Going Beyond the Numbers: An Explanatory Sequential Mixed Method Study in Postsecondary Mathematics

Abstract

Mixed-methods research is helpful since it allows for the meaningful combination of quantitative and qualitative methods in ways that provide a richer and deeper understanding of the examined phenomena. Through a recent research example, this article aims to share why and how mixed methods have helped to illuminate teaching methods and practices in the introductory postsecondary mathematics classroom. Many studies on this particular topic were found to be either quantitative or qualitative. However, a mixed-methods research design would have expanded the findings from the literature. The example in the article follows an explanatory sequential mixed methods design recently conducted by the author. Data were collected in two phases. The first phase captured quantitative data through a national survey that included two inventories and demographic information. The second phase was designed to qualitatively follow up on statistically significant trends with purposefully selected participants from the first phase. After the quantitative and qualitative analysis, the author “mixed” the data by quantizing qualitative codes and themes and quantitatively analyzing them. Joint tables and regression prediction equations were utilized to guide the data integration. By “mixing” the data, the author gained a richer and deeper understanding of why specific teaching methods and practices were preferred by faculty in introductory college mathematics courses. Reflections on the study's mixed methods design will also be discussed.