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Integrating Quantitative and Qualitative Research Methods to Examine Student Resistance to Active Learning

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Title: Integrating Quantitative and Qualitative Research Methods to Examine Student Resistance to Active Learning
Language: English
Authors: Shekhar, Prateek (ORCID 0000-0001-6552-2887), Prince, Michael, Finelli, Cynthia, Demonbrun, Matt, Waters, Cynthia
Source: European Journal of Engineering Education. 2019 44(1-2):6-18.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2019
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1347417
1347482
1347580
1347718
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mixed Methods Research, Resistance (Psychology), Active Learning, Undergraduate Students, Engineering Education, Focus Groups, Expectation, Classroom Observation Techniques, Student Surveys, Teaching Methods, Learner Engagement
DOI: 10.1080/03043797.2018.1438988
ISSN: 0304-3797
Abstract: Engineering education researchers are increasingly integrating qualitative and quantitative research methods to study learning and retention in engineering. While quantitative methods can provide generalisable results, qualitative methods generate rich, descriptive understanding of the investigated phenomenon. On the other hand, a mixed methods approach provides benefits of the two approaches by incorporating them in a single study. However, engineering faculty often faces difficulty in integrating qualitative and quantitative methods and designs in their education research. This article discusses mixed methods in the context of an actual ongoing engineering education research project investigating student resistance to active learning. We describe the research design in phases that show the integration of quantitative and qualitative results, and how these data sources can help influence the direction of the research and triangulate findings. Our mixed method research experience highlights the importance of thinking iteratively between qualitative and quantitative data sources during the instrument development process.
Abstractor: As Provided
Number of References: 35
Entry Date: 2019
Accession Number: EJ1203288
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Shekhar%2C+Prateek%22">Shekhar, Prateek</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6552-2887">0000-0001-6552-2887</externalLink>)<br /><searchLink fieldCode="AR" term="%22Prince%2C+Michael%22">Prince, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Finelli%2C+Cynthia%22">Finelli, Cynthia</searchLink><br /><searchLink fieldCode="AR" term="%22Demonbrun%2C+Matt%22">Demonbrun, Matt</searchLink><br /><searchLink fieldCode="AR" term="%22Waters%2C+Cynthia%22">Waters, Cynthia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Engineering+Education%22"><i>European Journal of Engineering Education</i></searchLink>. 2019 44(1-2):6-18.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Engineering education researchers are increasingly integrating qualitative and quantitative research methods to study learning and retention in engineering. While quantitative methods can provide generalisable results, qualitative methods generate rich, descriptive understanding of the investigated phenomenon. On the other hand, a mixed methods approach provides benefits of the two approaches by incorporating them in a single study. However, engineering faculty often faces difficulty in integrating qualitative and quantitative methods and designs in their education research. This article discusses mixed methods in the context of an actual ongoing engineering education research project investigating student resistance to active learning. We describe the research design in phases that show the integration of quantitative and qualitative results, and how these data sources can help influence the direction of the research and triangulate findings. Our mixed method research experience highlights the importance of thinking iteratively between qualitative and quantitative data sources during the instrument development process.
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