Expand on a colleague’s paper with additional insight and resources and ask a probing question • Offer polite disagreement or critique, supported with evidence • Offer and support an opinion and Make suggestion or comment that guides or facilitates the discussion.

“Sampling and Collecting Quantitative and Qualitative Data”
===========================

Read the write-up below and respond and/or comment using a scholarly tone. Write a FULL Page. On the following, use Paragraph Headings Per APA FORMAT:

• Expand on a colleague’s paper with additional insight and resources and ask a probing question
• Offer polite disagreement or critique, supported with evidence
• Offer and support an opinion and Make suggestion or comment that guides or facilitates the discussion.
• Politely agree or disagree with the colleague’s Offer and support an opinion, AVOID NEGATIVE CRITICISM. Also avoid “The writer or author did not do this or that, rather if you note anything the writer/author omitted, you can just say, “I would have added this or that to the write up”.
• Validate an idea with your own experience.

YOU MUST cite appropriately all words not your own words

Please cite at least 5 scholarly references as appropriate using APA FORMAT.

MUST be void of any form of PLAGIARISM
=============================

Post a restatement of your assigned position on sampling strategies. Defend your position with examples and support from the scholarly literature.

Position A: According to Wretman in his reﬂections on probability in comparism to nonprobability sampling, presented probability sampling as the best strategy for selecting research participants because it is a sampling technique in which samples from a larger population are chosen using a method based on the theory of probability that states that for a participant to be considered as a probability sample, he/she must be selected using a random selection (Wretman, 2010)

One of the most important requirements of probability sampling is that everyone in that sample population has a known and equal chance of getting selected. For example, if you have a population of 100 people, every person in that population, would have an odds ratio of 1 in 100 for getting selected. In fact, probability sampling is said to give one the best chance to create a sample that is truly representative of the population in question for the simple reason that probability sampling uses statistical theory to select randomly, a small group of people, that is the sample from an existing large population and then apply it to predict how or when all their responses together will match the overall population. (Wretman, 2010)

According to Shorten & Sampling, 2014, there are two major categories of sampling methods: 1. A probability sampling methods where all subjects in the target population have equal chance of been selected in the sample (Wretman, 2010; &Gravetter, 2014) and 2. A non-probability sampling methods where the sample population is selected in a non-systematic process that does not guarantee equal chances for each subject in the target population ( Shorten &Gravetter, 2012) . Samples which were selected using probability sampling methods are said to be more representatives of the target population (Wretman, 2010; Gravetter&Forzano, 2014)

Next, select a data collection method and briefly explain its strengths and limitations:
There are several data collection methods that are usually employed through qualitative and quantitative methods. (Hawe, Degeling& Hall, 1990) For qualitative approaches that are aimed to address the ‘how’ and ‘why’ of a program, tends to use unstructured methods of data collection to fully explore the topic. While qualitative questions are usually open-ended such as ‘why do participants enjoy the program?’ and ‘How does the program help increase self esteem for participants?’ Qualitative methods include focus groups, group discussions and interviews. Whereas quantitative approaches on the other hand, addresses the ‘what?’ of the program. They usually apply a systematic standardized approach and employ methods such as surveys (Hawe, Degeling& Hall, 1990) and ask questions such as ‘what activities did the program run?’ and ‘what skills do the staff need to implement the program effectively?’
Both methods have their strengths and weaknesses. For example, qualitative approaches are good for further exploring the effects and unintended consequences of a program. But unfortunately they are too expensive and time consuming to implement and the findings cannot be generalized for participants outside of the program because they are only indicative of the group involved (Hawe, Degeling& Hall, 1990)

On the other hand, quantitative approaches have the advantage of been cheaper to implement, are standardized so comparisons can be easily made and the size of the effect can usually be measured. But unfortunately, quantitative approaches however are limited in their scope or rather in their capacity for the investigation and explanation of similarities and unexpected differences (Hawe, Degeling& Hall, 1990) It is also very important to note that for peer-based programs quantitative data collection approaches often proven to be difficult to implement because many research institutions and agencies lack the necessary resources to ensure rigorous implementation of surveys and therefore frequently experience low participation and the loss to follow up rates that are really a big problem. (Schmidt, 1997).

Identify the potential ethical issues associated with the use of survey data collection methods and a description of the strategy to address it.
The potential ethical issues associated with the use of survey data collection methods and a description of the strategy to address it

Ethical issues are very important in all types of research, regardless of the type of research that one is involved in. Researchers are expected to take into consideration both general research principles and those that are more specific to the type of research being conducted in their institutions, facilities and agencies (Fowler, 1995) Generally speaking, according to my understanding, there are several important key ethical issues that should be considered when conducting survey research and collecting survey data, because in survey research, ethical principles are primarily centered on protecting research participants, that is the respondents information, confidentiality and anonymity of the subjects and in data in accordance with the guiding foundation or principle of “do no harm”. (Center for innovation in Research &Teaching, 2019)

Some of the other very important strategies that could be implemented to minimize or rather decrease and address this issue of confidentiality and anonymity of the subjects should include the following list of core ethical principles that are important in survey data collection:

1. Respect for persons – Respect the autonomy, decision-making and dignity of participants.
2. Beneficence – Minimizing the risks (physically, psychologically and socially) and maximizing the benefits to research participants.
3. Justice – Participants should be selected from groups of people whom the research may benefit.
4. Respect for communities – Protect and respect the values and interests of the community as a whole and protect the community from harm.
And finally, to address those important considerations and other issues related to using human subjects in survey data collection, most institutions and organizations have developed an Institutional Review Board (IRB), in which a panel of people help to ensure the safety of human subjects in research and assist in making sure that human right, confidentiality and anonymity are not violated or abused. They also review the research methodology in grant proposals to assure that ethical practices are being utilized. IRB also helps to protect the institution and the researchers against potential legal implications from any unscrupulous behavior that may be deemed unethical.

Lastly, explain the relationship between measurement reliability and measurement validity using an example from my discipline.
Validity is whether or not you are measuring what you are supposed to be measuring, and reliability is whether or not your results are consistent. If an instrument or experiment is valid, it will usually also be reliable as long as it is carefully constructed to control all variables except the one being studied. “For a test to be valid, or truthful, it must first be reliable.” (Educational assessment for example; if you are measuring the reading levels of students after a new computer-based reading program has been used, you will want to make sure that your test will get the same results every time it is taken, and it should if it accurately measures the students’ reading ability.
If an instrument or experiment is reliable, it does not necessarily have to be valid. You might get consistent results, but not actually be measuring what you think you are measuring. For example, if the above test of reading level was really a vocabulary test, you might get the same results each time but the results do not show reading level. For instance, a scale validity is the extent to which “an instrument really measures the latent dimension or construct it was developed to evaluate” (Raykov&Marcoulides) validation of an ongoing process that starts with the identification and definition of the domain of study and continues to its generalizability with other constructs (Messick, 1995) The validity of an instrument can be examined in numerous ways; the most common tests of validity are content validity which can be done prior to the instrument being administered to the target population, and criterion (predictive and concurrent) and construct validity (convergent, discriminant, differentiation by known groups, correlations), which occurs after survey administration.

On the other hand, reliability is the ability of a test to yield the same findings or results each time it is conducted. A test that yields different results every time it is conducted with everything else being constant cannot be said to be a reliable test or study. Thus, reliability speaks to the consistency of the test or study, which means no variations in the observed results or findings.

Validity is the credibility of the study or the genuineness of the study. The results of a test should be correct by ensuring that what is been measured and the tools used to measure are what is required. Additionally, validity also refers to the ability of the results to be generalized to the study population. That is, the results should apply to the same subjects beyond the study.

The relationship between the two is that if the study is valid, then it must be reliable. However, a study’s reliability does not automatically attest to the validity of the study. Although necessary, reliability is not in itself a condition for validity.

In my field of epidemiology as a public Health Officer and as a health care provider in the medical Sciences, I must make sure that my data is valid and therefore reliable for my study or publication most especially my patients lab. results. On the other hand, if my reliability studies or experiment does not corroborate, confirm, verify, substantiate, document or rather authenticate to the validity of my studies and or my diagnosis then my reliability cannot be validated.

References:
Centre for Innovation in Research and Teaching (2019) Ethical concerns in research. Retrieved fromhttps://cirt.gcu.edu/research/developmentresources/research_ready/designing_surveys/survey_ethics
Fowler FJ. Improving Survey Questions: Design and Evaluation. Thousand Oaks, CA: Sage Publications; (1995).
Gravetter, L Forzano. Selecting Research Participants. Res Methods Behav Sci. 2012:125–139
Hawe, P., Degeling, D., Hall, J. (1990) Evaluating Health Promotion: A Health Worker’s Guide, MacLennan & Petty, Sydney.
Messick S. Validity of psychological assessment: validation of inferences from persons’ responses and performance as scientifica inquiry into score meaning. Is Psychol. (1995) 50:741–9? 10.1037/0003-066X.50.9.741 [CrossRef]
Raykov T, Marcoulides GA. Introduction to Psychometric Theory. New York, NY: Routledge, Taylor & Francis Group; (2011).
Sampling, P Guidelines, MS Choices, T Oaks. CHAPTER 5 C hoosing the T ype of. 2012:125–174.
Schmidt, W. C. (1997). World-Wide Web survey research: Benefits, potential problems, and solutions. Behavior Research Methods, Instruments, & Computers, 29(2), 274-279.
Shorten, C Moorley. Selecting the sample. Evid Based Nurs. 17(2014) eb–2014–101747–. doi:10.1136/eb-2014-101747.
Wretman. Reﬂections on probability vs. nonprobability sampling, Ofﬁcial Stat. Honor Daniel Thorburn. 2010:29–35.

The post Expand on a colleague’s paper with additional insight and resources and ask a probing question • Offer polite disagreement or critique, supported with evidence • Offer and support an opinion and Make suggestion or comment that guides or facilitates the discussion. appeared first on Ink Essays.