validity and reliability of data collection tools

Researchers determined the construct validity of the AELS using the exploratory factor analysis and confirmatory factor analysis (Kourmousi et al., 2017).

The data were collected from 3995 Greek educators (Males = 1108 and Females = 2847) who participated in the study. Similarly, the ALAS has three scales in which listening skill with 11 items, listening attitude with 13 items, and conversation opportunity with seven items. The ALAS has 31 Likert items on a four-point scale reflecting the level of agreement with statements. (2017), the AELS has subscales that measure processing ability (three items), sensing ability (four items), and responding ability (four items). Overall, the AELS comprises 11 Likert items on a seven-point scale, which measures the ability of Greek educators to listen actively and emphatically. The first step in the assessment of the validity and reliability entailed the creation of a questionnaire with items derived from demographic questions, the Active Listening Attitude Scale (ALAS), and the AELS. (2017) assessed the validity and reliability of the Active Empathic Listening Scale (AELS) in measuring active emphatic listening among Greek teachers. To illustrate the validity and reliability of research instruments, this assessment examines how different authors exploited different steps in their works. Depending on the nature of research and the type of research instrument, research in the realm of special education employs different methods of evaluating validity and reliability. Researchers usually employ reliability tests, such as inter-rater, internal consistency of items, and test-retest, and validity tests, for instance, face validity, content validity, convergent validity, and discriminant validity. Since special education assesses diverse constructs, Rumrill (2014) recommends the use of high validity and reliability in gauging their relevance. The determination of the validity and reliability of a research instrument is a rigorous process, which entails numerous steps and ways. Essentially, validity is the capability of a research instrument to measure a specific construct of interest, whereas reliability is the consistency and stability of a research instrument (Davenport, Davison, Liou, & Love, 2015). For a research instrument to collect appropriate data, it must meet the criteria of validity and reliability. Validity and reliability are integral parameters considered in the creation and the development of research instruments, particularly questionnaires.

Validity and reliability of data collection tools