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Moderating Effect

This document discusses a convergent parallel mixed-methods research study design. It involves concurrently collecting both quantitative and qualitative data, analyzing each independently, and then interpreting the results together. The study aims to determine which social studies issues are controversial and if teachers' ideologies influence how they teach these issues. Data collection methods include interviews, observations, and surveys of teachers. Qualitative data will be analyzed through coding, while quantitative data will be analyzed statistically and compared to qualitative findings to corroborate and validate results. This design allows a comprehensive understanding of the research topic.

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342 views

Moderating Effect

This document discusses a convergent parallel mixed-methods research study design. It involves concurrently collecting both quantitative and qualitative data, analyzing each independently, and then interpreting the results together. The study aims to determine which social studies issues are controversial and if teachers' ideologies influence how they teach these issues. Data collection methods include interviews, observations, and surveys of teachers. Qualitative data will be analyzed through coding, while quantitative data will be analyzed statistically and compared to qualitative findings to corroborate and validate results. This design allows a comprehensive understanding of the research topic.

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ashley brown
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
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Moderating Effect: Convergent

Parallel Design
What is a Moderating Effect
The effect of a moderating variable is characterized statistically as an interaction; that
is, a categorical (e.g., sex, ethnicity, class) or quantitative (e.g., level of reward) variable
that affects the direction and/or strength of the relation between dependent and
independent variables
In statistics and regression analysis, moderation occurs when the relationship
between two variables depends on a third variable. The third variable is referred to
as the moderator variable or simply the moderator.The effect of a moderating
variable is characterized statistically as an interaction; that is, a categorical (e.g., sex,
ethnicity, class) or quantitative (e.g., level of reward) variable that affects the
direction and/or strength of the relation between dependent and independent
variables. Specifically within a correlational analysis framework, a moderator is a
third variable that affects the zero-order correlation between two other variables, or
the value of the slope of the dependent variable on the independent variable.
In analysis of variance (ANOVA) terms, a basic moderator effect can be represented
as an interaction between a focal independent variable and a factor that specifies
the appropriate conditions for its operation.
What is convergent parallel design?

A convergent parallel design entails that the researcher concurrently


conducts the quantitative and qualitative elements in the same phase of
the research process, weighs the methods equally, analyzes the two
components independently, and interprets the results together (Creswell &
Pablo-Clark, 2011).
The main aim of this convergent parallel mixed-methods study is to determine
which issues in social studies are controversial and whether teachers reflect
their ideologies when teaching CIs. In other words, the study seeks to answer
whether social studies teachers’ ideologies are influential when teaching CIs, as
well as the relationship between teachers’ personal characteristics and their
habits of reflecting their ideologies when teaching CIs. In line with this general
aim, answers to the following specific questions are sought: i. Do the courses
taught by social studies teachers include CIs? If so, what are they? ii. Do
teachers reflect their ideologies when teaching CIs? iii. If teachers reflect their
ideologies, why and how do they do so? iv. What are the characteristics of
teachers who reflect their ideologies? How do their characteristics relate with
their habit of reflecting ideology?
Method Study Design
To gain an in-depth understanding of the topic, this study has been carried out using the
convergent parallel design, a mixed-methods designs. The research process can be
symbolized as qualitative and quantitative (QUAL+QUAN; Morse, 1991). A convergent
parallel design entails that the researcher concurrently conducts the quantitative and
qualitative elements in the same phase of the research process, weighs the methods
equally, analyzes the two components independently, and interprets the results together
(Creswell & Pablo-Clark, 2011). With the purpose of corroboration and validation, the
researcher aims to triangulate the methods by directly comparing the quantitative
statistical results and qualitative findings. In the research process, two datasets have been
obtained, analyzed separately, and compared. The research process in this study is given in
Figure 1
Study Group
Qualitative study group. Criterion sampling, one of the purposeful sampling methods, has
been used to determine the study group. The basic criteria for determining the participants
includes being a graduate of a social studies education department, having taught the course
for at least one year, and volunteering to state one’s own ideology.

Quantitative study group. Turkey has 48,321 social studies teachers working at schools
affiliated with the Ministry of National Education (MoNE, 2016). The researcher had access
to all teachers via the MoNE-Survey tool thanks to the permission and support of MoNE. This
system allows researchers to choose teachers according to many criteria such as field of
study, location, gender, and more.
Data Collection Tools
Qualitative data collection tools. In the qualitative stage, the semi-structured interview form
and structured observation form were used. The researcher used the semi-structured interview
form to be able to ask additional probe questions to analyze the issue in depth and to
understand the reasons behind participants’ answers. The interview form is composed of five
main questions and seven probe questions.

Quantitative data collection tools. Personal information form, Teacher Trainees’ Democratic
Values Scale (TTDVS), Pupil Control Ideology Form and Teaching Career Selection Reasons Rating
Scale (TCSRRC) were used as quantitative data collection tools. The participants were asked to
state their ideology or the one to which they feel closest. Those who stated being close to an
ideology were also asked to rank their closeness from 1 to 10.
Data Analysis
Qualitative data analysis. The interviews were face-to-face and recorded using an audio
recorder. Voice recording was done in all observed classes and field notes were kept
frequently. Afterwards, the voice recordings were transcribed. All participants were asked to
check the accuracy of the transcriptions and their consent was taken before the analysis. Later
on, interview transcriptions and field notes from the observation process were read
thoroughly to understand the issue with a holistic point of view, and the files were uploaded
to NVivo 10 for open-axial selective coding.
Quantitative Data Analysis. In the quantitative stage, participants’ answers obtained from the
data collection tools have been processed using the program, PASW 18. Both descriptive and
inferential analyses were performed on the data. The descriptive findings from the qualitative
data were compared with those from the quantitative data.
When to use Convergent Parallel Design
A convergent parallel mixed-methods study design will be used to collect,
analyze and interpret quantitative and qualitative data. Naturalistic
observations of rounds and relevant peripheral information exchange
activities will be conducted to collect time-stamped event data on workflow
and communication patterns (time–motion data) and field notes.
Thank you…

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