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Jan 1, 2020 · Contribution: This paper offers an approach to defining rigor that is theory based and appropriate for transdisciplinary research. Findings: Rigor definitions tend to fall into one of two...
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Addressing rigour in your research proposal could mean including specific details or steps you as a researcher are taking to ensure and evaluate the quality, trustworthiness, and value of your research for your readers.
Understanding the precise nature of rigor is particularly challenging in transdisciplinary research, such as that emphasized by informing science. To the extent that any consensus on the definition of rigor exists, that consensus is most likely to exist within a discipline or subdiscipline.
- 1MB
- Grandon Gill, Tommy R Gill
- 30
- 2020
Defining Rigor. We adopt a criteria-based definition of rigor, aligned with existing evidence, 1, 2, 3. that has three components. To conduct a rigorous research or evaluation study it must be credible. To do that, we must: Employ an appropriate design for our goals and questions.
- 3.1 INTRODUCTION
- 3.2.2.3 Interpretative phase
- 3.3 CONCEPTUAL PHASE
- 3.4.1 Research approach
- 3.5.2.1 Situational contaminants
- Response set bias
- 3.5.2.4 Administrative variations
- 3.5.2.5 Researcher bias
- 3.5.3.1 The instrument
- 3.6 DATA COLLECTION TECHNIQUES
- 3.6.2 The researcher’s role
- 3.8.1 Principle of beneficence
- 3.8.1.1 Freedom from harm
- 3.8.1.3 Risk/benefit ratio
- 3.8.3 The principle of justice
- 3.9 CONCLUSION
This chapter covers the research design and methodology, including sampling, population, establishing rigour during and after data collection, ethical considerations and data analysis.
The empirical research phase involved data collection, analysis and interpretation. Data collection included qualitative information that was collected during a focus group interview. The researcher also searched articles to understand the context of the topic under study, for the purpose of providing a view of reality that is important to particip...
In the conceptual phase the researcher formulated the research question as well as the objectives of the study. A literature review was conducted to familiarise the researcher with the content and the concepts related to this study. In addition, reflexivity, the process of bracketing and intuiting were described.
The research population, sample, sampling size, sampling process and procedure and the setting were discussed.
The following factors were contributory to errors in data collection. Some situational factors could influence the participants’ response adversely, including the participants’ being aware of the interviewer’s presence (reactivity factor). Environmental factors such as lighting, temperature and noise may impact the participants’ reaction. In this s...
Personal characteristics of participants may influence their responses to questions, resulting in the phenomenon of social desirability of response, extreme of response and acquiescence. The interview technique, explanation of the purpose of the research to the participants and assurance of confidentiality as well as the signed consent form were us...
Administration variations are a problem during data collection. In this study the researcher practised how to use the tape recorder. The researcher put batteries in the tape recorder as a back-up in the event of a power failure. The researcher also obtained extra audiocassettes in case the one in use was full. The researcher operated the tape recor...
The researcher was the main conductor of the study in the participants’ natural environment. This could lead to distortion of the findings of the study. The researcher practised bracketing as well as reflexivity to overcome this problem. The researcher also went back to participants to verify and clarify their responses.
Data was collected by means of a focus group discussion. The rationale for choosing this method was to Obtain different perspectives on the phenomenon under investigation. Clarify unclear questions because dialogue was used. Observe non-verbal communication. Prevent researcher bias and approach the phenomenon without preconceived ideas.
The researcher was the main research instrument in this research. The role of the researcher was to elicit information, during the focus group discussion.
The researcher introduced herself to the participants to establish rapport. The participants were informed about the purpose of the study. The researcher was the facilitator of the focus group discussion. A colleague was asked to take notes and operate the tape recorder. The researcher maintained open-mindedness and skills in eliciting information....
This principle means “above all do no harm”. This principle contains broad dimensions such as freedom from harm and exploitation as well as the researcher’s duty to evaluate the risk/benefit ratio.
In this study physical harm was not to be considered, however, the researcher bore in mind that the psychological consequences needed sensitivity. The researcher was sensitive to the participants’ emotions when probing questions that could psychologically harm the participants. The researcher told the participants that if they felt that some parts ...
The researcher considered the risk-benefit ratio and kept risk to the minimum. The participants benefited by sharing their ideas with their peers as well as improving their knowledge regarding pain in patients with dementia. The participants were also satisfied that the information that they provided would help in improving the standard of care for...
This principle includes participants’ right to fair treatment and privacy.
This chapter described the research methodology. The purpose of a research design is to maximise valid answers to a research question. This was achieved by using a non-experimental, qualitative, exploratory-descriptive approach that was contextual. The researcher was main data collection instrument. Data was collected by means of interviewing. The ...
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Understand the concepts of rigour and trustworthiness in qualitative research. Describe strategies for dependability, credibility, confirmability and transferability in qualitative research. Define reflexivity and describe types of reflexivity.
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