scholarly journals Mixing Research Methods in Health Professional Degrees: Thoughts for Undergraduate Students and Supervisors

2015 ◽  
Author(s):  
Sophie Anaf ◽  
Lorraine Sheppard
Keyword(s):  
Mixed Methods ◽  
Health Professional ◽  
Clinical Research ◽  
Research Methods ◽  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Undergraduate Research ◽  
Theoretical Level ◽  
Professional Degrees ◽  
Practical Level

This commentary considers some of the challenges of applying mixed methods research in undergraduate research degrees, especially in professions with a clinical health focus. Our experience in physiotherapy academia is used as an example. Mixed methods research is increasingly appreciated in its own right as a “third paradigm,” however the success of educating novice researchers in mixing methods requires reflection on a range of theoretical and practical issues. We explore some of the under- reported features of mixed methods on a theoretical level, including the use of terminology, and the challenge of research “labels,” and on a practical level, the benefits of including mixing methods in clinical research and the issue of appropriate examination.

Mixed Methods Research Online

2015 ◽  
pp. 411-432
Author(s):  
Theodora Issa ◽  
David Pick
Keyword(s):  
Mixed Methods ◽  
Business Ethics ◽  
Research Methods ◽  
Research Design ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Practical Relevance ◽  
Mixed Methods Design ◽  
Survey Tool ◽  
Sensitive Issues

Contributing to the ongoing debate in research on sensitive issues such as business ethics, this chapter provides a discussion of mixed methods research design, examining the processes and challenges of developing and deploying an online survey tool using technology within an interpretive mixed methods design. This chapter provides pointers on how to deploy this approach through technology to research business ethics using the example of researching ethical mindsets and its components, including spirituality and aesthetics. It is found that mixed methods research is an effective approach because it allows often sensitive issues (i.e. business ethics, aesthetics, spirituality) relating to questioning individuals' inner values and ethical propensities, which are usually subtle and difficult to measure and analyze constructs. While this tool was developed in the Australian context, it has the potential to form a foundation for wider examination and research in business ethics. The chapter contributes to the collective discussion of research methods using a framework that has both practical relevance and theoretical rigor.

Mixed Methods Research Online

2015 ◽  
pp. 19-40
Author(s):  
Theodora Issa ◽  
David Pick
Keyword(s):  
Mixed Methods ◽  
Business Ethics ◽  
Research Methods ◽  
Research Design ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Practical Relevance ◽  
Mixed Methods Design ◽  
Survey Tool ◽  
Sensitive Issues

Contributing to the ongoing debate in research on sensitive issues such as business ethics, this chapter provides a discussion of mixed methods research design, examining the processes and challenges of developing and deploying an online survey tool using technology within an interpretive mixed methods design. This chapter provides pointers on how to deploy this approach through technology to research business ethics using the example of researching ethical mindsets and its components, including spirituality and aesthetics. It is found that mixed methods research is an effective approach because it allows often sensitive issues (i.e. business ethics, aesthetics, spirituality) relating to questioning individuals' inner values and ethical propensities, which are usually subtle and difficult to measure and analyze constructs. While this tool was developed in the Australian context, it has the potential to form a foundation for wider examination and research in business ethics. The chapter contributes to the collective discussion of research methods using a framework that has both practical relevance and theoretical rigor.

How Marketers Conduct Mixed Methods Research

2016 ◽  
pp. 187-196
Author(s):  
Roger Baran
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Middle East ◽  
Focus Groups ◽  
Research Methods ◽  
Mixed Methods Research ◽  
Quantitative Research ◽  
Training And Development ◽  
Market Segments ◽  
Quantitative Research Methods

The complimentary nature of qualitative and quantitative research methods are examined with respect to a study assessing the market's view of a training and development institute in the Middle East. The qualitative portion consisted of focus groups conducted with seven distinct market segments served by the institute. The results proved insightful with respect to uncovering and understanding differences of opinion among the seven groups; however, taken alone, the qualitative research would have been very misleading with respect to the institute's standing in the Middle East.

Gauging Pre-Service Teachers’ Awareness of Dialectical Code Switching in Classroom Settings

2019 ◽  
Vol 200 (2) ◽  
pp. 120-129
Author(s):  
Tilisa Thibodeaux ◽  
Drake Curette ◽  
Stacey Bumstead ◽  
Andrea Karlin ◽  
Gayle Butaud
Keyword(s):  
Mixed Methods ◽  
Research Design ◽  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Code Switching ◽  
Careful Attention ◽  
Structured Interviews ◽  
Cultural Backgrounds ◽  
Linguistic Differences

This study explored pre-service teachers’ knowledge and awareness of dialectical code switching in classroom settings. A Likert-type scale survey and semi-structured interviews were conducted as part of an embedded, mixed-methods research design. Twenty-two undergraduate students responded to the online survey and 28 volunteered to be interviewed by the researchers. Results indicated that pre-service teachers have limited knowledge of code switching but felt that nurturing a relationship with students, understanding their cultural backgrounds, and paying careful attention to linguistic differences can help students feel empowered and ultimately lead to successful learning experiences in the classroom.

scholarly journals Research Methods: Mixed Methods Research

2016 ◽  
Vol 11 (1(S)) ◽  
pp. 56 ◽  
Author(s):  
Virginia Wilson
Keyword(s):  
Mixed Methods ◽  
Research Methods ◽  
Mixed Methods Research

No abstract.

Do Sociology Courses Make More Empathetic Students? A Mixed-Methods Study of Empathy Change in Undergraduates

2019 ◽  
Vol 47 (4) ◽  
pp. 284-302 ◽  
Author(s):  
Ashley Rockwell ◽  
Chris M. Vidmar ◽  
Penny Harvey ◽  
Leanna Greenwood
Keyword(s):  
Mixed Methods ◽  
Research Design ◽  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Mixed Methods Study ◽  
Student Surveys ◽  
Introductory Sociology ◽  
Empathy Development

Assessing course goals is often challenging; assessing an abstract goal, like empathy, can be especially so. For many instructors, empathy is central to sociological thinking. As such, fostering empathy in students is a common course goal. In this article, we report the initial findings of a semester-long assessment of empathy change in undergraduate students ( N = 619). We employ a mixed-methods research design that utilizes qualitative instructor data to determine independent instructor-level variables and student surveys to measure student empathy change. We compare empathy change between students enrolled in introductory sociology classes to students not enrolled in sociology classes and test which student and instructor variables predict empathy change. We find that students taking sociology classes have positive empathy change compared to those who do not. We interpret these findings as evidence that study of sociology promotes empathy development and discuss implications for the classroom and further research.

Attitudinal research into Caribbean Englishes

2021 ◽  
Author(s):  
Guyanne Wilson ◽  
Michael Westphal
Keyword(s):  
Mixed Methods ◽  
Data Collection ◽  
Research Methods ◽  
Crucial Role ◽  
Mixed Methods Research ◽  
Careful Consideration ◽  
Source Material ◽  
Attitude Research ◽  
Language Attitude

Abstract Language attitude research is crucial for a deeper understanding of New Englishes. However, the most common attitude research methods often cause problems when applied to New Englishes contexts. We discuss the benefits and challenges of different methods used in two attitude studies on the perception of linguistic variation in Jamaica and Trinidad. Five major issues arise out of the discussion: the careful consideration of abstract labels, the need for contextualized research and authentic source material, the limited view of written data collection with closed questions, the crucial role of the researcher, and the opportunities of mixed-methods research. These conclusions are particularly relevant for research on New Englishes but also for language attitude research in general.

The influence of PBL on students' self-efficacy beliefs in chemistry

2015 ◽  
Vol 16 (4) ◽  
pp. 929-938 ◽  
Author(s):  
Lloyd M. Mataka ◽  
Megan Grunert Kowalske
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Undergraduate Research ◽  
Efficacy Beliefs ◽  
Chemistry Laboratory ◽  
Post Test ◽  
The Usa ◽  
The Difference

A convergent mixed methods research study was used to investigate whether or not undergraduate students who participated in a problem-based learning (PBL) laboratory environment improved their self-efficacy beliefs in chemistry. The Chemistry Attitude and Experience Questionnaire (CAEQ) was used as a pre- and post-test to determine changes in students' self-efficacy beliefs in general chemistry laboratories at a Midwestern University in the USA. Interviews were used to augment the quantitative data. Paired samplet-tests were used to determine the difference in means between pre- and post-tests. Analysis of variance was used to determine the influence of confounding variables. Thematic analysis was used to interpret the interview data. There was an observed improvement in students' self-efficacy beliefs using both qualitative and quantitative data. Interviews with the participants indicated that students had higher self-efficacy beliefs in chemistry for conducting chemistry experiments and for participating in undergraduate research after the PBL laboratory experience than they had before it. Students felt that PBL provided them with autonomy while exploring phenomena and allowed them to take more responsibility for their own learning. This study is significant in that it adds knowledge to research on the effects of PBL instruction and strengthens existing information on the relationship between PBL and the affective domain. Results from this study may also be informative to chemistry laboratory instructors on what PBL has to offer with regard to student outcomes.

Gaining Confidence, Experience, and Knowledge as Researchers among Undergraduate Sociology Students

2021 ◽  
pp. 0092055X2110336
Author(s):  
Stephanie Medley-Rath ◽  
Rebekah Morgan
Keyword(s):  
Research Methods ◽  
Undergraduate Students ◽  
American Sociological Association ◽  
Undergraduate Research ◽  
Assessment Model ◽  
Full Sample ◽  
Data Collection And Analysis ◽  
Upper Level ◽  
High Impact Practice ◽  
Post Assessment

Advanced undergraduate students struggle with executing complete research projects that involve data collection and analysis. Research indicates that engaging in undergraduate research is a high-impact practice. The American Sociological Association recommends that sociology majors engage in research beyond their research methods and statistics courses. We used a pre-/post-assessment model across three semesters in all upper-level undergraduate sociology courses at our institution. The assessment measured confidence, knowledge, and experience with research methods. Fifty-eight students completed at least one pre-/post-assessment pair. Of those, 27 students completed two pre-/post-assessments. No students completed three pre-/post-assessments. We find that experience and confidence had statistically significant increases at each survey point. Knowledge increased but was statistically significant for only two groups: the full sample on the first post-assessment (N = 58) and the students with two assessment pairs on their second post-assessment (N = 27) who participated across two semesters.

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