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Research studies rely on three types of ‘validity’

This is an excerpt from Applied Research and Evaluation Methods in Recreation 2nd Edition by Diane C. Blankenship,Natalia B. Lowe,Jeffrey R. Farr.

Validity and reliability are constant points of confusion and concern for many professionals. The concepts of validity and reliability raise concerns or threats that the professional must address and try to control through the research design or the way the research study is being conducted. These threats and corrective options are reviewed within this chapter. The first step is to compile the information on validity and reliability previously covered to show the similarities and differences between the three types of validity and reliability.

Review of Validity

For a research study, the three types of validity are external validity, instrument validity, and internal validity. Each type of validity directs the professional to review various components of the instrumentation plan and evaluate how these components will affect the data gathered and the truthfulness or accuracy of the results of the study. If the professional does not examine the three types of validity for their research, the results of the study may only apply to the group involved in the study or could be false. The three types of validity are reviewed in this chapter to clarify what each type addresses as well as the intent of each type. The first type of validity to review is the external validity of a study.

External validity refers to the extent that the results of the study can be generalized beyond the sample used to collect data—in other words, the extent to which the results can be applied to the population that the sample represents. The sampling process is a critical step in the research or evaluation process because it affects the ­external validity of the study. If the study results can only be applied to the sample, the study has no external validity. This limitation is due to the study design or the sampling process used to gather data. For example, the results of the high school needs assessment should be applicable to the population as a whole to the high school. The second type of validity is instrument ­validity. Whether the professional is using an existing instrument or developing a new instrument for the study, the professional must consider the validity of the instrument. To review, the process of determining the validity of the instrument is twofold. First, the professional must determine if the instrument measures what it is intended to measure. Second, the professional must determine whether the study results or conclusions provided by the instrument are valid, true, and accurate. The final type of validity to review is internal validity, which is the focus of this chapter. Figure 10.1 provides a summary of the three types of validity that must be addressed in every study.

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