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

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Issue Date
2004
Publisher
서울대학교 교육종합연구원
Citation
SNU Journal of Education Research, Vol.13, pp. 49-74
Keywords
mixed methodologyqualitative methodologyquantitative methodologyviews about mathematics
Description
2004
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.
ISSN
1225-5335
Language
English
URI
https://hdl.handle.net/10371/70638
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College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education Research (SJER)SNU Journal of Education Research vol.13 (2004)
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