Building Methodological Competency in Mixed-Methods Research by Teaching and Learning With Visuals

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Teaching About Mixed-Methods Research to Address Diverse Learners' Needs Using a Socio-Ecological Perspective (Table 13)

Abstract

Objectives: The purpose of this paper is to demonstrate the value of using visuals to teach and learn about mixed methods (MM) research based on a mixed level graduate course called Introduction to Mixed Methods Research. Visuals is defined in this paper as figures, tables, or other line drawings used to communicate information about a study including sequence of procedures, theoretical and conceptual framework elements and influences, analysis matrices, findings, etc.

Frameworks: This work operationalizes the literature on the socio-ecological for MM (Plano Clark & Ivankova, 2016), building students’ methodological competency (delMas, 2002; Malin et al., 2007; Murtonen, 2015), and teaching MM (Bazeley, 2003; Christ, 2009; Creswell et al., 2003; Earley, 2007; Ivankova, 2010; Ivankova & Plano Clark, 2018; Onwuegbuzie & Leech, 2005; Poth, 2014; Tashakkori & Teddlie, 2003).

Methods and Data Sources: This study is based on a qualitatively oriented, embedded MM design (Author, 2022; Creswell & Plano Clark, 2017). The author studied their own use of visuals to teach MM research in a graduate course with students from masters, Educational Specialist, and doctoral programs as well as students’ assignments and evaluation data. Qualitative data included written reflections and assignment papers, the author’s teaching journal, and students’ visuals. Quantitative data included an introductory course survey, an anonymous midterm evaluation, and the anonymous final evaluation. These data were compiled into profiles based on each type of visual and then thematically analyzed (Patton, 2002).

Results: Due to the word limit, two types of visuals are highlighted: research diagrams and visualizations of integration. Creating research diagrams that communicate the timing and sequence of steps in a study is a key skill for MM researchers (Christ, 2009; Creswell et al., 2003; Ivankova, 2010). For example, Brandi created a detailed diagram for her explanatory sequential study about learners’ and teachers’ perspectives on how student performance was impacted by the COVID-19 pandemic (see Appendix A). Reflecting on her diagram, she wrote, “I felt like I tapped into my skills as a prospective researcher. It was exciting to have a heightened sense of confidence for conducting a mixed methods study.” Students also created visual displays to practice integration such as building integration (using the findings from one phase to inform future data collection) (Creswell & Plano Clark, 2017). Sasha designed an exploratory sequential MM study using the findings from a qualitative study by Robinson-Wood et al. (2015) about the microaggressions highly educated Black women face to create a mock survey (see Appendix B). Sasha shared that “thinking back on the procedure diagrams we created earlier in the class [helped her] be reminded of the purpose each [research phase] serves” in the larger MM study.

Significance: Applying creative teaching strategies such as in the use of visual methods can build emerging researchers’ capacities to imagine innovative MM practices to address complex problems.

Author

• Peggy Shannon-Baker, Georgia Southern University
  Presenting Author