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Validity and Reliability

The question of validity and reliability

In a method like inquiry forms, often the question of reliability and validity is ignored.  Some of the ways to increase the validity of the responses are: 
- Asking right kind of questions is a significant strategy.  The questions should be significant and should seek only that information which cannot be acquired by other sources such as official records and registers. 
- The forms should be circulated only to those persons who may possess the required information and are willing to participate in the research.  But those who are willing to participate may not be the true representatives of the population one is studying for his research.  Thus selection of the respondents or sampling is another important factor.
- After the forms are returned, the reliability of the answers can be checked by cross-checking the answers.  The cross-examination may involve the analysis of the matching questions in the same form, giving additional follow-up questions or other methods like observation. 
- The major safeguard on validity is to obtain confirmation from as many data sources as possible.  The method is referred to as Triangulation, whereby various sources point in the same direction relative to a given conclusion.

Merits and Demerits as a Method

The reason for the wide use of the inquiry forms in research is the benefits they offer in an easy way.  At the same time, they are an abused means of doing research.  It is sometimes referred to as  a lazy man’s way of doing research.  The statement however is an exaggerated one.  The inquiry forms have a number of advantages.  They offer reasonably valid data simply, cheaply and relatively in a short period of time.  Apart from the low cost, the biggest advantage that the forms offer is their ability to reach the respondents.  Even personally unreachable respondents can be reached by the means of the forms.   The mailed forms can get the data that is otherwise impossible to gather.  Moreover, the forms provide enough time to think before replying.   Unlike an interview, there are no chances that the respondent might feel undue pressure of the interviewer’s presence.  The forms can even hide the identity of the researcher, where it is necessary.  Thus, they generally provide bias-free response.  The forms can even be used with the large groups. 

The effective use of the forms with a large sampling increase the reliability of the data. But on the other hand, low rate of duly filled forms make it difficult to interpret the data.  The bias due to the low response cannot be easily interpreted.  Moreover, they need responsible and educated respondents.  The forms do not work successfully with illiterate population.  As discussed earlier, the forms require a great effort while designing them.  Once they are circulated, they are out of hand of the researcher.  Unlike an interview or schedule, there is no scope for further clarification.  Hence, a researcher finds a lot of ambiguous replies.  If the respondent cannot be contacted later, the problem grows more complex and the researcher has to do with the incomplete replies.  There can be no valid interpretations of the questions that are left blank.  Some researchers also find the method very slow.  As mentioned in the discussion of the question of validity, the respondents may not be true representatives of the population and so without a large and reliable sampling, the forms cannot provide generalizations.

Bibliography

Wallace, M.J., 1998. Action Research for Language Teachers. Cambridge:Cambridge Univ.Press.

Best, J.W. & Kahn, J.V., 1986.  Research in Education. New Delhi:Prentice-Hall India.

Seliger, H.W. & Shohamy Elana, 1989. Second Language Research Methods. Oxford:OUP.

Anderson, Gary, 1990. Fundamentals of Educational research. London:The Falmer Press