Why Triangulate
Bibliographic Data
| ID | 9730746 |
|---|---|
| Authors | Sandra Mathison (University of Chicago School Mathematics Project, Rm. 9, Judd Hall, 5835 S. Kimbark Ave., Chicago, IL 50637. She specializes in program evaluation and qualitative research methods., corresponding author) |
| Year | 1988 |
| Volume | 17 |
| Issue | 2 |
| Pages | 13-17 |
| Publication date | 1988-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x017002013 |
| OpenAlex | W4239822454 |
| Language | EN |
| Citations received | 215 |
| References cited | 4 |
This article discusses triangulation as a strategy for increasing the validity of evaluation and research findings. Typically, through triangulating we expect various data sources and methods to lead to a singular proposition about the phenomenon being studied. That this is not the case is obvious to most researchers and evaluators. Given that this expectation is unrealistic, an alternative perspective of triangulation is presented. This alternative perspective takes into account that triangulation results in convergent, inconsistent, and contradictory evidence that must be rendered sensible by the researcher or evaluator
Economics · Epistemology · Perspective (graphical · Phenomenon · Positive economics · Proposition · Triangulation · Artificial Intelligence · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Mathematics · Philosophy · Psychology · Psychometric Methodologies and Testing · Social Psychology
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| Unique citing works | 211 |
|---|---|
| Citations per year | 5,81 |
| Citation span | 1989 - 2026 (38) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 213 |