Validity, reliability and credibility

Validity and reliability were seen as important as the central issues in the measurement (Neuman, 2004; Silverman, 2005). Validity of the research referred to the match between the construct and the measurement. It addressed “the question of how well the social reality being measured through research matches with the constructs researchers use to understand it” (Neuman, 2003, p. 179). Reliability was easier to be achieved than validity, as it refers to the ability to produce the consistent results every time the research procedure is repeated. It indicates the dependability or consistency of the findings of the study. It is suggested that the result should remain the same when a research project is repeated or recurs under identical situations or very similar conditions (Neuman, 2003). Validity and reliability play different roles in quantitative and qualitative study. Researchers in these two types of study achieve validity and reliability differently in practice. As this study utilised both quantitative and qualitative methods to collect and analyse data, this section discusses how validity and reliability were achieved from three perspectives: in general, at the quantitative stage, and at the qualitative stage.

In general, this research aimed to gain both validity and reliability through rigorous data collection and interpretation. The data collection involved students and academic teaching staff from different faculties/disciplines. The systematic data collection and triangulation of various sources of data helped ensure that the finding of the research accurately reflect the phenomenon under investigation (Henn, Weinstein, & Foard, 2006). This study is reliable as the findings would not be markedly different if it is conducted again under the same rule of participant recruitment. The participants were from different academic areas and diverse language and cultural backgrounds, with different genders, degrees and levels of information technology skills. The various backgrounds and statures of participants allowed the findings of the study to generalise its sample to the whole population of target-users within the university.

were informed that their names would not be identified in any research output. Therefore, their ideas could be expressed without any apprehension. They were also informed in the information sheet that their data could be withdrawn at any time within 28 days of the interview. Some participants may reveal emotional information as the questions were related to their teaching and learning experiences. However, this risk was mitigated by the assurance of confidentiality and anonymity they received. These strategies ensured that the participants could give responses comfortably and confidently, and thus the credibility of this study could be achieved.

3.6.1 Validity and reliability at the quantitative stage

The data collection method adopted at the quantitative stage was a questionnaire. At this stage, the efforts made to ensure the validity and reliability included clear conceptualising constructions, a precise level of measurement, multiple indicators and a pilot test (Neuman, 2004). Firstly, the questions/statements in the questionnaire were purposely and consistently designed and arranged. They were considerably designed according to a pre-designed outline which appeared as the titles of each subsection. This outline contained the central issues that the researcher intended to investigate. Questionnaire items were then designed according to this outline to ensure that the questionnaire was focused and well structured.

Moreover, the research involved multiple sources of responses. Opinions from both teaching staff and students allowed the researcher to gain a complete picture of the Web adoption in this university context. Opinions from the two perspectives were tested and compared. Observing from two dimensions avoided the occurrence of bias and prejudices. Furthermore, students and staff from all the seven faculties/disciplines were invited. Involving participants with different points of views further ensured the validly and reliability of this study.

Thirdly, the pilot study was used as an important tool to ensure the validity and reliability of this research. A pilot study of the draft questionnaire was conducted with some sample participants, including 60 university students and 32 teaching

staff. The researcher then discussed the questions and statements with five other researchers in a group meeting from which she gained valuable recommendations and suggestions. The validity of the questionnaire was then tested through the SPSS software via the sample participants‟ responses. Adjustments made according to the test results are introduced in the following chapter.

3.6.2 Validity and reliability at the qualitative stage

Validity and reliability in qualitative research are achieved in a different way from how it is considered in quantitative research. Burns (2000, p. 11) argues that “qualitative research places stress on the validity of multiple meaning structures and holistic analysis, as opposed to the criteria of reliability and statistical compartmentalisation of quantitative research”. The central concern about validity in qualitative research is whether the findings of a research study accurately reflect the phenomenon under investigation (Henn, et al., 2006). At this stage, the researcher asked pre-designed open-ended questions from multiple dimensions in relation to the participants‟ views and the actual usage of the Web in web-based education. Abundant valid information was obtained through their responses to the pre-designed open-ended questions and some follow up questions proposed according to the particular interview contexts.

Reliability is assessed in a variety of ways in qualitative research. Qualitative methods, such as “increasing the variability of perspectives”, or “setting up a list of possible errors which they aim to avoid”, was used to increase the reliability (Sarantakos, 2005, p. 86). The researcher in this study intended to achieve the reliability by asking questions from different aspects. The interview questions were designed in a way that allows the interviewer to investigate the participants‟ thoughts from both a practical and a theoretical perspective. The research asked for responses from both dimensions of teaching staff and students. This variability enabled the researcher, to some extent, to achieve the reliability of the study. In addition, the researcher also adjusted her interview skills and schedules according to the experiences gained from the pilot study. Suggestions and recommendations from the pilot interviewees helped enhance the reliability. It is

believed that if this qualitative stage is conducted again under a similar context, the results will not be markedly different. Hence, this stage is seen as reliable.