The master’s degree level courses provided an environment which was conducive to the subject matter. The environment in which the empirical study was conducted was not originally designed for the naturalistic questioning method. The two situations were reviewed from a comprehensive perspective. The researcher was also a participant in the e- learning program and endeavored as a teacher respondent. This aspect facilitates the potential for researcher bias.
The comments from the respondents were applied to the conclusions of the empirical study. In this type of research, there exists the potential of the respondents tainting the findings of the empirical study with bias. In this paradigm it is impossible to distinguish the causes and the outcomes. There was no independent variable and no dependent variable identified in this empirical study.
The largest contributor to the potential of the presence of researcher’s bias is the statement of the researcher in the article. The researchers discussed how the first quality standard of the researcher’s rationale there is congruence between the problem which is being studied and the context of the study. The first quality standard of the empirical study must be able to provide significant outcomes which can be compared to a previous study. The researchers declared that their rationale for the research plan was to be able to manifest significant outcomes and the manner in which the research study demonstrated its sustainability. In this aspect the potential for researcher bias is significant. The researcher is anticipating certain outcomes before initiating the research study and reaching a conclusion.
The second standard of an empirical study is to be able to show rigor. The assessments of rigor for the normal empirical inquiry which ensure internal and external validity. These aspects of internal and external validity are founded upon the methodological perception of ...Show more