+ Using Mixed Methods Research Designs for Research in Teaching and Learning Dr. Elizabeth G....

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Using Mixed Methods Research Designs for Research in Teaching and Learning

Dr. Elizabeth G. Creamer, Virginia TechDr. Beth Mac Donald, Utah State UniversityJulaine Fowlin, Virginia Tech

2014 CIDER Conference, February 5-7, 2014

2+Goals for the Session

1. Model ways to design a feasible mixed methods research study.

2. Review strategies to maximize the benefits of a mixed methods approach.

3. Consider challenges to designing and conducting a mixed methods dissertation.


3+Agenda

1. Introductions and introductory remarks – CreamerModel 1: Exploratory/Confirmatory Study

2. Model 2 and Example from Math Education – MacDonald

3. Model 3 and Example from Distance Education – Fowlin

4. Challenges to Using Mixed Methods in Dissertation Research


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

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5

Arches as a Metaphor for Mixing


6+Combining QUANT and QUAL

Strengths for a Stronger Study

Phases QUANTITATIVE QUALITATIVE

Design What research questions

What, how, and why research questions

Data Collection Numbers Words

Sampling Potential generalizability

Pursue extreme, negative, or exemplary cases

Analysis Confirmatory Exploratory

From E. G. Creamer (in progress), Introduction to fully integrated mixed methods research. SAGE Publisher.

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7

TRIANGULATION: The Most Common MM Design

DATA COLLECTION IN ONE PHASE – OFTEN A SURVEY

QUANT DATA- Likert Items

QUAL DATA – open ended questions


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

Elizabeth Creamer

using the word paradigm twice in the same sentence

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9

The MM Development Design

QUAL INTERVIEWS

DEVELOP A SURVEY

PILOT TEST THE SURVEY

Dissertation Your Next Life


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

Elizabeth Creamer

using the word paradigm twice in the same sentence


11+Model #2: Mathematics Education

Analysis of QUAL Survey Data

Analysis of QUAN Survey Data

Treatment Groups and Control Group

Blended Experiences to influence PST

knowledge and beliefs

Blended Conclusions describe how differing experiences

changed PST content knowledge and PST beliefs

Research Purpose and Paradigms are blended to support

Pragmatic perspective

QUAN and QUAL Survey given to

all groups


12+Mixed Methods Mathematics Education Research: Maximizing the Benefits of Mixed Methods Research

PHASE QUALITY ISSUE

DESIGN QUALITY Pragmatic research questions are more closely aligned to real issues at the classroom level.

Designs alter traditional experimental designs to better investigate blended research questions.

DATA & ANALYSISQUALITY

Data and Analysis are collected separately, but conclusions are drawn from a blend of both analysis.

INFERENCE QUALITY Data are triangulated and confirmed through cohesive discussions from multiple perspectives.


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

Beth Loveday MacDonald

I know this is an extra slide, but I was reading this chapter today and found this quote so compelling, I placed it in our slides. We can take it out if you think it is not necessary.


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


15+Model # 3 : Distance Education Research

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.

Quant Data CollectionSurvey N=278RQ: What factors?

Quant Data

Analysis

MixingQuant results used to select Qual participants and create interview protocol

QUAL Data Collection

Case Study N=4RQ: Why those

factors?

QUAL Data Analysis

MixingInterpretation using Quant and Qual results


16+Challenges in Mixed Methods Research

Meaningful Mixing- Creamer

Blending of Paradigms-MacDonald

Issues with Priority in MM Designs-Fowlin

+ Using Mixed Methods Research Designs for Research in Teaching and Learning Dr. Elizabeth G....

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