Adding Technology Into the Mixed Methods Mix: A Case Example With Students With Visual Impairments

• In Event: Advancing Mixed Methods Special Education Research

Abstract

The objective of this paper is to present mixed methods research (MMR) with students with low-incidence disabilities is often challenging. This presentation will demonstrate how technology was incorporated into a MMR project on math problem solving by students with visual impairments (VI), a very low incidence disability.

The impact of visual impairment is widely acknowledged to be particularly significant for mathematics learning. The project involved an iPad-based tutoring program for math word problem solving. Students with some usable vision can customize color and contrast, enlarge fonts, and access text and image descriptions via audio files. Braille users connected the app to a refreshable braille display. Students accessed hints to help them with math computation, glossary definitions, and hard-copy print and braille materials.

The methods were used with students with VI (N= 55) in 22 states who participated in an evaluation utilizing a single-case alternating treatment design to compare students’ problem solving with the app versus their regular learning medium (print, braille). Sessions were implemented by teachers of students with visual impairments (TVIs).

Since the participants were geographically dispersed, the research team utilized technology to capture both qualitative and quantitative data. Quantitative metrics of students’ math problem solving (e.g., answer accuracy, number of attempts, errors, time per problem) were recorded by the app and automatically uploaded to the project server. TVIs used a smartphone app to rate the amount and type of help provided to students during the sessions. TVIs used FaceTime (an Apple video chat tool) to allow researchers to observe and videotape sessions remotely to document fidelity of implementation. Post-activity open-ended interviews were conducted with students and TVIs by phone.

The results//conclusions suggested that the use of technology to elicit both quantitative and qualitative information appeared to be feasible and useful in documenting the impact of the tutoring program. Quantitative data indicated that students performed better and that TVIs provided less assistance with the app than with the students’ traditional learning medium. Interviews and videos revealed strong enthusiasm for the app, with student comments such as, “I was more motivated to do math with the app.” “I like being more independent on the app.” “When I used the app my teacher didn’t have to help me as much.” TVIs were also enthusiastic: “He couldn’t understand why anyone would use paper if they could have access to the app.” “He liked the app and did much better with it. It was the hints plus the instant feedback.” “He asked if we could get his regular math problems into the app.”
The project provides a demonstration of how technology can be integrated into a mixed methods project to capture information about students (e.g., their math problem solving behavior), the context of instruction (e.g., what specialist teachers are doing as they work with students), and the impact on both students and teachers via qualitative interviews.

Author

• Carole R. Beal, University of Florida