DOI: https://doi.org/10.7203/relieve.12.2.4231

La triangulación analítica como recurso para la validación de estudios de encuesta recurrentes e investigaciones de réplica en Educación Superior


Resumen


La triangulación entendida como técnica de confrontación y herramienta de comparación de diferentes tipos de análisis de datos (triangulación analítica) con un mismo objetivo puede contribuir a validar un estudio de encuesta y potenciar las conclusiones que de él se derivan. En este artículo se aplica un modelo de validación de hallazgos mediante triangulación analítica a desajustes observados por dos cohortes diferentes de estudiantes universitarios involucrados en la implantación de un nuevo plan de estudios universitario.

Palabras clave


Validez. Triangulación. Educación Superior, Investigación de Réplica, Estudios de Encuesta

Texto completo:

PDF

Referencias


  • Arias, M. (2000). Triangulación metodológi-ca: sus principios, alcances y limitaciones. Enfermera, vol. XVIII, (1), 37-57.

  • Arnal, J., Del Rincón, D. y Latorre, A. (1994). Investigación educativa. Fundamentos y metodología. Barcelona: CEAC.

  • Bericat, E. (1998). La integración de los métodos cuantitativo y cualitativo en la investigación social. Significado y medida. Barcelona: Ariel.

  • Blaikie, N. (1991) A critique of the use of triangulation in social research, Quality and Quantity, 25, 115-136

  • http://dx.doi.org/10.1007/BF00145701

  • Bolívar Botía, A., Fernández Cruz, M. & Molina Ruiz, E. (2004, Noviembre). Inves-tigar la identidad profesional del profesora-do: Una triangulación secuencial. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 6(1), Art. 12. Disponible en: http://www.qualitative-research.net/fqs-texte/1-05/05-1-12-s.htm [Fecha de acceso: octubre/15/2006].

  • Brannen, J. (Ed.) (1992). Mixing methods: qualitative and quantitative approaches. Aldershot: Avebury.

  • Bryman, A. (1988). Quantity and quality in social research. London, New York: Routledge.

  • http://dx.doi.org/10.4324/9780203410028

  • Cea D'Ancona, M. A. (1996). Metodología Cuantitativa. Estrategias y técnicas de investigación social (1ª edición). Madrid: Editorial Síntesis.

  • Chatterji, M. (2005). Evidence on 'What works': an argument for extended-term mixed-method (ETMM) Evaluation Des-ings. Educational Research 34(5), 14-24.

  • http://dx.doi.org/10.3102/0013189X034005014

  • Cohen, J. A. (1960). Coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46.

  • http://dx.doi.org/10.1177/001316446002000104

  • Cohen, L. y Manion, L (1994). Métodos de investigación educativa. Madrid. La Muralla.

  • Cook, T. D. & Reichardt, Ch. S. (1986). Métodos cualitativos y cuantitativos en investigación evaluativa. Madrid: Morata.

  • Cowman S. (1993). Triangulation: a mean of reconciliation in nursing research. Journal of Acvanced Nursing, 18, 788-792.

  • http://dx.doi.org/10.1046/j.1365-2648.1993.18050788.x

  • Cresswell, J. W. (1994). Research design. Qualitative and quantitative approaches. Thousand Oaks: Sage.

  • Creswell, J.W. (2002). Educational Re-search: planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Merrill/ Prentice Hall.

  • Denzin, N. K. (1970). The research act. Chi-cago: Aldine Publishing.

  • Denzin, N. K. (1975). The research act. A theoretical introduction to sociological methods. New York: McGraw Hill.

  • Denzin N. K. (1989). Strategies of Multiple Triangulation. The Research Act: A theoretical Introduction to Sociological Methods. New York: McGraw Hill.

  • Eggan, F. (1975). La Antropología Social y el método de la comparación controlada. En Llobera, J. (Comp.). La Antropología como ciencia. Barcelona: Anagrama, 179-202.

  • Erickson, F. & Gutiérrez, J.K. (2002). Culture, rigor and science in educational re-search. Educational Researcher, 31 (8), 21-24.

  • http://dx.doi.org/10.3102/0013189X031008021

  • Erzberger, C. (1998). Zahlen und Wörter. Die Verbindung quantitativer und qualitativer Daten undMethoden im Forschungspro-zeß. Weinheim: Deutscher Studien Verlag.

  • Erzberger, C. & Prein, G. (1997). Triangulation: validity and empirically based hypoth-esis construction. Quality & Quantity, 31(2), 141-154.

  • http://dx.doi.org/10.1023/A:1004249313062

  • Feuer, M., Towne, L. & Shavelson, R.J. (2002). Scientific culture and educational research. Educational Researcher, 31 (8), 4-14.

  • http://dx.doi.org/10.3102/0013189X031008004

  • Fleiss, J.L. (1981). Statistical methods for rates and proportions. Nueva York: Wiley.

  • Fleiss, J.L.; Cohen, J. & Everitt, B.S. (1969). Large-sample standard errors of kappa and weighted kappa. Psychological Bulletin, 72, 295-300.

  • http://dx.doi.org/10.1037/h0028106

  • Flick, U. (1998). An introduction to qualitative research. Thousand Oaks, London, New Delhi: Sage.

  • Flick, U. (2004). Triangulation. Eine Einführung. Weinheim: Deutscher Studien Verlag.

  • http://dx.doi.org/10.1007/978-3-322-97512-6

  • Glasser, B. G. & Strauss, A. L. (1967). The discovery of grounded theory: Strategy for qualitative research. Hawthorne, NY: Aldine Publishing Company.

  • Goetz, J. P. & LeCompte, M.D. (1991). Qualitative research in social studies education. In J.P. Shaver (Ed.), Handbook of re-search on social studies teaching and learning, a project of the National Council for the Social Studies. New York: MacMillan Publishing Co, 56-67.

  • Guba, E.G. & Lincoln, Y.S. (1985). Naturalistic Inquiry. Beverly Hills. Sage.

  • Gürtler, L. & Gahleitner, S. B. (2005, September). Conference Report: Fifth Annual Meeting of Qualitative Psychology "Qualitative and Quantitative Approaches to Learning and Instruction" / First Meeting of the Special Interest Group #17 of the European Association for Research in Learning and Instruction (EARLI) "Mixed Methodology in Psychological Research". Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 6(3), Art. 33. Available at: http://www.qualitative-research.net/fqs-texte/3-05/05-3-33-e.htm [Date of Access: octubre/15/2006].

  • Jaeger, R.M. (Ed.) (1988). Complementary methods for research in education. Washington, D.C.: American Educational Re-search Association.

  • Janesick, V. (1994). The dance Qualitative Research Design. In Denzin, N.K. & Lincoln, Y.S. (Eds.), Handbook of qualitative research. London: Sage Publication, 209-219.

  • Johnson, R.B. & Turner, L.A. (2003). Data collection strategies in mixed methods re-search. In Abbas Tashakkori & Charles Teddlie (Dirs.), Handbook of mixed methods in social & behavioral research. Thou-sand Oaks: Sage, 297-319.

  • Johnson, B. & Onwuegbuzie, A. (2004). Mixed Methods Research: A research paradigm whose time has come. Educational Research 33(7), 14-26.

  • http://dx.doi.org/10.3102/0013189X033007014

  • Johnstone, P. L. (2004). Mixed Methods, Mixed Methodology in Health Services Research. Practice Qualitative Health Research, 14: 259 - 271.

  • http://dx.doi.org/10.1177/1049732303260610

  • Kelle, U. (2001, February). Sociological Explanations between Micro and Macro and the Integration of Qualitative and Quantita-tive Methods . Forum Qualitative Sozi-alforschung / Forum: Qualitative Social Research, 2(1). Available at: http://qualitative-research.net/fqs/fqs-eng.htm [Date of ac-cess: March, 02, 2005] .

  • Kelle, U. & Erzberger, Ch. (1999). Integration qualitativer und quantitativer Methoden: methodologische Modelle und ihre Bedeutung für die Forschungspraxis. Koelner Zeitschrift fürSoziologie und Sozi-alpsychologie, 51, 509-531.

  • Kelle, U. & Erzberger, Ch. (2003). Making inferences in mixed methods: The rules of integration. In Abbas Tashakkori & Charles Teddlie (Hrsg.), Handbook of mixed methods in social & behavioral research. Thou-sand Oaks: Sage, 457-488.

  • Landis, J.R. & Koch, G.G. (1977). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observer. Biometrics, 33, 363-374.

  • http://dx.doi.org/10.2307/2529786

  • Levi-Strauss, C. (1975). Las tres fuentes de la reflexión etnológica. En J. Llobera, (Comp.): La Antropología como ciencia. Barcelona: Anagrama, 15-24.

  • Mair, L. (1978). Introducción a la Antropología Social. Madrid: Alianza.

  • Massey, A. (1999). Methodological triangulation, or how to get lost without being found out. En Massey, A. & Walford, G. (Eds.). Explorations in methodology, Studies in Educational Ethnography (vol.2, pp.183-197). Stamford: JAI Press. Disponible en: http://www.freeyourvoice.co.uk/htm/triangulation1.htm [junio,07, 2004].

  • Morgan, G. (Ed.) (1983). Beyond method: strategies for social research. Beverly Hills: Sage.

  • Morse, J.M. (1991). Approaches to Qualitative-Quantitative Methodological Triangulation. Methodology Corner. Rev. Nursing Research, 40(1), 23-45.

  • Onwuegbuzie, A.J. & Leech N. L. (2005). On Becoming a Pragmatic Researcher: The Importance of Combining Quantitative and Qualitative Research Methodologies. Inter-national Journal of Social Research Methodology, Vol. 8(5), 375 - 387.

  • http://dx.doi.org/10.1080/13645570500402447

  • Onwuegbuzie, A. J. & Teddilie's, C. (2003). A framework for analyzing data in mixed methods research. In In Abbas Tashakkori & Charles Teddlie (Dirs.), Handbook of mixed methods in social & behavioral re-search. Thousand Oaks: Sage, 351-383.

  • Ragin, C. (1987).The comparative method: moving beyond qualitative and quantitative strategies. Berkeley: University of California Press.

  • Ragin, C. & Becker, H. (1992). What is a case? Exploring the foundations of social inquiry. New York: Cambridge University Press.

  • Ramos, J. (1996). Jano y el ornitorrinco: aspectos de la complejidad social. En A. Pérez & I. Sánchez, (Eds.). Complejidad y Teoría Social. Madrid: CIS, 23-52.

  • Rodríguez, C. (2003). Métodos y estrategias de integración de los paradigmas en investigación educativa. En L. Herrera; O. Lorenzo; M.C. Mesa & I. Alemany (Coords.), Intervención psicoeducativa: una perspectiva multidisciplinar. Granada: Grupo Editorial Universitario, 35-52.

  • Smith, J.K. & Heshusius, L. (1986). Classing down the conversation: The end of the quantitative-qualitative debate among educational inquirers. Educational Research, 15 (1), 35-45.

  • Silverman, D. (1993). Interpreting Qualitative Data. London: Sage.

  • Spradley, J.P. (1980). The ethnographic interview. New York: Holt, Rinehart & Winston.

  • Vidich, A.J. & Shapiro, G. (1955). A comparison of participant observation and survey data. American Sociological Review, 20, 28-33.

  • http://dx.doi.org/10.2307/2088196

  • Walkers, R. & Evers, C.W. (1988). The epistemological unity of educational research, In J.P. Keeves (Ed.). Educational research methodology and measurement: An international handbook. Oxford: Pergamon Press, 145-175

  • Zelditch (1962). Some methodological problems of field studies. American Journal of Sociology, 67, 566-576.

  • http://dx.doi.org/10.1086/223194


Enlaces refback

  • No hay ningún enlace refback.




Copyright (c)



https://ojs.uv.es/public/site/images/aliaga/scopus_170 https://ojs.uv.es/public/site/images/aliaga/esci_225 https://ojs.uv.es/public/site/images/aliaga/sello-calidad-revistas-2016_697_01