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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
The concept of validity
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Types of validity in quantitative research
Face and
content
validity Concurrent
and
Construct predictive
validity validity
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Face and content validity
• The judgement that an instrument is measuring what it is
supposed to.
– primarily based upon the logical link between questions and
objectives of the study.
• Advantage: easy to apply
• Face validity – establishment of logical link between
questions and objectives of study
• Content validity – assessment if items and questions
covers the full range of the issue being measured.
– Judge which statements or questions represent the issue they
are supposed to measure
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Face and content validity (cont.)
• Problems;
– Judgement is based upon subjective logic
– The extent to which question reflect the objectives of a study
may differ.
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Concurrent and predictive validity
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Construct validity
• Construct validity – determined by ascertaining the
contribution of each construct to the total variance
observed in a phenomenon.
• Based upon statistical procedure.
• The greater the variance attributable to the construct, the
higher the validity of the instrument.
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Measures to ensure validity of a research include, but not
limited to the following points:
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Factors affecting reliability
The wording of questions
The respondent’s or
interviewer mode
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Methods of determining the reliability
• Internal consistency procedures – items or questions
measuring the same phenomenon, should produce
similar results irrespective of their number in an
instrument
– The split-half technique
• External consistency procedures – compare findings
from two independent process of data collection with
each other as a means of verifying the reliability of the
measure
– Test/retest
– Parallel form of the same test
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Split-half technique
• To correlate half of the items with the other half in a
research instruments
• Questions are divided in half in such way that any two
questions intended to measure the same aspect fall into
different halves.
• The scores obtained by administering the two halves are
correlated.
• Reliability is calculated using product moment correlation
between scores
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Test/ retest (repeatability test)
• An instrument is administered once, and then again,
under the same or similar conditions.
• The ratio between test and retest score is an indication
of the reliability of the instrument
– The greater the value of the ratio, the higher the reliability of the
instrument
• Advantage - it permits the instrument to be compared
with itself.
• Disadvantage – a respondent may recall the responses
that they gave in the first round
– Overcome by increasing the time span between two tests
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Parallel forms of the same test
• Two instrument intended to measure the same
population is constructed and administered to two similar
population.
• The results obtained from one test is compared with
another
– If similar, the instrument is reliable.
• Advantage – does not suffer from the problem of recall
and time lapse between two test is not required.
• Disadvantage – need to construct two instrument instead
of one.
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Validity & reliability in qualitative
research
Traditional criteria forjudging Alternative criteria forjudging
quantitative research qualitative research
Internal validity Credibility
External validity Transferability
Reliability Dependability
Objectivity Confirmability
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
Validity & reliability in qualitative
research
• Credibility
• Transferability
• Dependability
• Confirmability
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S C HO O L O F NUT R I T I O NA ND D I E T E T I C S • UNI V E R S I T I S UL T A NZ A I NA L A B I D I N
T h a n k You
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