Mixed methods research in the real world

2010 ◽  
Vol 13 (2) ◽  
pp. 127-138 ◽  
Author(s):  
Nigel Fielding
Author(s):  
Angela Yehl

O'Leary (2010) has written her book for the student; however, she delves beyond the "how to" of most introductory research texts. The author works to ground students in the theoretical and foundational aspects of qualitative, quantitative, and mixed methods research, in addition to providing "real world" advice and common scenarios often encountered in the field. From determining an appropriate sample size to navigating political processes in evaluative research, O'Leary stays grounded in the practical, often re-emphasizing the importance of "doability" in planning and conducting any type of research.


2021 ◽  
Vol 27 (12) ◽  
pp. S11
Author(s):  
Biplab Bandyopadhyaya ◽  
Rakesh Sahay ◽  
Deepak Dalal ◽  
Jayanta Panda ◽  
Soumik Goswami ◽  
...  

Author(s):  
Pat Bazeley

Purpose Giampietro Gobo called for new methods that combine qualitative and quantitative approaches in a single instrument, suggesting this was the next challenge facing social research and mixed methods in particular. The purpose of this paper is to respond to that challenge. Design/methodology/approach An overview of methods, demonstrating their inherently mixed qualities, with special emphasis on a range of methods that can be classified as merged. Findings The real challenge is not to find merged methods, but to ensure integration of the quantitative and qualitative aspects of the methods used during the analysis and writing processes. Practical implications Researchers need to be alerted to the mixed elements within their work, to learn how to better tap into these and to exploit the integrative potential of their methods during analysis and writing. Researchers need more “rounded” methods training. Originality/value This paper refocuses the challenge facing mixed methods research.


2018 ◽  
Vol 52 (15) ◽  
pp. 967-971 ◽  
Author(s):  
Adam Gledhill ◽  
Dale Forsdyke ◽  
Eliot Murray

ObjectiveTo systematically review studies examining the role of psychological interventions in injury prevention. The primary research question was: What is the real-world effectiveness of psychological intervention in preventing sports injuries?DesignMixed methods systematic review with best evidence synthesis.Data sourcesCINAHL, MEDLINE, PsycARTICLES, PsycINFO, SPORTDiscus, Science Direct and PubMed.Eligibility criteria for selecting studiesRandomised controlled trials (RCT), non-RCTs that included a comparison group, before and after study designs and qualitative methods. Studies were required to outline specific unimodal or multimodal psychological interventions used in relation to injury prevention in the real-world setting.Outcome measureStudies were independently appraised with the Mixed Methods Appraisal Tool.ResultsThirteen papers (incorporating 14 studies) met the eligibility criteria, of which 93% (13/14) reported a decrease in injury rates (effect size range=0.2–1.21). There was an overall moderate risk of bias in reporting (52%). There is a dominance of stress management-based interventions in literature due to the prominence of the model of stress and athletic injury within the area.Summary/conclusionsPsychological interventions demonstrate small (0.2) to large (1.21) effects on sports injury rates. The research area demonstrates a cumulative moderate risk in reporting bias (52%).PROSPERO registration numberCRD42016035879.


Author(s):  
Sheri Stover ◽  
Dan Noel ◽  
Mindy McNutt ◽  
Sharon G. Heilmann

Instructors in five different undergraduate courses designed their courses to include real-time polling to increase their students’ levels of engagement and participation in an attempt to enhance students’ learning transfer. This mixed methods research study examined the results of those efforts after querying students’ perceptions of whether the use of real-time polling had an effect on their understanding of the course content, their levels of participation in the classroom, and their levels of engagement in the classroom. Instructors used Poll Everywhere to incorporate the real-time polling in classes where 98% of students had suitable devices to respond to the polls. Results from this survey indicate that the use of real-time polling helped students better understand the course material and also increased their level of participation and engagement.


10.2196/11024 ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. e11024 ◽  
Author(s):  
Michelle L Litchman ◽  
Sarah E Wawrzynski ◽  
Whitney S Woodruff ◽  
Joseph B Arrington ◽  
Quynh C Nguyen ◽  
...  

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.


2006 ◽  
Vol 40 (7) ◽  
pp. 47
Author(s):  
LEE SAVIO BEERS
Keyword(s):  

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