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Explanatory Sequential and Exploratory Sequential

This document discusses mixed methods research and provides details about explanatory sequential and exploratory sequential mixed methods designs. It defines mixed methods research as integrating both quantitative and qualitative research to provide a better understanding of the research problem. Exploratory sequential design begins with qualitative data collection and analysis to inform the development of a quantitative instrument used in the second phase. Key aspects of exploratory sequential design include using qualitative findings to build into a quantitative phase to generalize or test emergent theories. The document also discusses triangulation and provides examples of thesis topics that could utilize an exploratory sequential mixed methods approach.

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0% found this document useful (0 votes)
391 views35 pages

Explanatory Sequential and Exploratory Sequential

This document discusses mixed methods research and provides details about explanatory sequential and exploratory sequential mixed methods designs. It defines mixed methods research as integrating both quantitative and qualitative research to provide a better understanding of the research problem. Exploratory sequential design begins with qualitative data collection and analysis to inform the development of a quantitative instrument used in the second phase. Key aspects of exploratory sequential design include using qualitative findings to build into a quantitative phase to generalize or test emergent theories. The document also discusses triangulation and provides examples of thesis topics that could utilize an exploratory sequential mixed methods approach.

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AC Balio
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Explanatory Sequential

and
Exploratory Sequential
Prepared by:
Ariel Balio
Rachel Juanir
Jude Bautista
Aljames Llego
EDUC 102 – ADVANCED STATISTICS
What is Mixed Method?

• a methodology for conducting


research that involves collecting,
analysing and integrating
quantitative (e.g., experiments,
surveys) and qualitative (e.g.,
focus groups, interviews) research.

• This approach to research is used


when this integration provides a
better understanding of the
research problem than either of
each alone.
Revisiting the two data strands
Quantitative Qualitative
• includes close-ended information • consists of open-ended information
such as that found to measure that the researcher usually gathers
attitudes (e.g., rating scales), through interviews, focus groups
behaviours (e.g., observation and observations.
checklists), and performance
instruments.

• The analysis of this type of data • The analysis of the qualitative data
consists of statistically analysing (words, text or behaviours) typically
scores collected on instruments follows the path of aggregating it
(e.g., questionnaires) or checklists into categories of information and
to answer research questions or to presenting the diversity of ideas.
test hypotheses.
What is Exploratory Sequential?
Exploratory Quantitative
Design Qualitative
Builds to Data Collection Interpretation
Data Collection
and Analysis
and Analysis

• In the exploratory sequential • Methods implemented


approach the researcher first sequentially, starting with
begins with a qualitative qualitative data collection
research phase and explores and analysis in Phase 1
the views of participants. The followed by quantitative
data are then analyzed, and data collection and analysis
the information used to build
into a second, quantitative
in Phase 2, which builds on
phase. Phase 1.
Exploratory Sequential
Design to Purpose - Need to measure the qualitative exploratory design
- To generalize qualitative findings based on the few
individuals from the 1st phase from a larger sample
gathered during the second phase.
Typical Paradigm Foundation - Constructivist in Phase 1
- Postpositivist in Phase 2
Level of Interaction - Interactive
Priority of strands - Qualitative Analysis
Timing of Stands - Sequential – Qualitative First
Primary of Interface of Mixing - Data Collection
Primary Mixing Strategies - Connecting two strands
• From qualitative data analysis to quantitative data
collection
• Use qualitative results to make decision about
quantitative research questions sampling, and data
collection in Phase 2

Common Variants - Theory Development


- Instrument Development
Exploratory Design Qualitative study Quantitative study Combine and interpret
(higher priority) (lower priority) results
Time

When to use the Exploratory


Sequential?
When to use Exploratory Sequential
• To explore a phenomenon and to expand on qualitative findings.

• To test elements of an emergent theory resulting from the qualitative


research.

• To generalize qualitative findings to different samples in order to


determine the distribution of a phenomenon within a chosen
population.

• To develop and test a new instrument.


Triangulation
• Triangulation is a technique to analyze results of the
same study using different methods of data collection. It
is used for three main purposes: to enhance validity, to
create a more in-depth picture of a research problem,
and to interrogate different ways of understanding a
research problem.
Types of Triangulation

1. Data Triangulation - the use of multiple data sources in a single study.

2. Investigator Triangulation – several researchers collect data


independently on the same phenomenon and compare their findings.

3. Theoretical Triangulation - the use of multiple theories or hypotheses


when examining a situation or phenomenon.

4. Methodological Triangulation – different methods of data collection,


commonly both quantitative and qualitative combined in the study.
Sample Thesis Title
FACTORS OF PERFORMANCE OF SECONDARY
SCHOOLS IN SCIENCE, MATHEMATICS AND
ENGLISH
Statement of the Problem
The general objective of this study is to seek factors of performance of
secondary public and private schools. Specifically, it aims to:
1. Explore factors that are associated with the performance of secondary schools in
Science, Mathematics and English;
2.Describe the demographics, school profile, teacher factor, student factor,
learning resources and classroom management, management and governance,
family background and parental involvement, and performance of secondary
schools in Science, Mathematics and English;
3. Describe which of the demographics, school profile, teacher factor, student
factor, learning resources and classroom management, management and
governance, and family background and parental involvement are significantly
related to the performance of secondary schools in Science, Mathematics and
English;
Statement of the Problem

4. Determine factors that significantly predict performance of secondary


schools in Science, Mathematics and English from demographics, school
profile, teacher factor, student factor, learning resources and classroom
management, management and governance, and family background and
parental involvement; and

5. Develop empirical models illustrating functions of performance of


secondary schools in Science, Mathematics and English.
Conceptual Framework on the Quantitative Study
INDEPENDENT VARIABLE DEPENDENT VARIABLE

Teacher’s Demographics Performance of Secondary


Schools in Science, Mathematics
School Profile and English

Student Factor • Competitions

Teacher Factor • NAT Rating in Science

Learning Resources and • NAT Rating in Mathematics


Classroom Management
• NAT Rating in English
Management and Governance
• Average NAT Rating
Family Background and Parental
Involvement
Methodology
Resign Design
The Sequential Exploratory Mixed Method Design was used which consisted of
two distinct phases: qualitative followed by quantitative. As cited by Borrego, Douglas
and Amelink (2009), Creswell and Plano Clark (2007) elucidated that exploratory
designs begin with a primary qualitative phase, and then the findings are validated or
otherwise informed by quantitative results. This approach is usually employed to
explore a phenomenon (Creswell, Plano Clark, et al., 2003) and to develop a
standardized instrument in a relatively unstudied area (Creswell and Plano Clark, op.
cit.). The qualitative phase identifies important variables to study quantitatively when
the variables are unknown (Creswell, 2007; Creswell, et al., 2003)
In this study, the researcher developed an instrument of factors of performance of
secondary schools in Science, Mathematics and English as an intermediate step
between the phase that was built on qualitative results and was used in the
subsequent quantitative data collection.
The visual model of the procedures for the Sequential
Exploratory Mixed Method of this study was:

PHASE I PHASE II

QUALITATIVE
DATA QUANTITATIVE OVERALL RESULTS
QUALITATIVE INSTRUMENT
COLLECTION DATA COLLECTION AND
FINDINGS DEVELOPMENT
AND ANALYSIS ANALYSIS INTERPRETATION
Informants Selection and Sampling Procedure

Qualitative Phase. Purposive sampling was used to determine the Key


Informant Interview samples consisting of twenty (20) informants
composed of teachers and principals – five (5) from performing public
schools, five (5) from performing private schools, five (5) from non-
performing public schools, and five (5) from non-performing private
schools. The topmost performing public schools and private schools and
bottommost public and private schools were identified based on their
average ratings in Science, Mathematics and English in the NAT for the
school year 2014-2015. The informants were taken from Hagonoy
National High School, St. Therese School of Bansalan, and Holy Cross of
Sulop, Inc.
The following filters were used in the selection of five (5) key
informants in each identified school:
1. One school principal/school in-charge and/or regular permanent
secondary school teacher (T-1 to T-3) or master teachers (MT-1 or MT-2)
in Science, Mathematics and English preferably handling 4th year classes
for the School Year 2014-2015; and
2. The other four must be teachers who were preferably be master’s,
doctor’s degree holders or those who have served at least 10 years in the
school where he is assigned, and/or those were recommended by the
school principal.
Quantitative Phase. The respondents of this study in this phase were
secondary school principals and Mathematics, Science and English teachers
regardless of year/grade level. For teacher-respondents, the researcher used
complete enumeration with a grand total of 68 teachers and principals.
Distribution of respondents in the identified secondary school in Davao Del Sur
Division
No. Name of School Number of Respondents
1 Hagonoy NHS- Sacub HS Annex 5
2 Lower Bala NHS 7
3 Barayong NHS 7
4 Holy Cross of Magsaysay 7
5 Nazareth High School of Bansalan 5
6 Inawayan NHS 7
7 Felipe Innocencia-Deluao NHS 8
8 Holy Cross of Kiblawan, Inc. 3
9 Molopolo NHS 13
10 Padada NHS 6
Total 68
Research Instruments
An interview guide and a survey questionnaire were used in this
study. The former was used for the qualitative phase and the latter was
utilized for the quantitative phase. A set of guide questions was made up
of open ended questions to explore the factors that were associated with
the performance of secondary schools in Science, Mathematics and
English. It included two (2) grand tour questions with probing questions
in each. On the other hand, the survey questionnaire contained four (4)
parts, namely: Part I – Teachers Demographics, Part II – School Profile,
Part III – Survey Questionnaire on Factors of Performance of Secondary
Schools in Science, Mathematics and English (SQFPSSSME) which covered
the five (5) emerging themes with their respective clustered themes and
Part IV – School Performance.
Data Collection Procedure
The procedure of data collection were described and discussed separately in
qualitative and quantitative phases.
Qualitative Phase. Data collection in the qualitative phase used the following 4-
step procedure.
Step 1: Formulation of Guide Questions. A set of guide questions was made up of
open-ended questions to explore the factors that are associated with the
performance of secondary schools in Science, Mathematics and English. It contained
two (2) grand tour questions with probing questions in each.
Step 2: Validation of the Key Informant Interview(KII) Guide Questions. The set of
guide questions was validated and enhanced by three(3) experts.
Step 3: Pilot testing of KII. The guide questions were tried out to three (3)
secondary school teachers who are not part of the group of KII informants.
Step 4: Conduct KII. The interviews were personally conducted by the researcher
to four (4) schools consisting 21 teachers and principals all in all as informants.
Quantitative Phase. Data collection in the quantitative phase used
the following step procedure:
Step 1: Creswell Analysis. The responses of the informants during the
KII were transcribed. The transcripts were read several times. The
significant statement were crafted from the transcripts. Each significant
statement was temporarily assigned to a cluster theme and subsequently
to an emerging theme. All significant statements with the same cluster
and emerging themes were collated and were analyzed through Creswell
Analysis. Consequently, items were formulated using the organized
significant statements. Through this analysis, 128 item-survey
questionnaires which was subjected to factor analysis pertaining to the
factors that are associated with the performance of secondary school in
Science, Mathematics and English were articulated. A 5-point Likert-type
scale was used for each statement, namely: (5) very high, (4) high, (3)
moderate, (2) low, and (1) very low.
Step 2: Validation of the 128-Item Survey Questionnaire. The items
formulated were subjected for content validation by three (3) experts in this
field of focus.
Step 3: Reliability Testing. These items were conducted to 20 respondents
of the same school, that is, Matan-ao National High School, Poblacion, Matan-
ao, Davao del Sur. The researcher used internal consistency reliability testing,
where Cronbach’s alpha was computed. The responses were tallied, analyzed
and interpreted for reliability testing using SPSS version 17.0. The computed
value of Cronbach’s alpha was .910 which was described as excellent by
George’s and Mallery’s (2003) rule of thumb.
Step 4: Factor Analysis. The same set of items which was conducted to 150
respondents was subjected to factor analysis. This analysis validates the
grouping of the identified temporary cluster and emerging themes in the
Creswell analysis. With this analysis, it was found that there were five
emerging themes that came out. These are: (1) student factor,
(2) teacher factors, (3) learning resources and classroom management,
(4) management and governance, and (5) family background and
parental involvement. Additionally, out of 128 statements, only 105
were left which were grouped accordingly by emerging and cluster
themes.
Step 5: Development of Research Instrument. The instrument was
developed by the researcher. It contained four (4) parts, namely Part 1
– Teacher’s Demographics, Part II – School Profile, Part III – Survey
Questionnaire on Factors of Performance of Secondary Schools in
Science, Mathematics and English (SQFPSSSME) which covered the five
(5) emerging themes, and Part IV – School Performance. This research
instrument was given to 68 main respondents to answer the research
problems as stated in the purpose of the study.
Data Analysis
The exploratory design is most useful when the
researcher wants to generalize, assess, or test qualitative
exploratory results to generalize to a sample and a population.
In the quantitative data analysis, raw data of the following variables were organized
in the excel format, and transferred to SPSS software for data analysis.

Teacher’s Demographics. Data in teacher’s demographics were in categorical


level(i.e. nominal and ordinal). These were measured in terms of sex, civil status,
length of service, educational attainment, vertical alignment, and teaching in the field
of specialization. To describe teacher’s demographics, the following codes were used:

1. Sex Male 1
Female 2
2. Civil Status Single 1
Married 2
Widow/er 3
Separated 4
3. Employment Status Permanent/Regular 1
Substitute 2
Contractual 3
Temporary 4
Others 5
4. Length of Service 0 to5 years 1
6 to 10 years 2
11 years and above 3
5. Educational Attainment Bachelor’s Degree 1
Master’s Degree 2
Doctor’s Degree 3
6. Vertical Alignment Yes 1
No 2
N/A 3
7. Teaching in the Field of Yes 1
Specialization No 2
School Profile. Data in School profile were categorical in nature as
well. This variable was measured in terms of school size, class size and
school type. To describe the school profile, the following codes were
used:
1. School Size 1 to 500 students 1
501 to 1000 students 2
1001 students and above 3
2. Class Size 26 to 50 students 1
51 students and above 2
3. School Type Public 1
Private 2
Teacher Factor, Student Factor, Learning Resources Management,
Management and Governance, and Family Background and Parental
Involvement. The researcher used the following weight, range of values,
descriptive equivalent and interpretation to describe, analyze and interpret
each emerging theme and cluster themes in each:

Weight Range of Descriptive Interpretation


Values Equivalent

5 4.50 – 5.00 Very High This means that the


items manifested all the time.
4 3.50 – 4.49 High This mean that the item is
manifested oftentimes.
Weight Range of Descriptive Interpretation
Values Equivalent

3 2.50 – 3.49 Moderate This mean that the item


manifested sometimes.
2 1.50 – 2.49 Low This means that the item is
rarely manifested.
1 1.00 – 1.49 Very Low This means that the item is
never manifested.
Performance of Secondary Schools. Informants in KII responded that
performance of secondary schools in Science, Mathematics and English was
measured in both competitions and NAT ratings in Science, Mathematics and
English. In competitions, respondents were asked whether they had joined and
won the competitions in Science, Mathematics and English in the division, regional
and/or national level. The researcher instructed the respondents to provide the
winning coaching with the highest level of achievement, if any. It was categorized
as Yes or No, Yes for joining and winning and No for not joining or joining but not
winning. The following codes were used to describe the competitions joined and
won by the teacher and his student or group of students.

Joining and Winning Yes 1


Competitions No 0
In the NAT in Science, Mathematics and English and their average were
individually analyzed and interpreted. The following mastery level
descriptive equivalent was used to describe the mean percentage rating of
Science, Mathematics and English in the NAT for Fourth Year and their
average (NETRC, 2015):
Percentage Rating Mastery Level Descriptive Equivalent
96% - 100% Mastered
86% - 95% Closely Approximating Mastery
66% - 85% Moving Towards Mastery
35% - 65% Average Mastery
15% - 34% Low Mastery
5% -14% Very Low Mastery
0% - 4% Absolutely No Mastery
RESULTS
A. Factors that influence the Performance of Secondary Schools in Science,
Mathematics and English
As the informants were interviewed about the factors of performance of
secondary schools in Science, Mathematics and English, there were two (2) factors
that surfaced, namely: teacher’s demographics and school profile, and five (5)
themes emerged, namely: teacher factor, student factor; learning resources and
classroom management, management and governance, family background and
parental involvement.
Seven (7) indicators were identified under the first factor, namely: sex, civil
status, employment status, length of service, educational attainment, vertical
alignment and teaching in the field of specialization; and three (3) indicators
under the second factor, namely: school size, class size and school type.
On the other hand, the five emerging themes had clustered themes in each. In
the first emerging theme, four (4) clustered themes were determined,
namely: teacher’s expertise, teacher’s attitude and motivation, teacher’s
trainings and advancement and teacher’s teaching strategies and
methodology. In the second theme, two (2) clustered themes were
identified namely: student’s behavior and student’s performance. Another
two (2) were determined under the third emerging theme, namely:
learning resources management and classroom management. For the
fourth emerging theme, another three (3) clustered themes were
identified, namely: principal’s relationship to stakeholders, principal’s
project and programs, and school based management. While for the fifth
and last emerging theme, two (2) themes were conceptualized, namely:
family background and parental involvement. Results in the qualitative and
quantitative aspects are discussed in the succeeding paragraphs.

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