Reflections From a Fully Longitudinal Mixed-Methods Design Investigating Student Success

• In Event: Reflections on Quality of Mixed-Methods Research From Multiple Perspectives

Abstract

Fully Longitudinal Mixed Methods (fLMM) designs allow for inquiry into complex phenomena that transcend static inquiry and particularly suit investigations of change within participants (e.g., Van Ness et al., 2011). When undergraduate students enroll and begin taking courses, they face dramatic change in their learning and personal environments. To build a bridge towards success, institutions invest heavily in support services to facilitate student success in metrics such as grades, major retention and graduation rate. This study describes and reflects upon an implementation of a fLMM design in a research project on student success and help-seeking behaviors within gateway STEM courses, tracking their beliefs and behaviors around support and success and integrating these results with quantitative models using institutional data sources.

Authors

• Christopher M. Swoboda, University of Cincinnati

• Amy N. Farley, University of Cincinnati

• Vicki L. Plano Clark, University of Cincinnati