1 / 16

Using Mixed Methods Research Designs for Research in Teaching and Learning

Using Mixed Methods Research Designs for Research in Teaching and Learning. Dr. Elizabeth G. Creamer, Virginia Tech Dr. Beth Mac Donald, Utah State University Julaine Fowlin , Virginia Tech. Goals for the Session. Model ways to design a feasible mixed methods research study.

arden
Download Presentation

Using Mixed Methods Research Designs for Research in Teaching and Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using Mixed Methods Research Designs for Research in Teaching and Learning Dr. Elizabeth G. Creamer, Virginia Tech Dr. Beth Mac Donald, Utah State University Julaine Fowlin, Virginia Tech

  2. Goals for the Session • Model ways to design a feasible mixed methods research study. • Review strategies to maximize the benefits of a mixed methods approach. • Consider challenges to designing and conducting a mixed methods dissertation. 2014 CIDER Conference, February 5-7, 2014

  3. Agenda • Introductions and introductory remarks – Creamer Model 1: Exploratory/Confirmatory Study • Model 2 and Example from Math Education – MacDonald • Model 3 and Example from Distance Education – Fowlin • Challenges to Using Mixed Methods in Dissertation Research 2014 CIDER Conference, February 5-7, 2014

  4. Key Elements of the Definition of MMR • Both a method and a methodology • Contains both a qualitative (e.g. emergent or inductive) and a quantitative (e.g. deductive, hypothesis testing) strand • Requires MIXING or the integration of the qualitative and quantitative strands in on or more phases of the research process: • Design • Sampling • Data Collection • Analysis • Inferences and conclusions 2014 CIDER Conference, February 5-7, 2014

  5. Arches as a Metaphor for Mixing 2014 CIDER Conference, February 5-7, 2014

  6. Combining QUANT and QUAL Strengths for a Stronger Study From E. G. Creamer (in progress), Introduction to fully integrated mixed methods research. SAGE Publisher. 2014 CIDER Conference, February 5-7, 2014

  7. TRIANGULATION: The Most Common MM Design DATA COLLECTION IN ONE PHASE – OFTEN A SURVEY QUANT DATA- Likert Items QUAL DATA – open ended questions 2014 CIDER Conference, February 5-7, 2014

  8. TRIANGULATION DESIGN – TAKING ADVANTAGE OF STRENGTHS • DESIGN – • Adds potential to ask how or why questions • ANALYSIS • If open-ended questions are analyzed inductively, adds an exploratory component • Potential to show relationships between QUAN and QUANT data • Potential to analyze potential predictive power of QUAL variables 2014 CIDER Conference, February 5-7, 2014

  9. The MM Development Design QUAL INTERVIEWS DEVELOP A SURVEY PILOT TEST THE SURVEY Dissertation Your Next Life 2014 CIDER Conference, February 5-7, 2014

  10. Mixed Methods Research and Mathematics Education • Rely on pragmatic paradigms which offer a blend of worldviews (i.e. radical and social constructivism). • Explains learning a process, not a product • Learning is investigated through interactions between: • Student and Student • Students and Teachers • Students and Tasks 2014 CIDER Conference, February 5-7, 2014

  11. Blended Conclusions describe how differing experiences changed PST content knowledge and PST beliefs Model #2: Mathematics Education Analysis of QUAL Survey Data Analysis of QUAN Survey Data QUAN and QUAL Survey given to all groups Blended Experiences to influence PST knowledge and beliefs Treatment Groups and Control Group Research Purpose and Paradigms are blended to support Pragmatic perspective 2014 CIDER Conference, February 5-7, 2014

  12. Mixed Methods Mathematics Education Research: Maximizing the Benefits of Mixed Methods Research 2014 CIDER Conference, February 5-7, 2014

  13. What Mathematical Knowledge Matters and What Evidence Counts? • “Qualitative researchers have much to learn from large-scale test developers; large-scale test developers need lessons learned in qualitative research to succeed. More crossover needs to occur between these two separate enterprises” (Hill, Sleep, Lewis, & Ball, 2007, pp. 151). Hill, Sleep, Lewis, & Ball (2007). Assessing teachers’ mathematical knowledge. In F. K. Lester, Jr. (Ed.) Second handbook of research on mathematics teaching and learning (pp. 111-156). Charlotte, NC: Information Age Publishing 2014 CIDER Conference, February 5-7, 2014

  14. Mixed Methods and Distance Education • Provides a more holistic picture of the learning situation • Allows for advancement to the field through instrument and framework development • Allows for comprehensive program evaluations 2014 CIDER Conference, February 5-7, 2014

  15. Model # 3 : Distance Education Research Quant Data Collection Survey N=278 RQ: What factors? QUAL Data Analysis QUAL Data Collection Case Study N=4 RQ: Why those factors? Quant Data Analysis Mixing Interpretation using Quant and Qual results Mixing Quant results used to select Qual participants and create interview protocol Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. 2014 CIDER Conference, February 5-7, 2014

  16. Challenges in Mixed Methods Research • Meaningful Mixing- Creamer • Blending of Paradigms-MacDonald • Issues with Priority in MM Designs-Fowlin 2014 CIDER Conference, February 5-7, 2014

More Related