Filme de animação “Cell at Work!” como agente facilitador para o ensino de bioquímica e imunologia: um relato de experiência

The purpose of this study is to analyze students' psychological dispositions about student learning anxiety and happiness on the level of education. Elementary school, Junior high school and Senior High School students in the city of Cirebon were the subjects in this study. Mixed methods research with a sequential transformative strategy model was chosen to answer the problem of this research. Through a stratified random sampling technique, two types of research data were obtained; quantitative and qualitative data. Both of these data were analyzed by two data analysis techniques. Quantitative data analysis used is chi-square and contingency correlation, while qualitative data analysis uses triangulation of data sources. The results showed that there were differences in the level of mathematics anxiety and learning happiness of students at each level of education. Senior High School students have a high level of math anxiety when compared to elementary and Junior high school students. While in terms of happiness learn, students the elementary school is happier learning when compared to the other two types of students. This condition is also strengthened by the existence of a significant relationship between mathematics anxiety and happiness learn student with the level of education

This study examines the general competencies and the requirements of classroom and preschool teacher candidates in terms of assessment and evaluation course. The study group consisted of 140 4th-year teacher candidates randomly selected from a total of 256 teacher candidates studying at Classroom Teaching and Preschool departments of Burdur Mehmet Akif Ersoy University Education Faculty, Turkey. In this study, a mixed research approach and a convergent design, in which quantitative and qualitative studies are used to support each other’s strengths, were used. To collect quantitative data, the “Measurement and Evaluation Common Competency Perception Scale for Teacher Candidates” (MECCPSTC), which was developed by Nartgün (2008), was used. The qualitative data of the study were obtained thorough the open-ended questions that were asked to 13 teacher candidates through focus group interview technique. In the analysis of the quantitative data, descriptive statistics, t-test and one-way ANAVO were used. Content analysis was used in the analysis of the qualitative data. The findings showed that approximately one fourth of the teacher candidates had the opinion that they were “sufficient and very sufficient” in terms of their learning in the assessment and evaluation course. The scores of three quarters of the teacher candidates obtained from the scale were at “moderate and very insufficient” interval. In addition, it was examined whether there was a significant difference between the scores of teacher candidates obtained from Basic concepts” (BC), “Measurement techniques” (MT), “Statistical analysis and Reporting” (SAT) dimensions, and total score of the scale in terms of age, gender, department and belief in appointment variables. The codes obtained from the analysis of qualitative data were grouped under themes. Each theme was arranged and interpreted in a table with the codes within the scope. The results obtained from the analysis of both quantitative and qualitative data were combined and discussed and recommendations were developed.

The impact of a cognitive acceleration programme in science on students in an academically selective high school

Purpose: The objective of the study was to assess the self-assessment of information literacy among newly enrolled Japanese female college student in what concerns to the ability to operate office applications; namely, word processors, spreadsheets and presentation software. In addition, researchers also investigated the time period when they started using them. Methodology: A survey was performed on 272 junior college female students of humanities courses and 41 college students of nutrition science course in April 2018, right after their entrance ceremonies. Statistical free software R was used to process the data, which consisted of chi-square test of independence for a contingency table, and correspondence analysis. The parameters assessed were (1) self-evaluation of the ability to use office applications, and (2) the period of time the students started using time. Main Findings: ‘Upper intermediate’ level students in word processors were correlated with the period around ‘Class in elementary school’ or ‘Class in junior high school’. By contrast, ‘Upper intermediate’ level students in spreadsheeting were associated with the first contact in a ‘Class in junior high school’ or ‘Class in high school’. Presentation software has been used frequently since elementary school up to high school and its club activities. Finally, the results suggest that ‘Advanced’ level students were taught how to use all these applications from family members. Implications: These findings may help teachers to improve their academic curriculum in order to fill the gap between those who are skilled and those who are not. They also can give useful hints to explore new teaching methods on information literacy subjects in higher education. Novelty: The results suggest that that the period of time that students had their first contact with the applications affects the awareness of their importance and the motivation to learn them.

Es bien sabido que la habilidad de escuchar es tanto o más importante que la de hablar, ya que una no funciona sin la otra, pues hablar por hablar no tiene ningún mérito si lo que decimos no es recibido por otra persona. El objetivo central de este estudio es mejorar la comprensión auditiva a través de recursos audiovisuales didácticos como videos musicales y audiolibros. Este estudio empleó un enfoque de investigación acción mixta para recopilar datos tanto cuantitativos como cualitativos en estudiantes de educación básica superior de una institución pública en Loja mediante el uso de algunos instrumentos como un pre-test, un post-test y notas de campo. Los datos se analizaron mediante estadística descriptiva. Así, se utilizó un análisis descriptivo para interpretar los resultados del pre-test y post-test, así como un análisis temático para interpretar la información recogida a través de las notas de campo. De este modo, tras la implementación de los recursos audiovisuales, se evidenció un incremento destacado en la comprensión auditiva de los estudiantes, que pasó del 57% al 82%. De igual modo, los resultados indicaron que los estudiantes experimentaron mayor motivación, participación y mejoraron sus sub-habilidades de comprensión auditiva (escuchar para predecir, escuchar para captar lo esencial y escuchar para captar información específica) durante la aplicación de los recursos audiovisuales.

The research aims to determine 1) the description of the level of learning needs of the Learning Spring as a medium for tracing the learning styles of students in high schools, 2) the prototype of the Learning Spring as a medium for tracing the learning styles of students in high schools, and 3) the level of validity and practicality of Learning Spring as a medium for tracing. Student learning styles in high school. Using this type of development research with the ADDIE Model. Collecting data through interviews needs analysis questionnaires and trial questionnaires, with qualitative and quantitative data analysis. Trial phase with One to one Trial and Small Group Trial. The subject of validity testing to experts and practitioners and practicality test to teachers and students. The results showed 1) the level of need for Learning Spring as a medium for tracing student learning styles in high schools is in the high category, 2) the prototype Learning Spring as a medium for tracking student learning styles in high schools in the form of websites and guidebooks, and 3) validity The media through one to one trial to experts and practitioners shows a very high level of validity, the practicality of the media through a small group trial to teachers and students also shows a very high level of practicality. This shows that learning springs as a medium for tracing student learning styles have adequate content, presentation, language and graphic appropriateness.

There are many scenarios in which it is necessary to collect data from multiple sources in order to evaluate a system, including the collection of both quantitative data - from sensors and smart devices - and qualitative data - such as observations and interview results. However, there are currently very few systems that enable both of these data types to be combined in such a way that they can be analysed side-by-side. This paper describes an end-to-end system for the collection, analysis, storage and visualisation of qualitative and quantitative data, developed using the e-Science Central cloud analytics platform. We describe the experience of developing the system, based on a case study that involved collecting data about the built environment and its users. In this case study, data is collected from older adults living in residential care. Sensors were placed throughout the care home and smart devices were issued to the residents. This sensor data is uploaded to the analytics platform and the processed results are stored in a data warehouse, where it is integrated with qualitative data collected by healthcare and architecture researchers. Visualisations are also presented which were intended to allow the data to be explored and for potential correlations between the quantitative and qualitative data to be investigated.

The main aim of this article is to discuss the factors a researcher should take into account when selecting the appropriate research design or method (i.e. qualitative, quantitative, and mixed-methods). The article also discusses sample size determination and sampling procedures in qualitative and quantitative research. Further, the paper has provided an examination of qualitative and quantitative data collection and analysis methods. The study used online desk research to collect data from online public access scholarly databases such as Google Scholar, ResearchGate, Academia, and many more freely accessible electronic books in research methods. Search terms that were used included, among many, the following: qualitative research, quantitative research, mixed-methods, qualitative and quantitative data collection, qualitative and quantitative data analysis; descriptive and inferential statistics. A wealth of relevant and timely scholarly literature was downloaded, read, and used to write this paper, and draw the conclusion provided. Keywords: Qualitative Research; Quantitative Research; Mixed-Methods Research; Qualitative Data Collection Techniques; Quantitative Data Collection Techniques; Qualitative Data Analysis Techniques; Quantitative Analysis Techniques; Descriptive Statistics; Inferential Statistics. DOI: 10.7176/JMCR/87-06 Publication date: November 30 th 2022

The general purpose of this research is to examine the psychological resilience of high school students and to compare them with various variances. The population of the research consists of high school students studying in state high schools in Yozgat in the 2019-2020 academic year, and the sampling is consisted of 200 high school students which is determined by the sampling method. In this research, descriptive sequential pattern, which is one of the mixed method research patterns in which qualitative and quantitative research approaches are used together, was applied. Quantitative data were acquired with psychological resilience scale developed by Işık (2016). The psychological resilience scale consists of three sub-dimensions: Commitment, control and challenge. Qualitative data were collected using a semi-structured questionnaire and interview technique. Quantitative data were analyzed using the SPSS 22 package program. Since the research data showed normal distribution as a result of the analysis made with the ShapiroWilk test, binary comparisons were analyzed in independent samples with the t-test and ANOVA test. Relational analyzes were realized by using pearson correlation test. In the analysis of qualitative data, content analysis technique was used. According to the research findings gained; there was a statistically significant difference determined in favor of male participants in the sub-dimension of the athlete according to the gender variable of the participants, in favor of the students who exercise in the sub-dimension of control and the sub-dimension according to their sports. According to the academic success level variable, it was concluded that there was no statistically significant difference in the level of commitment and control sub-dimensions and general psychological resilience. In addition, it was determined that there was no statistically significant relationship between the ages of the participants, their sub-dimensions of control, challenge and general psychological resilience. As a result of the content analysis conducted in the qualitative part of the research, it was stated that the effects of the sport in the point of coping with the negative situations where the factors affecting the psychological resilience levels of the students negatively and positively are similar. Consequently, it has been determined that individuals whose sports psychological resilience is negatively affected are one of the methods they frequently use to get rid of the negative situation.

Most heart failure patients have multiple comorbidities. This study aims to test the moderating effect of comorbidity on the relationship between self-efficacy and self-care in adults with heart failure. Secondary analysis of four mixed methods studies (n = 114) was done. Self-care and self-efficacy were measured using the Self-Care of Heart Failure Index. Comorbidity was measured with the Charlson Comorbidity Index. Parametric statistics were used to examine the relationships among self-efficacy, self-care, and the moderating influence of comorbidity. Qualitative data yielded themes about self-efficacy in self-care and explained the influence of comorbidity on self-care. Most (79%) reported two or more comorbidities. There was a significant relationship between self-care and the number of comorbidities (r = -.25; p = .03). There were significant differences in self-care by comorbidity level (self-care maintenance, F[1, 112], 5.96, p = .019, and self-care management, F[1, 72], 4.66, p = .034). Using moderator analysis of the effect of comorbidity on self-efficacy and self-care, a significant effect was found only in self-care maintenance among those who had moderate levels of comorbidity (b = .620, p = .022, F(change) df[6,48], 5.61, p = .022). In the qualitative data, self-efficacy emerged as an important variable influencing self-care by shaping how individuals prioritized and integrated multiple and often competing self-care instructions. Comorbidity influences the relationship between self-efficacy and self-care maintenance, but only when levels of comorbidity are moderately high. Methods of improving self-efficacy may improve self-care in those with multiple comorbidities.

Workplace violence, commonly known as WPV, was a prominent occurrence, particularly within the healthcare environment. The occurrence of workplace violence (WPV) targeting healthcare workers (HCWs) had witnessed a surge amidst the COVID-19 pandemic. The aim of the study was to develop triphasic methods by exploring the intended anti-workplace violence interventions among healthcare institutions, specifically hospitals in Batangas. This investigation utilized a three-phase research design that aimed to undertake an analysis of both qualitative and quantitative data to create a bespoke questionnaire pertaining to the efficacy of anti-violence measures in the healthcare workplace. An exploratory sequential design encompassed a research methodology that integrated both qualitative and quantitative methods. In this particular study design, the sequential steps involved the initial collection and analysis of qualitative data followed by the subsequent collection and analysis of quantitative data. Salvador et al. (2020) employed a three-stage exploratory sequential mixed-methods strategy. In phase one, the researchers conducted semi-structured qualitative interviews with 20 nurses. The Colaizzi approach was used to examine the data collected from these interviews. In phase two, the qualitative findings were converted into survey components, constructs, and items. The nursing process system concept was used to develop this new survey instrument. Finally, in phase three, validation was done to formally approach an extensive program tool that emphasized anti-violence. The aimed of the studied was to explore the workplace violence experienced by nurses in hospitals to provided a strategic intervention thus, this was implemented among hospitals in Batangas. Hospitals was classified according to functionality, known to acknowledged all kinds of illnesses, deformities, or diseases. The local context provided insights and statistics that was directly pertinent to the country's healthcare system and nursing staff. It assisted in addressing specific difficulties and needed faced by Filipino nurses and healthcare facilities. There had been incidents and reports of workplace violence, and knowing the precise elements that contributed to violence in this setting led to more targeted interventions and solutions. The variety of healthcare settings and the availability of resources was also factors in selecting Batangas province.

The purpose of this study is to evaluate Enriched libraries, established in schools in Turkey in the recent years. In particular, the study intended to investigate how relevant, effective, useful and functional Enriched libraries have been in real life, regarding students’ and teachers’ opinions. The research was conducted in line with the mixed model approach. In other words, both the quantitative and qualitative research methods were used in the research. Quantitative data was gathered from 469 students from one primary school, two secondary schools and two high schools with an enriched library in Giresun/Turkey in 2017-2018 academic year and the qualitative data was obtained from 18 teachers. Two types of data collection tools were used to collect quantitative and qualitative data in the study. Quantitative data of the research was collected from the students through the Z-Library Student Assessment Questionnaire developed by the researcher. The qualitative data of the study were collected from the teachers by the semi-structured interview form prepared by the researcher. Quantitative data of the study were analyzed using the SPSS statistical package program. In the analysis of the qualitative data descriptive analysis techniques were used to interpret the data. The results obtained from the analysis of quantitative and qualitative data were evaluated and interpreted together. According to the results of the survey, students and teachers think that they are appropriate, effective, functional and useful in compliance with the purpose of establishing Z-Library; they meet the expectations.

In the study, which was carried out to compare the perception of organizational power distance of the academic staff working at the university with the social networks they established with their colleagues at the university, the quantitative and qualitative data collection and analysis processes were carried out simultaneously using the Convergent Parallel Design, one of the mixed methods research designs, and the results of the data analysis were integrated. This research compares the organizational power distance perceptions of the faculty members working at A University, a public university in Turkey, with the social networks they have established with their colleagues at the university. In the quantitative dimension of the research carried out with the mixed method, the research population consists of 1848 academic staff working at A University, one of the public universities in Turkey, in the 2020-2021 academic year. The research sample consists of 319 academic staff. 385 academic staff from 30 academic units, 14 faculties, and 16 colleges/vocational schools, were included in the research. In the qualitative dimension of the research, 27 of 34 academic staff working in the C Department of the B Faculty of the A University were included in the study group. Convergent Parallel Design was used in the research; within this context, the quantitative and qualitative data collection and analysis processes were carried out simultaneously and the data analysis results were integrated. The quantitative data were analyzed with the SPSS 21 program, the participants' views on organizational power distance were analyzed with the MAXQDA 2022 program, and social network analysis data were analyzed with the UCINET 6.0 program. According to the research findings' conclusion, the academic staff's general social network tendencies in the quantitative dimension were high, and the participants had the highest perception of "liking to connect." It was determined that the academic staff's general organizational power distance perceptions were at a moderate level, and the participants had the highest perception of "acquiescence of power." Another conclusion was that the social network tendencies of academic staff did not differ according to the academic title variable. However, the organizational power distance differed significantly in favor of research assistants. It was revealed that there was no statistically significant relationship between the general social network tendencies of the academic staff and their perception of organizational power distance. In the qualitative dimension of the study, it was observed that the participants expressed their opinions on organizational power distance mostly in terms of accepting power and least in terms of consenting to power. Social network analysis revealed that the professional network had a denser structure than the friendship network, but the friendship network had more structured and stronger ties. In social networks, professors and research assistants were found to be at the center of the network. The study observed that the results of quantitative and qualitative data analysis confirmed each other at many points. This study is expected to contribute to the literature, policymakers in higher education management, university senior management, academics, and researchers.

Aim/Purpose: This article proposes a framework based on a sequential explanatory mixed-methods design in the learning analytics domain to enhance the models used to support the success of the learning process and the learner. The framework consists of three main phases: (1) quantitative data analysis; (2) qualitative data analysis; and (3) integration and discussion of results. Furthermore, we illustrated the application of this framework by examining the relationships between learning process metrics and academic performance in the subject of Computer Programming coupled with content analysis of the responses to a students’ perception questionnaire of their learning experiences in this subject. Background: There is a prevalence of quantitative research designs in learning analytics, which limits the understanding of students’ learning processes. This is due to the abundance and ease of collection of quantitative data in virtual environments and learning management systems compared to qualitative data. Methodology: This study uses a mixed-methods, non-experimental, research design. The quantitative phase of the framework aims to analyze the data to identify behaviors, trends, and relationships between measures using correlation or regression analysis. On the other hand, the qualitative phase of the framework focuses on conducting a content analysis of the qualitative data. This framework was applied to historical quantitative and qualitative data from students’ use of an automated feedback and evaluation platform for programming exercises in a programming course at the National University of Colombia during 2019 and 2020. The research question of this study is: How can mixed-methods research applied to learning analytics generate a better understanding of the relationships between the variables generated throughout the learning process and the academic performance of students in the subject of Computer Programming? Contribution: The main contribution of this work is the proposal of a mixed-methods learning analytics framework applicable to computer programming courses, which allows for complementing, corroborating, or refuting quantitatively evidenced results with qualitative data and generating hypotheses about possible causes or explanations for student behavior. In addition, the results provide a better understanding of the learning processes in the Computer Programming course at the National University of Colombia. Findings: A framework based on sequential explanatory mixed-methods design in the field of learning analytics has been proposed to improve the models used to support the success of the learning process and the learner. The answer to the research question posed corresponds to that the mixed methods effectively complement quantitative and qualitative data. From the analysis of the data of the application of the framework, it appears that the qualitative data, representing the perceptions of the students, generally supported and extended the quantitative data. The consistency between the two phases allowed us to generate hypotheses about the possible causes of student behavior and provide a better understanding of the learning processes in the course. Recommendations for Practitioners: We suggest implementing the proposed mixed-methods learning analytics framework in various educational contexts and populations. By doing so, practitioners can gather more diverse data and insights, which can lead to a better understanding of learning processes in different settings and with different groups of learners. Recommendation for Researchers: Researchers can use the proposed approach in their learning analytics projects, usually based exclusively on quantitative data analysis, to complement their results, find explanations for their students’ behaviors, and understand learning processes in depth thanks to the information provided by the complementary analysis of qualitative data. Impact on Society: The prevalence of exclusively quantitative research designs in learning analytics can limit our understanding of students’ learning processes. Instead, the mixed-methods approach we propose suggests a more comprehensive approach to learning analytics that includes qualitative data, which can provide deeper insight into students’ learning experiences and processes. Ultimately, this can lead to more effective interventions and improvements in teaching and learning practices. Future Research: Potential lines of research to continue the work on mixed-method learning analytics methodology include the following: first, implementing the framework on a different population sample, such as students from other universities or other knowledge areas; second, using techniques to correct unbalanced data sets in learning analytics studies; third, analyzing student interactions with the automated grading platform and their academic activities in relation with their activity grades; last, using the findings to design interventions that positively impact academic performance and evaluating the impact statistically through experimental study designs. In the context of introductory programming education, AI/large language models have the potential to revolutionize teaching by enhancing the learning experience, providing personalized support, and enabling more efficient assessment and feedback mechanisms. Future research in this area is to implement the proposed framework on data from an introductory programming course using these models.

This article discusses the place of qualitative network analysis in the strategy of mixing methods in the social sciences. We conducted a systematic review of the literature that allowed us to demonstrate examples of the use of qualitative network analysis in empirical research. There are four ways of analyzing qualitative data in network mixed studies: qualitative analysis of qualitative data, quantitative analysis of qualitative data, quantitative and qualitative analysis of qualitative data and quantitative and qualitative analysis of qualitative and quantitative data. Currently, there is a lack of a single definition of the methodology of qualitative network analysis and consensus on its implementation in practice. The main possibilities of qualitative network analysis are discussed in the article. At the level of the research object, qualitative network analysis studies the personal networks of individuals’ relationships, and also make easier an access to hard-to-reach groups of respondents. At the level of the subject of research, qualitative network analysis allows us to study the deep meanings of relationships in the network and the contexts of interaction, to describe and understand networks from the inside and outside, to focus on the activities of actors and their strategies for building a network, as well as to identify the temporality of relationships in the network. The article discusses a position that questions the existence of qualitative network analysis as an independent methodology.