Using Mixed Research Methods to Study Students' Affective Change in an Inquiry-Oriented Mathematics Class

Abstract

The study presented in this paper was designed to

evaluate an inquiry-based firs t course in differential

equations by investigating the course's impact on

students' mathematical competence, particularly focusing

on the question of how students' views about

mathematics changed through their participation in the

class. For the evaluation, a mixed methods approach

was employed. The primary purpose of this paper is to

discuss the advantages and challenges of the mixed

methods approach.

One advantage of a mixed methods approach is the

development of a reliable evaluation through convergent validation. Moreover, each different method provides evidence of the change in the students' views about mathematics from a unique angel. On the other hand, one of the serous challenges raised by the use of mixed methods approaches concerns data synthesis. While mixed methods approaches contribute to the development of elaborated findings by providing a chance for researchers to study data from various angles, findings from various sources can be divergent, It is recommended that researchers avoid thinking in either-or ways about mixing methods. Instead, a researcher should reflect on what each method tells about the phenomenon under inquiry. This understanding of multiple layers of reality via multiple methods will extend the horizon of our understanding and form a useful basis for future educational improvement.