Understanding Reliability and Validity in Qualitative Research

The use of reliability and validity are common in quantitative research and now it is reconsidered in the qualitative research paradigm. Since reliability and validity are rooted in positivist perspective then they should be redefined for their use in a naturalistic approach. Like reliability and validity as used in quantitative research are providing springboard to examine what these two terms mean in the qualitative research paradigm, triangulation as used in quantitative research to test the reliability and validity can also illuminate some ways to test or maximize the validity and reliability of a qualitative study. Therefore, reliability, validity and triangulation, if they are relevant research concepts, particularly from a qualitative point of view, have to be redefined in order to reflect the multiple ways of establishing truth

Validity Threats in Quantitative Data Collection with Games : A Narrative Survey

Background. Games are increasingly used to collect scientific data. Some suggest that game features like high cognitive load may limit the inferences we can draw from such data, yet no systematic overview exists of potential validity threats of game-based methods. Aim. We present a narrative survey of documented and potential threats to validity in using games for quantitative data collection. Method. We combined an unsystematic bottom-up literature review with a systematic top-down application of standard validity threat typologies to games to arrive at a systematisation of game-characteristic validity threats. Results. We identify three game characteristics that potentially impact validity: Games are complex systems, impeding the predictable control and isolation of treatments. They are rich in unwanted variance and diversity. And their social framing can differ from and interact with the framing of research studies or non-game situations they are supposed to represent. The diversity of gamers and their differences to general populations bring further complications. Discussion and Conclusions. The wealth of potential validity threats in game-based research is met by a dearth of systematic methodological studies, leading us to outline several future research directions

Teaching mathematics to all learners by tapping into indigenous legends: A pathway towards inclusive education

This study explored the use of Indigenous storytelling in the planning and teaching of mathematical content. In collaboration with Indigenous and non-Indigenous educators, a culturally inclusive mathematical lesson was developed, implemented, and reviewed in an elementary school in Northern Ontario. This study used a culturally authentic approach to address the current educational issue of diversity within the Ontario curriculum and education system. The results of this study suggested that utilizing Indigenous storytelling for teaching mathematical curricular expectations could benefit both Indigenous and non-Indigenous students. Storytelling can allow students to relate abstract mathematical concepts to their own lived experiences, to be exposed to diverse cultures, and to foster a positive and open learning environment that is conducive to academic and non-academic learning

Teaching mathematics to all learners by tapping into indigenous legends: A pathway towards inclusive education

This study explored the use of Indigenous storytelling in the planning and teaching of mathematical content. In collaboration with Indigenous and non-Indigenous educators, a culturally inclusive mathematical lesson was developed, implemented, and reviewed in an elementary school in Northern Ontario. This study used a culturally authentic approach to address the current educational issue of diversity within the Ontario curriculum and education system. The results of this study suggested that utilizing Indigenous storytelling for teaching mathematical curricular expectations could benefit both Indigenous and non-Indigenous students. Storytelling can allow students to relate abstract mathematical concepts to their own lived experiences, to be exposed to diverse cultures, and to foster a positive and open learning environment that is conducive to academic and non-academic learning

Teachers’ Point of Views about Teaching Mathematics Effectively with Manipulatives

To promote the implementation of manipulatives into mathematics instruction, this research project examined the instructional practices of four grade 9 Applied Mathematics teachers related to their use of manipulatives in teaching mathematics and how it affects students learning. Two instruments were used to collect data: The Teacher Questionnaire and Observation field Notes. The methods were used to collect data on how effectively teachers incorporated manipulatives into their instructional practices, after participating in training and practising their pilot lesson plans over the course of more than twenty weeks, as well as the effect of the use of manipulatives on their students learning.  Results showed that the teachers were able to incorporate manipulatives in their daily lesson plans relative to what they practiced while delivering the model lessons.  Teachers reported the use of more virtual manipulatives than physical manipulatives after the project.  The use of manipulatives in the observed mathematics classrooms had some direct effects on the students learning, in particular, on the struggling students, however, its major effect was on creating an environment that facilitated students learning through different methods of engagement. The learning of mathematics took place through knowledge negotiation among the students

Organizational resilience and the relationship with six major crisis types for Dutch safety regions

An emergency response organization is resilient when it learns from and is well equipped to handle (potential) risks and hazards. In this paper, we will address the organizational resilience fit for Dutch emergency response organizations (safety regions) in relation to various types of crisis. The approach presented in this paper is based on a quantitative organizational resilience model. We validated the model by means of a survey conducted among the employees of Dutch safety regions. In this survey, we queried how the employees perceive the different attributes related to a set of crisis types. We used the results to calculate the quantitative representation of organizational resilience. We found that the presence of a Quality Management system or a Safety Management system does not significantly influence the organizational resilience of the organization. However, a statistically significant difference for organizational resilience was found in the type of staff assignment: volunteer, professional, or volunteer and professional. The volunteers rated the organizational resilience lower. We recommend to increase a safety region’s organizational resilience by enhancing communication and organizational engagement of volunteers, stop pursuing a Quality/Safety Management program and perform further research on (international) emergency response organizations