Welcome to the Other Side: A Quantitative Researcher’s Journey into Qualitative Research
One of the things I am proud of this year is my exposure to qualitative research. I am used to conducting quantitative studies, primarily action research studies and correlational studies. As someone unfamiliar with qualitative research, my goal in Methods of Inquiry 2: Qualitative Approach to Investigation (CPA 394) this semester is to be a sponge and absorb everything I can from my professor and classmates. In this entry, I will share the valuable lessons that struck me the most from CPA 394.
Summary of Research Output
The pandemic has profoundly modified the educational landscape. Studies on distance education in the context of the pandemic have uncovered multiple challenges and changes. Specific issues in Mathematics teaching include problems in preparation (Fakhrunisa & Prabawanto, 2021), complications in delivering lessons (Aldon et al., 2021), and difficulties in engaging students (Akar & Erden, 2021). Concurrently, students experienced problems related to inconsistent internet connections (Bringula, 2021) and the limitations of distance learning (Sugilar et al., 2021). In response to these challenges, Mathematics teachers have creatively strategized with the integration of technology. Math teachers use technology to develop educational materials, curate learning sessions, and monitor student learning and progress.
After a comprehensive review of related literature and studies, it became evident that a limited number of studies covered the creative strategies of Mathematics teachers during the pandemic. Most existing studies focused on the development and evaluation of instructional materials (e.g., Karmila et al., 2020; Prahmana, 2022; Nabayra, 2022). Given this research gap, the researcher intends to investigate how Mathematics teachers creatively strategize to meet the demands of pandemic teaching and learning. The researcher aims to answer the research question: How did teachers creatively strategize to deliver Mathematics learning during the pandemic?
The researcher will utilize a purposive sampling technique. A total of eight (8) Mathematics teachers will be selected as research participants from a public school. Participation will be limited to teachers who started on or before the school year 2020-2021. The present study will utilize semi-structured interviews as a data-gathering method. The researcher will develop an interview guide with two parts: an introduction and a set of interview questions. To ensure validity, the researcher will seek the assessment of three experts to evaluate the content and order of questions in the interview guide. Revisions will be made based on the comments and suggestions of the experts.
After conducting a series of interviews, the researcher will transcribe the responses of the participants using a word processor. The researcher will perform a thematic analysis using the critical realist approach of Fryer (2022). Following this approach, the researcher will assign codes to all statements with key ideas. Subsequently, the researcher will develop themes by analyzing the interconnection of the generated codes. The themes will be reported and analyzed to generate meaningful conclusions.
Salient Lessons
Lesson #1: You cannot cram the RRL
The review of related literature serves to guide researchers on the appropriate methods to employ and the pertinent questions to address. I find this section to be the most challenging, as it requires dedicated time for thorough reading. Rushing through the review is not advisable, as it can impact the understanding of the variables under study, a factor that becomes evident in the subsequent discussion.
Lesson #2: The introduction can be in the end
Before my qualitative research class, I used to write the introduction before the review of related literature. One tip that I received from my research professor is to write the introduction last. I find this tip logical because writing this section requires a full understanding of the related literature and the research gap. The introduction can be in the end.
Lesson #3: Materials matters
Research instruments matter! Researchers should implement content validation to ensure the accuracy of the interview guide in addressing the research question. Pilot interviews help improve not only the content but also the organization of the questions. Based on my experience with interview questions, they should be simple and easy to understand. The quality of interview questions defines the quality of responses that the interviewee provides.
Lesson #4: Coding is decoding
Compared to quantitative research, the role of researchers in qualitative research is more complex. The task of interpretation carries more weight for qualitative researchers. In quantitative research, significance is determined by comparing a computed value against a standard. In qualitative research, responses undergo a more tedious process involving transcription, code generation, and theme development. Coding is essentially decoding, as it is a process that involves unraveling information that is implicitly and explicitly stated.
Lesson #5: Depth not breadth
Qualitative research does not aim to generalize conclusions to a larger population; instead, it is more focused on understanding variables at a deeper level. In this type of research, depth is more important than breadth. Statistical treatments in quantitative research generate limited information about a specific variable or phenomenon. In contrast, researchers conducting qualitative research explore the domain of the real. They provide explanations about variables with causal powers.
References
Akar, S. & Erden, M. (2021). Distance Education Experiences of Secondary School Math Teachers during the Pandemic: A Narrative Study. Turkish Online Journal of Distance Education. 22 (3), 1-20. https://dergipark.org.tr/en/download/article-file/1857612
Fakhrunisa, F. & Prabawanto, S. (2021). Online Learning in COVID-19 Pandemic: An Investigation of Mathematics Teachers’ Perception. http://dx.doi.org/10.1145/3439147.3439179
Bringula, R., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics Self‑concept and Challenges of Learners in an Online Learning Environment during COVID‑19 Pandemic. Smart Learning Environment. 8(22), 1-23. https://doi.org/10.1186/s40561-021-00168-5
Nabayra, J. (2022). Mathematics Learning in the New Normal Through Teacher-Created Videos: The Freshmen University Students’ Experience. International Journal of Arts and Humanities Studies. 2(1), 22-27. https://doi.org/10.32996/bjahs.2022.2.1.4
Karmila, D., Putri, D. M., Berlian, M., Pratama, D. O. & Fatrima (2021). The Role of Interactive Videos in Mathematics Learning Activities During the Covid-19 Pandemic. Advances in Social Science, Education and Humanities Research. 532, 141-144. https://doi.org/10.2991/assehr.k.210227.024
Subekti, M. A. & Prahmana, R. C. Developing Interactive Electronic Student Worksheets through Discovery Learning and Critical Thinking Skills during Pandemic Era. Mathematics Teaching Research Journal. 13(2), 137-176. https://www.hostos.cuny.edu/MTRJ/archives/vol/v13n2-Developing-Interactive-Electronic-Student-Worksheets-v2.pdf
