Reliability and validity

Hernon, Peter; Schwartz, Candy

doi:10.1016/j.lisr.2009.03.001

Cited by 13 publications

(9 citation statements)

References 1 publication

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“…Hernon & Schwartz (2009) describe external validity as the extent to which findings are generalisable to a population, while internal validity is the extent to which the research has interpreted the findings correctly or whether or not other factors or variables have been included in the study. Validity measures, like reliability measures, apply to both qualitative and quantitative research designs such as choice of instrument designs and methodologies such as data collection and sampling methods (Adcock & Collier 2001).…”

Section: Validity Of Survey Resultsmentioning

confidence: 99%

Surveys: Scientific predictions or navel gazing?

Kivilu¹,

Mmotlane²

2010

JAE

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Section: Validity Of Survey Resultsmentioning

confidence: 99%

Surveys: Scientific predictions or navel gazing?

Kivilu¹,

Mmotlane²

2010

JAE

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“…The respondents assessed their level of knowledge for each item on a 5-point Likerttype scale (1-insufficient, 5 -excellent). The reliability of the scale was verified and it had a Cronbach's alpha reliability coefficient of .93, which is high given that the boundary value of the reliability coefficient in social sciences amounts to .70 (Fraenkel & Wallen, 2009;Hernon & Schwartz, 2009). The high level of reliability points to the conclusion that all items in the scale have a high mutual correspondence.…”

Section: B) Pedagogical Content Knowledge Of Inquiry Teaching Self-asmentioning

confidence: 92%

The Role of Pedagogical Content Knowledge and Experience of Elementary School Teachers in the Implementation of Inquiry Teaching / Uloga metodičkog znanja i iskustva učitelja u provedbi istraživačke nastave

Krijan

Opić

Rijavec

2018

Croatian Journal of Education

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The aim of the study was to assess the predictive value of pedagogical content knowledge of inquiry science and society teaching in explaining the frequency of its implementation. The sample of 320 elementary school teachers from Eastern Croatia were included in the study. Two measures were used for assessing their pedagogical content knowledge about inquiry teaching: knowledge presented in the lesson plans and self-assessed pedagogical content knowledge of inquiry teaching. The participants' experience of inquiry learning throughout their education and the frequency of its implementation in teaching science and society were assessed with the use of a questionnaire specially designed for this study. The obtained results show that the teachers' pedagogical content knowledge of inquiry teaching and their experience of inquiry learning throughout education explained 32% of the variance related to the frequency of their implementation of inquiry teaching. The same variables explained 38% of the variance regarding the implementation of inquiry activities. Additionally, the results reveal that the teachers assessed their pedagogical content knowledge of inquiry teaching as very good. Their knowledge as presented in the lesson plans was rather poor and suggested a low level of the pedagogical content knowledge of inquiry science and society teaching, indicating that the teachers are not familiar enough with the phases and activities of inquiry teaching.

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“…Reliability or consistency of the data collection instrument and results (Hernon & Schwartz, ) was ensured by using standardized tests and measurements designed to measure rheological properties (internal reliability), by measuring two to three replicates of each sample, and by involving a second researcher in the rheological measurements (external reliability).…”

Section: Methodsmentioning

confidence: 99%

“…During the rheological measurements, only one independent variable was altered per measurement to ensure internal validity, thus that the effect on the dependent variable (apparent viscosity) was due to the manipulation if it is the independent variable (Hernon & Schwartz, ; McLeod, ). To ensure external validity, or generalizability and applicability of results (McLeod, ), measurements were performed under replicable conditions by creating and using standard instructions for sample preparation and standardized rheological measurements; and a locally available SNF was used ensuring that the results are applicable to South Africa.…”

Section: Methodsmentioning

confidence: 99%

The impact of modification techniques on the rheological properties of dysphagia foods and liquids

Villiers

Hanson

Moodley

et al. 2019

Journal of Texture Studies

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Modifying food and the textures of food has been done for decades within the food science and technology field. More recently, modifying the texture of foods has been used to manage swallowing disabilities (dysphagia). Swallowing disabilities are often associated with dehydration and malnutrition, thus nutritional intervention has formed part of serving texture‐modified diets. The question remains whether these modification techniques are viable for individuals with swallowing disabilities living in majority world countries. This study used two modification methods on a widely used specialized nutritious food (SNF) to determine whether it may be modified and used in dysphagia management. The techniques had to be ergonomic and economically appropriate for individuals with swallowing disabilities living in majority world countries. The International Dysphagia Diet Standardization Initiative's (IDDSI) standards were used to determine whether the texturally modified SNF is safe for swallowing. Rheological measurements were performed to determine apparent viscosity and structure recovery of each sample. The effects of two modification techniques, aeration and particle separation, on the rheological properties of the SNF were also measured and analyzed. It was determined that both milk and water could be used with this SNF to create a dysphagia diet, but only under certain conditions. The overall results indicated that heating the samples increased the apparent viscosity and exacerbated lumping. Room temperature samples had less lumps and could be classified to the desired levels of the IDDSI (Level 2 and Level 4). Using a whisk to aerate the samples reduced lumps significantly and using a sieve to separate particles of liquid samples eliminated lumps. This study provides new data on how texture modification techniques and the IDDSI framework could be adapted to individuals living in majority world countries. By using modification techniques that are ergonomic and economically viable and an SNF with longevity, this study could be useful in guiding future training of nursing staff and caregivers of individuals living in poverty or resource‐constrained communities. This study also adds to the data on the rheological properties of dysphagia foods, although this study did not make use of commercial thickeners generally used in the modification of diets.

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Reliability and validity

Cited by 13 publications

References 1 publication

Surveys: Scientific predictions or navel gazing?

Surveys: Scientific predictions or navel gazing?

The Role of Pedagogical Content Knowledge and Experience of Elementary School Teachers in the Implementation of Inquiry Teaching / Uloga metodičkog znanja i iskustva učitelja u provedbi istraživačke nastave

The impact of modification techniques on the rheological properties of dysphagia foods and liquids

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