Using Mixed Methods to Gather the Views of All Children on the Barriers and Supports to Learning :Using Mixed Methods to Gather the Views of All Children on the Barriers and Supports to Learning Jill Porter University of Bath Disability Data Collection for Children’s Services


Slide 2:Explore some of the tensions in using mixed methods Look at the strengths and limitations of different methods and their combination in collecting data from children on barriers and supports to learning


What do we mean by mixed methods ? :What do we mean by mixed methods ? Using different research tools within a single design ? E.g. observation, interview Sturman & Taggart (2008)- different results of postal/online questionnaire and telephone interviews (teachers gave more definite responses in the latter)


What do we mean by mixed methods ? :What do we mean by mixed methods ? Single, Parallel or Sequential Designs that collect quantitative and qualitative data Gorard & Taylor 2004 “Quantitative and Qualitative methods are merely tools for researchers to use as and when appropriate. .we suggest that they are nearly always more powerful when used in combination than in isolation.. we are referring to work in which different forms of data are put together to make a more coherent, rational and rigorous whole.” P4 “Combined research often has greater impact, because figures can be very persuasive to policy- makers whereas stories are more easily remembered and repeated by them for illustrative purposes.”.


What do we mean by mixed methods ? :What do we mean by mixed methods ? Research that crosses paradigms ? Sale et al (2002) How can the results of qualitative and quantitative research be combined as they are not studying the same phenomena ? “For the quantitative researcher, a label refers to an external referent: to a qualitative researcher, a label refers to a personal interpretation or meaning attached to a phenomena…although qualitative and quantitative paradigms may use common labels to refer to phenomena, what the labels refer to is not the same.” P48


Mixed Methods :Mixed Methods Teddlie & Taskkori (2003) the third methodological movement, more than the sum of the parts and with its own world view Pragmatism ? Building bridges between conflicting philosophies ( Johnson & Onwuegbuzie 2008) Greene (2007) Can we simultaneously hold contrasting, even competing assumptions about what happens in human action ?” Dialectical stance


Mixed Methods :Mixed Methods How do we combine this data ? Triangulation, complementary insights, convergence, elaboration, initiation or contradictions ? How do we judge quality ?


Slide 8:Structured Focus Group http://www.smart-survey.co.uk/ Flexible Tools Pupil Questionnaire


Focus Groups Using Nominal Group technique. :Focus Groups Using Nominal Group technique. structured method for group “thought showering” encourages contributions from everyone which through discussion are narrowed down prior to every member of the group ranking them through a voting system.


E Questionnaire :E Questionnaire invites pupils to rate their experiences in different places, at different times, e.g. the classroom, during lessons, different types of lessons, at playtime, out of school activities etc using smiley faces. Invites comments about what helps and what hinders. Asks whether they experience difficulties getting on with others, learning in class, joining in activities Asks if they have a difficulty or disability like arthritis, asthma, epilepsy, hearing impairment, mental health difficulty, anxiety or depression, mobility problems, learning difficulty, ME, diabetes, visual impairment?


Slide 14: Were all the questions answered or were some more likely to be skipped ? On average 7% (S.D 4.3) children skipped rating questions 5 Qualitative Questions: 45% (S.D 17.5) on average skipped these Disability Question: 13% skipped this question Do you have a difficulty or disability like arthritis, asthma, epilepsy, hearing impairment, mental health difficulty, anxiety or depression, mobility problems, learning difficulty, ME, diabetes, visual impairment? 27 (19%) children said yes to this question and 14 (10%) of these said it had gone on a long time.


Pupil Responses from the Questionnaire & Focus Group :Pupil Responses from the Questionnaire & Focus Group


Slide 16:Friends “help me cheer up when im boried” “help me through things” “help me in my work” “sitting with friends that you can work with” and not being with them is seen by some as a difficulty “when none of your friends are around”. For some young people break and lunch times are good because that is when they can be with their friends. “a break time and lunch I am happy because I am with my friend cause they are in none of my classes” and its difficult “When I have no one to talk to in my class and have no fun.” “ My friends help me at different times. It would be harder for me if I was on my own. I’m not very independent…”


Conclusions :Conclusions Focus group allows both individual views and group consensus to be reflected (but not all may equally contribute to the agenda). Questionnaire- anonymous, allows for individual response, allows for no-response, allows for a response that is not mediated by an adult .. but the meaning may not be clear to the adult All methods subject to finding the right “argot” ?


Conclusions :Conclusions Transforming the data in order to make comparisons can conceal the nuances of meaning. Need for caution in comparing or aggregating data collected using different methods. The role of observational data Multiple methods, multiple truths………. multiple explanations ?


Some References :Some References Darbyshire P., Macdougall C., & Schiller W., (2005) Multiple methods in qualitative research with children: more insight or just more ? Qualitative Research 5, 4, 417-436. Gorard S., with Taylor C., (2004) Combining Methods in Educational and Social Research. Maidenhead: Open University Press. Greene, J.C., (2008) Is Mixed Methods Social Inquiry a Distinctive Methodology? Journal of Mixed Methods Research, 2, 1, 7-22 Grocott, P., Cowley, S., & Richardson, A., (2002) Solving Methodological Challenges Using a Theory-driven Evaluation in the Study of Complex Patient Care. Evaluation, 8, 3 306-321. Johnson R.B., & Onwuegbuzie A.J. (2004) Mixed Methods Research: A Research Paradigm Whose Time Has come. Educational Researcher 33, 7 14-26. Kushner, S., (2002) I’ll Take Mine Neat: Multiple Methods but a Single Methodology. Evaluation, 8, 2, 249-258. Sturman L., & Taggart G., (2008) The professional voice: comparing questionnaire and telephone methods in a national survey of teachers’ perceptions British Educational Research Journal 34, 1, 117-134 Teddlie, C., Tashakkori, A., (2009) Foundations of mixed methods research: integrating quantitative and qualitative techniques in the social and behavioral sciences. London: Sage. Yanchar S.C. & Williams D.D. (2006) Reconsidering the Compatibility Thesis and Eclecticism: Five Proposed Guidelines for Method Use. Educational Researcher 35, 9, 3-12.