Registry
Module Specifications
Archived Version 2022 - 2023
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Description This module focuses on the rationale for, and application of, mixed methods to research problems in education. It challenges students to interrogate the epistemological and ontological principles underpinning quantitative and qualitative research and the implications of adopting a pragmatic approach to one's research. Using taxonomies of mixed methods research designs, students are supported to articulate and defend the nature, extent, timing, and weighting of 'mixing' within their Ph.D. or Masters by Research study. By exploring a range of quantitative (quasi-experimental, single case, repeated measures...) and qualitative (case studies, ethnography, grounded theory...) designs, their associated uses and limitations, students are supported to rationalize their research designs to ensure feasibility and 'best-fit' with their research topic, problem and question(s). Particular attention is paid to the practicalities of using a range of methods and tools in one study and the implications for data collection, analysis, triangulation, interpretation, validity/reliability/trustworthiness and generalisability. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Classify research designs, methodologies and strategies in accordance with underpinning philosophies and worldviews. 2. LO2 Critically appraise the opportunities and challenges that present for the researcher who decides to mix quantitative and qualitative methodologies in educational research. 3. LO3 Adopt and articulate an informed justification for the use of mixed methods in his/her research project. 4. Craft a workable project plan for his/her research that maps the anticipated actions and decisions to be made at critical junctures of a potential Mixed Methods research project (regarding, for example, sampling, instrumentation - choice/design/adaptation, piloting, data collection, recording, review, mixing, analysis, etc.). 5. Consider ethical issues that can occur when using mixed methods research designs such as convergent, explanatory, experimental, social justice and multi-stage designs. | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities 1Philosophical stances/worldviews and the extent to which they fit with mixed methods research2Taxonomies of mixed methods research3Qualitative and quantitative weighting, sequencing and mixing within mixed methods designs4Data collection: concurrent, sequential, nested…5Data analysis: 'Quantitization' of qualitative data; distinct and/or mixed reporting; triangulation6Validity, reliability, trustworthiness, generalisability, saturation7Limitations8Ethical issues in Mixed Methods Research9Development of systematic Mixed Research Plan | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 0, Journal of Mixed Methods Research, 0, Journal, http://journals.sagepub.com/home/mmr, | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
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