TO ADD: Mixed methods Ponce
>> Ponce
There is no one universal definition for educational research (Hedges &
Hanis-Martin, 2009: Condliffe and Shulman, 1999). A common view of
educational research is to define it as research into educational matters
(Johannigmeier & Richardson, 2008: McMillan, J. H. & Schumacher, S.,
2005: Condliffe & Schulman, 1999: Segovia, J., 1997: Charles, C.M., 1988:
Cohen & Manion, 1980). Historically, the field of educational research has
faced controversies in its quest for effectiveness in capturing the complexity
of educational phenomenon (Walters, 2009: Vonovkis, 2009: Johanningmeir
& Richardson, 2007: Condliffe, 2000). (p.112)
If education is defined as a
cultural phenomenon, research into educational matters should focus on
multiple and complex social relationships that occur in school settings to
produce learning. (p.112)
The use of qualitative research methods have been the
dominant approach to understand the student’s learning experiences, the
values students bring to the educational process, or how the educational
process change student’s values and cultures, as well as the political aspect of
education that comes in the form of educational policies, programs and
curriculum (Latorre, 2008: Carr & Kemmis, 1986) (p.112)
An outcome from the
paradigm war was the recognition that quantitative and qualitative research
methods are important in educational research to capture the complexity of
the field (Hammersley, 2007: Pring, 2000). (p.112)
Qualitative research is important for capturing the context of
educational phenomenon and the humane and social aspect of education
(Greenne, 2007).
Qualitative research is not considered scientific in some political and
influential groups (Denzin, 2009). From this controversy, the use of
quantitative and qualitative research is considered an important component of
any educational research program in order to capture the complexity of this
field (Phillips, 2009). (p.113).
A mixed methods study is research intentionally combining or
integrating quantitative and qualitative approaches as components of the
research. The use of these approaches can occur at different points in the
research process. (Caruth, 2013; Creswell, 2011; Ponce, 2011; Teddlie &
Tashakkori, 2009; Greene, 2007). (P.113)
Both the
model of quantitative research and qualitative operate upon some assumptions
about what research is and how it should develop (P.114)
Mixed methods research is used only when the complexity of the research problem
cannot be addressed from the unique perspective of a quantitative or
qualitative study. The argument is that contemporary society has evolved and
has become more complex. (P.114).
Simply put, the complexity of the
problem cannot be deciphered or fully understood from a single quantitative
or qualitative approach. (p.115)
The action of the
researcher is pragmatic, meaning the product is more important to study the
process. Any decisions on how to combine or integrate quantitative and
qualitative approaches, once the study is in place, is based on how these
provide an insight to the complexity of the problem and answer the research
questions of the study to achieve the research objectives. The more a
combination or integration of quantitative and qualitative approaches can
zoom in and capture the essence of the problem, the greater the relevance and
effectiveness of the design. When this occurs, it can be argued that the
researcher's decisions were correct. (p.115)
a. Research in sequential phases (sequential phases design). Signifies
that the researcher begins his study with a research approach (phase I) and
uses findings to design a second phase (Phase II), but using another research
approach. For example, the study begins with a qualitative phase and uses
findings to design the quantitative phase. The fundamentals of studies with
sequential phases are to use a research approach to study deeply the research
problem and then use the findings of the first phase and design the second
phase (p.116)
Research in parallel phases (convergent parallel design). Means
that the researcher uses quantitative and qualitative approaches
simultaneously in the development of their study. Generally, parallel phase
studies consist of studying the problem in an integrated manner from the
quantitative and qualitative approaches (p.117)
Exploratory design using sequential phases (quantitative -
qualitative). The objective of this design is the exploration of the research
problem. Exploration is used when very little is known about the research
problem. The less information about the problem, the greater the relevance of
this design to begin learning about it. This design first uses a qualitative
research approach to explore the experience of participants with the
phenomenon under study, their culture or values of the group, or the structure
of the institution being studied. With the findings of phase I (qualitative), the
researcher designs a quantitative study (phase II) to define or measure the
findings of the qualitative phase (phase I) in a sample of the universe under
study. (p.118).
Whereas . Explanatory design using sequential phases (quantitative -
qualitative). The purpose of this design is to study or describe the research
problem in depth. To achieve this, it first uses a quantitative study to measure
the attributes or properties of the problem (phase I) and then to a qualitative
study (phase II) to deepen the findings of Phase I. (p.118)
Complementary design using parallel phases (embedded
designs). The objective of this design is to use one of the research
approaches to counter the deficiencies of the other. (p.120)
In this design, a research approach is used in a primary role because it is the dominant or principal
method of study.
However, its
shortcoming is that it does not provide an explanation of the process or how
the technique works (p.121)
Multilevel design (multiphase design). Multilevel designs are
studies where the researcher needs to venture to different levels of analysis,
study and research because the problem has several dimensions,
manifestations or ramifications. Therefore requires different research
approaches and different groups or samples to enter this complexity and to
decrypt it (p.121)
Write research questions for each research approach. In other words,
write four to five questions for the qualitative component and the same
amount for the quantitative component. In this format, each research
approach answers its research questions. Those who favor this format
argue that it provides much more specificity to the research because
each component has its own questions. (p.123)
Triangulation of data. Is demonstrating how quantitative and
qualitative data collected in the study are validated between each other. (p.126)
When the researcher has data to
triangulate, they increase the validity of the study and facilitate inferences and
conclusions that can be stated about the findings (p.126)
Establish the methodological validity of the mixed study. This means
to clearly establish the alignment of the selected mixed design with the
research questions and the objective of the study. It should clearly explain the
relationship between the objective of the study, the research questions and the
mixed design. (p.128)
Establish the methodological validity of the mixed study. This means
to clearly establish the alignment of the selected mixed design with the
research questions and the objective of the study. It should clearly explain the
relationship between the objective of the study, the research questions and the
mixed design. (p.128)
The problem may be complex, however for a mixed methods study
the objective and subjective criteria must be categorically established.
The
other challenge in presenting the research problem lies in the way the research
questions are presented to coordinate the study. The challenge here is whether
research questions are presented to guide the entire study, or make mixed
research questions to guide the quantitative and qualitative phases of the
study. The selected style to present the questions facilitates in articulating
how these are connected with the mixed research design and guide the study.
(p.129)
present the chapter
corresponding to the type of study presented; sequential phases or parallel
phases so that the reader can understand the development of the line of study.
For example, if the study is sequential phases, then fully explain phase I and
later phase II revealing to the reader how each phase is connected with the
other and thus constitutes a combined study. Avoid presenting each approach
as if it were a separate chapter of another. (p.129)
Researching teaching and learning. Medina (2012), Perez (2012) and
Medina (2014) conducted mixed methods research on teaching and learning.
Medina (2012) used a complementary mixed method design to study the
effect of a virtual laboratory on students’ academic achievement in ninth
grade in a biology course. In the quantitative phase a pre-post test was used in
two groups (experimental and control). The qualitative phase consisted of
focus groups with the study participants and observations made by the
teachers during the experiment. The results demonstrated that both strategies
(virtual and present) were effective in students’ academic achievement. (p.130)
GIVE EXAMPLES FROM MY OWN LIT REVIEW OF MIXED METHODS TO JUSTIFY IT.
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