To ensure that validity and reliability are achieved in qualitative research,
issues such as sampling, representativeness, and generalizability must be
carefully considered (Zeldin, 2000). These issues become especially important
when the goal of a study is to discuss the implications of its findings on future
educational practices (Maxwell, 1992). In such instances, it is essential that a
clear description of the study’s participants be provided so that the degree to
which the sample represents the population as a whole can be assessed.
Moreover, care must be taken to explain how generalizable the findings are to
other, similar populations. Taking measures such as these aids others in
appropriately applying the findings from educational research to new
populations of students.
To ensure that validity and reliability are achieved in qualitative research,
issues such as sampling, representativeness, and generalizability must be
carefully considered (Zeldin, 2000). These issues become especially important
when the goal of a study is to discuss the implications of its findings on future
educational practices (Maxwell, 1992). In such instances, it is essential that a
clear description of the study’s participants be provided so that the degree to
which the sample represents the population as a whole can be assessed.
Moreover, care must be taken to explain how generalizable the findings are to
other, similar populations. Taking measures such as these aids others in
appropriately applying the findings from educational research to new
populations of students.
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