Clearance Center.
Onwuegbuzie, A. J., & Collins, K. M. (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report, 12(2), 281316. Retrieved from http://nsuworks.nova.edu/tqr/vol12/iss2/9
Drost, E. A. (2011). Validity and reliability in social science research. Education Research and Perspectives, 38(1), 105124.
Retrieved from the Walden Library databases.
Walden University: Center for Research Quality. (2015a). Data resources & support: Home. Retrieved from http://academicguides.waldenu.edu/researchcenter/dataresources
Download the Sources of Data for Research: A Research Primer document.
Walden University: Center for Research Quality. (2015d). Research resources: Walden University participant pool. Retrieved from http://academicguides.waldenu.edu/researchcenter/resources/participantpool
Walden University. (2015a). How do I find an article that reports on research that uses a specific methodology? Retrieved from http://academicanswers.waldenu.edu/faq/72633
Walden University: Writing Center. (2015). Common course assignments: Annotated bibliographies. Retrieved from http://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies
Required Media
Price, S. (2015). Annotated bibliographies [Online webinar]. Retrieved from https://waldencss.adobeconnect.com/p7d6uqxv8g3?launcher=false
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Sampling and Collecting Quantitative and Qualitative Data