Justification for Mixed Methods

The choice of implementing a diverse technique plan in this current research was guided by the fundamental assumption that it would provide a wider appreciative of the investigation enquiry, than either “qualitative” or “quantitative” approach individually (Teddlie &

Tashakkori, 2011). In addition, the issues of learning statistics, as well as the application of the equity, quality and socialisation aspects in academic research, include multiple constructions and interpretations of reality. Therefore, the mixed method enables the understanding of complex problems, such as knowledge development and the approaches to studying in postgraduate programmes (Creswell, 2013). Besides, each of these methods has its own strengths and weaknesses. The combination of qualitative and quantitative strengths would sustain the vulnerability of this mixed method, which would enable the expansion of a complete appreciative of queries‟ investigation (Creswell, 2014). Weaver-Hightower (2014) argues that the practice of “qualitative method” only possibly will impede the process of establishing the full scope of the enquiry‟s exploration, while the use of “quantitative

method” only may impede the process of ascertaining the contextual meaning of lived experiences related to the enquiry exploration.

The quantitative analysis aims to quantify and examine the levels of knowledge, by applying statistical procedures among students‟ individual characteristics, across behaviour, as well as social support. It is during the quantitative phase that a relationship between the student‟s ability and other variables, such as individual characteristics, behaviour, and social support is identified. In addition, the determination of factors that significantly predict the student‟s self-efficacy to understand/interpret statistical procedures is constructed. Ultimately, it follows the identification of aspects of students‟ experiences, which may be improved by sharing good practices via expertise with supervisors and peer students (Nicol & Macfarlane‐ Dick, 2006;

Falchikov, 2013).

During the second step, qualitative interviews are conducted in selected sites. A researcher conducts semi-structured interviews, specifically, to explore the knowledge of post-graduate students, when applying statistical procedures in their academic research. After the semi-structured interviews, the variables or indicators, suggested by the students as sound descriptors of learning statistics, are thematised (theme frequencies). In this current study, the qualitative phase explores one of the research objectives. This phase contextually examines a body of empirical results that characterises different situations (cultural domains analysis) and develops precise theories that explain and predict observed data. The perceptions and dynamics of learning are social constructs; therefore, the motivation for using qualitative techniques to explore these constructs, helps researchers to interpret the meaning of the social phenomena under investigation, from their context worldview, because both students and their institutions are linked, historically and materially (Moore & Kearsley, 2011). Denzin and Lincoln (2011) concur that qualitative techniques enable researchers to understand the processes and dynamics of a social reality, such as learning statistics, because, they believe qualitative techniques generally involve open-ended questions, which provide participants with the opportunity to express their view freely and openly. These authors also argue that the qualitative research method can be stretched and shaped to fit the purposeful acts of social actors.

In the context of this current study, the qualitative techniques enabled the researcher to interpret learning statistics, based on the students‟ understanding of it, as learning is

culture-related. It is for this reason that the researcher believes qualitative techniques are more appropriate, because they allow the participants to express both their perceptions and experiences of learning statistics, freely.

Regarding the mixed methods data analysis, the convergent, parallel, mixed methods design is applied in this current study. In terms of this design, both quantitative and qualitative data are collected and analysed separately. Subsequently, the results are compared to ascertain whether the findings either confirm, or do not confirm each other (Creswell, 2014).

Considering the complexity of both sources of data and data analyses, the mixed method provides the opportunity to assess different views in the conclusions and inferences made by the study (Teddlie & Tashakkori, 2011). It is important to note that the mixed method design does not necessarily seek convergence of the research results, but it could exist. In fact, according to Teddlie and Tashakkori (2011), an important result of combining information from different sources is the divergence or dissimilarity, which, in turn, may provide greater insights into the complex aspect of the same phenomenon, and/or the design of a new study, or phase for investigation. The use of both quantitative and qualitative techniques is complementary.

Luyt (2012) supports the combination of quantitative and qualitative methods and argues that the combination increases confidence in the research findings, when the data is consistent.

Guest (2013) argues that a study gains legitimacy from the strength of the research design, the use of a convincing argument and the transparency of the research process. According to Natasi, Hitchcock & Brown (2010), mixed methods design is a useful approach, even if the issue remains challenging. Explaining these concepts into a pattern for this current study, implies that neither quantitative, nor qualitative methodology alone, is integrally superior, but that they both play a role in the construction of knowledge, contingent upon the form of information that is being required.

Schwandt (2014) acknowledges that qualitative research allows researchers to obtain insights into particular educational, social, and practical realities, which apply in a specific context.

Qualitative research highlights how people exchange meaning, which enables researchers to gain insights, as they seek to excerpt sense from their data. Being aware that a physical action has diverse meanings for different students, the significance of the action cannot be explained

sufficiently, in terms of behaviour. A significant finding in qualitative research, therefore, is one that has sense, or illustration (Johnson & Christensen, 2010).

According to the interpretivists, a particular human behaviour needs a specific intentional content that indicates the type of behaviour, which can only be understood in terms of the system of meanings to which it belongs (Scott & Usher, 2010). Therefore, for interpretivists, in order for a human behaviour to be explicated, the meaning that underlies that behaviour must be understood. In addition, interpretivists contend that the individual meaning of action can be understood in an objective manner (Schwandt, 2003). Three steps that elaborate the

“analysis of meaning” must be reconstructed, namely, noting conceivable meanings in field notes, renovating normative factors, and the subjective states of the individuals. These steps help the researcher to find significance in the data (Cooper, 2014).

Regarding ethnographers, their particular interest is focused on cultural connotations that stem from the interactions of groups (Silverman, 2006). They study how cultural meanings might be replaced and transferred, because of intercultural efforts to find solutions to problems. After justifying the rationale for accepting a mixed method design for the purposes of this current study, the following sections focus on the research design and process.