EDU 671 WK 3 DB 1

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data_collection_and_triangulation_1.ppt
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Data Collection and Triangulation

Edwin D. Bell

Winston-Salem State University

What Do You Want to Know?

  • Your data collection method is determined by the questions that you wish to ask.
  • You need to identify a data source, i.e., where you want to get the information from, which may be people or things, e.g. records, minutes, or newspapers.

How Do You Get It?

  • How you get the data that you wish from the data source is called the data collection method.
  • The methods may include: tests, surveys, interviews, attitude scales, observations, and journals (see Mills, 2003, Chapter 3)

Triangulation

  • It is generally accepted in action research “that researchers should not rely on any single source of data, interview, observation, or instrument” (Mills, 2003, p. 52)
  • “In research terms, this desire to use multiple sources of data is referred to as triangulation.” ( Mills, 2003, p. 52)

Sample Triangulation Matrix

  • On the following slide is a sample triangulation matrix for an action research project of a teacher that wanted to see if some new instructional software would improve students keyboarding skills

 

Figure 1. Triangulation Matrix Example ( Mills, 2003)

Research Question

Data Sources

Students

Students

Students

Parents

Records

1. Pre-existing knowledge

Student Survey

Computer Knowledge Pretest

 

 

 

2. Keyboarding Speed

Pretest

Posttest

 

 

Teacher help

3. Appropriate use of WP

Pretest software

Posttest software

Timed typing Teacher constructed Test

 

 

4. Time on Computers

Student survey

 

 

Parent Survey

School Lab records

Data Collection Considerations

  • Reliability and validity
  • Golafshani (2003) made the point that in qualitative research reliability and validity is replaced by the idea of trustworthiness, which is defensible and recommended triangulation as a way to establish this trustworthiness of the results of a study.

References

  • Golafshani, N. (2003). Understanding reliability and validity in qualitative Research. The Qualitative Report, 8(4), 597-607. Retrieved 8/24/07 from http://www.nova.edu/ssss/QR8-4/golafshani.pdf
  • Mills, G. E. (2003), Action Research: A Guide for the Teacher Researcher, 2nd Edition, Merrill/Prentice-Hall: Upper saddle River, NJ.