Mixed Methods Investigation Research Articles

Evaluating Students’ Perception of Visual Mathematics in Secondary Geometry Education: A Mixed Methods Investigation

The present study aimed to assess the perspectives of female secondary school students on the integration of visual mathematics in engineering lessons. Employing a mixed-methods approach, specifically a convergent parallel design, qualitative data were gathered through observations and interviews (both individual and focus groups), while quantitative data were collected using a questionnaire. Video clips of engineering unit lessons were utilized as educational materials. The study included 135 female students in the first year of secondary school, with 74 participating in qualitative segments, divided into focus groups and individual interviews. SPSS was employed for quantitative data analysis, calculating means and standard deviations, while thematic analysis was applied for qualitative data. Key findings indicate that visual displays significantly contributed to enhancing female students’ comprehension of mathematical concepts, facilitating the understanding of inter-concept relationships and their application in engineering. The incorporation of visual aids also positively impacted the mathematical coherence abilities of female students, establishing connections between mathematics, other subjects, and real-life situations. Furthermore, visual presentations in engineering topics were found to improve female students’ attitudes toward learning mathematics, fostering increased self-confidence and enjoyment in learning various engineering subjects. Recommendations from the study include the need for training both male and female teachers in designing effective visual presentations for teaching mathematical concepts.

Middle School Students’ Team Cohesion Development Within a Sport Education Season: A Mixed Methods Investigation

Purpose: The purposes of the study were to examine the longitudinal changes of team cohesion within a Sport Education season among female students and to identify facilitators and barriers underlying cohesion development. Method: A longitudinal, concurrent, mixed methods design was employed. Students from sixth to eighth grades (all girls; n = 55) in small teams (n = 15), and their physical education teacher, from one convenience private school in a southern U.S. state, participated in this study. All students completed the validated Youth Sport Environment Questionnaire across three time points. Regular field observations, focus group interviews with students, and individual interviews with student leaders and the physical education teacher were conducted to capture the facilitators and barriers. Results: No significant time effect was observed for team cohesion, but student leadership significantly moderated cohesion development from Time 2 to Time 3 and from Time 1 to Time 3, but not from Time 1 to Time 2. Qualitative data unraveled four facilitators and three barriers underlying cohesion development. Conclusion: The findings are informative for future Sport Education-based curricular and instructional practices to nurture team cohesion.

Ab. No. 134 Exploring Shared Decision-Making in Pediatric Multidisciplinary Team: A Mixed-Methods Investigation Into the Roles of Children, Caregivers, And Health Care Professionals

Introduction: Pediatric physiotherapy relies on collaborative decision-making among children, caregivers, and healthcare professionals for optimal outcomes. This study addresses the current gap in understanding the dynamics of shared decision-making in this context. Our research focuses on quantitatively assessing the involvement of children, caregivers, and healthcare professionals during pediatric physiotherapy sessions. Through the Shared Decision-Making Questionnaire (SDM-Q-9 and SDM-Q-Doc), we aim to measure the extent of participation and identify factors influencing decision-making roles. Methods: In parallel, semi-structured interviews with 26 participants, including six children, five parents, and 15 healthcare professionals, provide qualitative insights. Results underscore a complex interplay of perspectives, emphasizing the need for inclusivity and effective communication. Children’s limited participation highlights gaps in their care programs, emphasizing the crucial role of caregivers in advocating for the child’s best interests. Semi-structured interviews were conducted with 26 participants (six children, five parents and 15 healthcare professionals), and data analyzed using thematic analysis. Results: Healthcare professionals grapple with the delicate balance between their medical expertise and consensus-building. The study advocates for a collaborative atmosphere, emphasizing that the combined knowledge of children, parents, and medical professionals should inform pediatric healthcare choices, thereby enhancing overall care quality. Educationally, our findings have implications for healthcare training. By identifying key factors influencing decision-making, the study contributes to the development of educational programs that prepare healthcare professionals to navigate shared decision-making effectively. Conclusion: In summary, this study sheds light on the intricate dynamics of shared decision-making in pediatric physiotherapy, emphasizing the importance of a collaborative approach for enhanced patient-centered care. Implications: The findings offer valuable insights for researchers, practitioners, and policymakers, contributing to a more comprehensive understanding of shared decision-making in pediatric healthcare.

Exploring Student and Teacher Perspectives on Well-being Development: A Mixed-methods Investigation

Attaining and sustaining student well-being is an essential goal in educational practice. Schools have a strategic role to play in developing students' well-being. This study aims to examine the role of schools in developing student well-being and to explore students' and teachers' opinions about such development. This study used a mixed-method sequential explanatory design. Quantitative data was collected from one thousand nine hundred and seventy-two students from eleven junior high schools in East Java Province, Indonesia. Qualitative data were collected from four students and four teachers. Descriptive analysis and regression analysis techniques were used to analyse the quantitative data, while thematic analysis was used to analyse the qualitative data. The hypothesis that school climate affects students' well-being was accepted. This study also found that three school climate characteristics affect students' well-being: a sense of belonging, harmonious relationships, and positive student-teacher interactions. The results of this study suggest that the development of students' well-being can be promoted by creating a school climate that fits these three criteria. This research was only conducted at the secondary level. The use of subjects at various levels of education, ranging from the level of primary education to higher education, needs to obtain more in-depth information about the development of student well-being in school toward the future.

Barriers to longitudinal follow-up for hepatitis B treatment in rural Sierra Leone: A mixed methods study of retention in care.

HBV disproportionately affects resource-limited settings, and retaining patients in longitudinal care remains challenging. We conducted a mixed methods investigation to understand the causes of losses to follow-up within an HBV clinic in rural Sierra Leone. We developed a multivariable logistic regression model of baseline clinical and sociodemographic factors predicting losses to follow-up, defined as failing to present for a follow-up visit within 14 months of enrollment. We included patients enrolled between April 30, 2019 and March 1, 2020, permitting 14 months of follow-up by April 30, 2021. We then developed a survey to solicit patient perspectives on the challenges surrounding retention. We interviewed randomly selected patients absent from HBV care for at least 6 months. Among 271 patients enrolled in the Kono HBV clinic, 176 (64.9%) did not have a follow-up visit within 14 months of the study end point. Incomplete baseline workup (aOR 2.9; 95% CI: 1.6-4.8), lack of treatment at baseline (aOR 5.0; 95% CI: 1.7-14.4), and having cirrhosis at baseline (aOR 3.3; 95% CI: 0.99-10.8) were independently associated with being lost to follow-up. For the patient survey, 21 patients completed the interview (median age 34 years [IQR: 25-38]). Travel-related factors were the most frequently reported barrier to retention (57%). Almost 30% suggested improved customer care might support retention in care; 24% requested to be given medication. In our setting, factors that might reduce losses to follow-up included expanded criteria for treatment initiation, overcoming transportation barriers, reducing wait times, ensuring against stockouts, and scaling up point-of-care testing services.

Transitioning from Scratch to Java: A mixed method investigation into students' learning processes

This research examines the transition from Scratch to Java programming, highlighting high achievement among participants. The study includes 70 students and utilizes mixed methods, combining quantitative analysis and qualitative narratives. Findings demonstrate the effectiveness of Scratch Visual Teaching Aids (VTA) in developing educational games, understanding algorithm concepts, and improving programming projects. Students' attitudes towards Scratch VTA show increased interest, concentration, and enjoyment in learning. Quantitative analysis indicates positive tool capabilities (mean scores ranging from 3.25 to 3.46). Qualitative narratives reveal varying perceptions of the transition, with prior programming knowledge influencing the shift. Challenges include adapting to the learning session and mastering Java's syntax and concepts. This study enhances programming education practices, providing recommendations for educators during the Scratch-to-Java transition.

Bullismo femminile: presentazione della ricerca quantitativa di un’indagine nazionale mixed-method

FEMALE BULLYING: PRESENTATION OF THE QUANTITATIVE RESEARCH OF A NATIONAL MIXED-METHOD INVESTIGATION Abstract Due to its seriousness and prevalence, bullying is a crucial topic for educational research, also in order to adopt appropriate educational strategies to prevent and tackle it. One of the possible avenues of investigation is the adoption of a gender perspective. In fact, bullying is often studied with a universalistic approach, despite the fact that research shows the presence of peculiarities that can be associated, albeit not exclusively, with different genders. The national project «Female bullying at school. An intersectional mixedmethod investigation» aims to better understand bullying among girls by adopting a gender and intersectional perspective. This contribution presents the quantitative part of the research. The outcomes regarding the incidence and characteristics of bullying will be discussed and the gender differences that emerged will be explored. The results confirm the relevance of the phenomenon and highlight the peculiar gaze of girls, providing support for the usefulness of adopting a gender perspective in the study of bullying.

A mixed methods investigation of administrators’ and teachers’ perceptions of teacher leadership

ABSTRACT Teacher leadership has received attention for empirical and practical reasons. However, despite the evolution of the concept over the last several decades, there is still dissonance regarding the concept of teacher leadership. This study was grounded in the theory of professional identity to understand how administrators and teachers conceptualize teacher leadership. We studied the perceptions of administrators and teachers about teacher leadership using a survey and interviews. While there was some overlap in how administrators and teachers perceived teacher leadership, administrators viewed teacher leadership as occurring outside of the classroom while teachers located it inside of the classroom. Teachers also valued formal and informal mentoring. We provide implications for research and practice based on these findings.

Therapeutic frameworks in integration sessions in substance-assisted psychotherapy: A systematised review.

Serotonergic psychedelics and related substances have been explored as potential adjuncts in substance-assisted psychotherapy (SAPT) for treating various disorders. SAPT can be divided into three phases: preparation, administration and integration. Integration is commonly defined as the comprehension and effective application of insights from psychedelic experiences into everyday life. However, there is limited research regarding the most appropriate therapeutic approach during SAPT. In this article, we discuss the current evidence for different therapeutic frameworks for integration sessions when serotonergic psychedelics and entactogens are used as adjuncts to psychotherapy. We conducted a systematised review of the literature following PRISMA guidelines and searched PsycINFO, MEDLINE and Cochrane Library databases. The final synthesis included 75 clinical trials, mixed-methods investigations, treatment manuals, study protocols, quasi-experiments, qualitative investigations, descriptive studies, opinion papers, reviews, books and book chapters, published until 11 November 2022. The effects that various therapeutic approaches for integration sessions have on therapeutic outcomes have not been investigated by means of rigorous research. Most of the available evidence we retrieved was not supported by empirical data, thus limiting any conclusive statements regarding appropriate therapeutic frameworks for integration sessions for SAPT. Current clinical studies have used a range of therapeutic frameworks with the majority drawing from the humanistic-experiential tradition. While integration is regarded as crucial for the safe application of SAPT, there is currently an insufficient evidence base to suggest that any type of therapy is effective for guiding integration sessions. A systematic investigation of different therapeutic frameworks for integration and additional therapy-related factors is needed.

The moderating effects of mobile applications on the use of urban green space and mental health of older people: A mixed-method investigation in Hong Kong

Existing literature on the relationship between urban green space (UGS) use and mental health of older people was mainly conducted before the widespread adoption of digital technologies in daily life. In particular, the COVID-19 pandemic outbreak has fostered the use of mobile applications (apps) at a time city dwellers, including older people, were required to stay home. Drawing upon the insights from emerging literature on the changing relationship between UGS use and mental health of older people in the digital era in urban and gerontological studies, this paper offers a vivid mixed-method to investigate whether mobile app use has supplemented or substituted UGS visits and activities that further influence on the mental health of older people. This is achieved by conducting 360 questionnaire surveys in elderly community centers amid the pandemic and 23 semi-structured interviews in local neighbourhood parks after the pandemic by the authors. Results demonstrates mobile app use frequency may moderate the proximity-mental health relationship, but only among the older people with lower mental health levels. Among this sub-group, digital consumption app use frequency weakens the proximity-mental health relationship on marginal significance, which illustrates digital consumption apps may substitute the role of urban parks on improving older people’s mental health. Furthermore, digital communication and recreation mobile app use frequency strengthens the proximity-mental health relationship on marginal significance, which suggests these mobile apps may supplement the role of urban parks on improving older people’s mental health, particularly during the pandemic. The research pleas for more research on how digitalization of everyday activities is transforming the use of UGS such as neighbourhood parks and subsequent impact on the mental health of older people in the widespread adoption of digital technologies.

Case Study of De-Russification of Ukrainian Hodonyms

The 2022 outbreak of the Russian full-scale war against Ukraine has led to a reassessment of memory politics in Ukraine. The erasure of communist symbols or “decommunization” has evolved into a decolonization process of de-Russificationin in which Russian cultural symbols, including toponyms, are removed from the symbolic space. This article presents the results of a mixed method investigation of Ukrainian hodonyms to shed light on the effects of war on a nation’s postcolonial toponymic legacy. We argue that de-Russification in Ukraine is a case of national “toponymic cleansing”. Simultaneously, this process may be interpreted as an act of restorative justice following cultural colonization. The findings indicate that posttransitional rethinking of place names in Ukraine is still strongly bounded by the effect of scale, and specific approaches to de-Russification are largely dependent on the local historical, cultural, and geopolitical context.

Exploring the effects of a short-term, nature-based preschool experience: a mixed-methods investigation

AbstractGaining access to early childhood education can be challenging for some families, but summer programs may provide more opportunities for children of all backgrounds. In the USA, some of these expanded opportunities have come by way of an increased number of nature-based preschool programs. This study investigated a short-term, nature-based summer preschool program. Using an ecological systems perspective, researchers determined how the program affected children’s social-emotional skills, if children from the program demonstrated appropriate academic growth, and if children showed stronger connections to nature after participation. Multiple data streams were analyzed using a mixed methods approach, including data from observation instruments, literacy skills tests, surveys, and caregiver interviews. Findings from 69 preschoolers and 15 caregivers indicated positive increases in children’s social-emotional skills, appropriate academic development, no significant changes in connections to nature, and caregivers who felt the program positively contributed to readiness. However, it is also clear from this study that additional research is needed on these kinds of preschool programs to determine the specific factors contributing to positive outcomes.

A Service-Learning Project Based on a Community-Oriented Intelligent Health Promotion System for Postgraduate Nursing Students: Mixed Methods Study.

Service learning (SL) is a pedagogical approach that combines community service with cognitive learning for professionals. Its efficacy in promoting community health has gained broad recognition in nursing education. The application of postgraduate nursing SL programs in community-based intelligent health remains underexplored. Thus, additional investigation is necessary to assess the influence of the SL project based on a community-oriented intelligent health promotion system (SLP-COIHPS) on postgraduate nursing students and health service recipients. This study aims to assess how SLP-COIHPS influences the scientific awareness and research innovation abilities of postgraduate nursing students. In addition, the study sought to examine the experiences of both participating students and health service recipients. We conducted a mixed methods investigation by using web-based surveys and conducting interviews. The web-based surveys aimed to explore the differences in scientific awareness and research innovation capabilities between 2 distinct groups: an experimental group of 23 postgraduate nursing students actively participated in SLP-COIHPS, while 23 postgraduate students (matched one-to-one with the experimental group in terms of grade, sex, and research methods) served as control participants. Semistructured interviews were conducted with 65% (15/23) of postgraduate students and 3% (12/405) of community residents who received health services, aiming to assess the project's impact on them. The community-based intelligent health promotion system installed in intelligent health cabins can be conceptualized as an expert system providing valuable references for student health education. It has the capability to generate comprehensive assessments and personalized health guidance plans. Following training, students were involved in offering health assessments, health education, and related services. Subsequently, after the web-based surveys and semistructured interviews, quantitative data were analyzed using the SPSS (IBM Corp) software package, using 2-tailed t tests and Mann-Whitney U tests; qualitative data underwent analysis using the constructivist grounded theory approach. Postgraduate nursing students participating in this program scored 12.83 (Cohen d>0.8; P<.001) and 10.56 (Cohen d>0.8; P=.004) points higher than postgraduate students in the control group in research awareness and research innovation capability, respectively. On the basis of the qualitative results, postgraduate students reported improvement in this program. Analysis of the interviews revealed a total of 12 subcategories across three primary domains: (1) specialized skills, (2) scientific research ability, and (3) comprehensive qualities. Community residents reported high satisfaction and positive experiences. Analysis of the interviews with community residents identified two primary categories: (1) satisfaction and (2) perceived benefits. SLP-COIHPS had a positive impact on students' development of scientific awareness and research innovation ability. Qualitative study findings also support the further development of practical programs that integrate intelligent health and SL theories in the field of medical education. This includes exploring the potential factors influencing postgraduate nursing students' research capabilities or investigating the long-term effects of the project.

CHIME-GP trial of online education for prescribing, pathology and imaging ordering in general practice – how did it bring about behaviour change?

BackgroundThere is a need for scalable clinician education in rational medication prescribing and rational ordering of pathology and imaging to help improve patient safety and enable more efficient utilisation of healthcare resources. Our wider study evaluated the effectiveness of a multifaceted education intervention for general practitioners (GPs) in rational prescribing and ordering of pathology and imaging tests, in the context of Australia’s online patient-controlled health record system, My Health Record (MHR), and found evidence for measurable behaviour change in pathology ordering among participants who completed the educational activities. This current study explored the mechanisms of behaviour change brought about by the intervention, with a view to informing the development of similar interventions in the future.MethodsThis mixed methods investigation used self-reported questionnaires at baseline and post-education on MHR use and rational prescribing and test ordering. These were analysed using multi-level ordinal logistic regression models. Semi-structured interviews pre- and post-intervention were also conducted and were analysed thematically using the COM-B framework.ResultsOf the 106 GPs recruited into the study, 60 completed baseline and 37 completed post-education questionnaires. Nineteen participants were interviewed at baseline and completion. Analysis of questionnaires demonstrated a significant increase in confidence using MHR and in self-reported frequency of MHR use, post-education compared with baseline. There were also similar improvements in confidence across the cohort pre-post education in deprescribing, frequency of review of pathology ordering regimens and evidence-based imaging. The qualitative findings showed an increase in GPs’ perceived capability with, and the use of MHR, at post-education compared with baseline. Participants saw the education as an opportunity for learning, for reinforcing what they already knew, and for motivating change of behaviour in increasing their utilisation of MHR, and ordering fewer unnecessary tests and prescriptions.ConclusionsOur education intervention appeared to provide its effects through providing opportunity, increasing capability and enhancing motivation to increase MHR knowledge and usage, as well as rational prescribing and test ordering behaviour. There were overlapping effects of skills acquisition and confidence across intervention arms, which may have contributed to wider changes in behaviour than the specific topic area addressed in the education.Trial registrationAustralian New Zealand Clinical Trials Registry (ACTRN12620000010998) (09/01/2020).

Outsciencing the scientists: a cross-sectional mixed-methods investigation of public trust in scientists in seven European countries

BackgroundIn this era of global health crises, public trust in scientists is a crucial determinant of adherence to public health recommendations. Studies of trust in scientists often link sociodemographic and...

Critical datafication literacy – a framework for educating about datafication

PurposeIn light of a need for more critical education about datafication, this paper aims to develop a framework for critical datafication literacy that is grounded in theoretical and empirical research. The framework draws upon existing critical data literacies, an in-depth analysis of three well-established educational approaches – media literacy, the German “(politische) Bildung” and Freirean “critical pedagogy” – and empirical analyses of online educational resources about datafication.Design/methodology/approachThe study interconnects theoretical analyses with an empirical mixed methods investigation that includes expert interviews with creators of online educational resources about datafication and a qualitative survey with educators interested in teaching about data technologies.FindingsThe research identified novel findings on the goals of resource creators and educators, such as a focus on empowering and emancipatory approaches, fostering systemic understanding of datafication and encouraging collective action. Such perspectives are rare in existing critical data literacy conceptualisations but show resemblance to traditional education scholarship. This highlights how much can be learnt from practitioners and from these more established educational approaches. Based on these findings, a framework for critical datafication literacy is suggested that aims for systemic understanding of datafication, encouraging critical thinking and enabling learners to make enlightened choices and take different forms of action.Originality/valueThe study is unique in its interconnection of theoretical and empirical research, and it advances previous research by suggesting a grounded framework for critical datafication literacy.

Intercultural experience facilitates majority-group acculturation through ethnocultural empathy: Evidence from a mixed-methods investigation in Japan

The present two-phased sequential exploratory mixed-methods study investigated majority-group members’ acculturation through pre-tertiary Japanese teachers’ experiences with children of Kurdish asylum-seekers in school settings. In Study 1, we employed an interpretative phenomenological analysis to understand and make meaning of the personal experiences of nine Japanese pre-tertiary teachers from a majority-group acculturation perspective. The qualitative data suggested a link between the participants’ intercultural contact experience, ethnocultural empathy, and receptiveness to majority-group acculturation. Furthermore, the acculturative changes experienced by the majority-group members appeared to influence institutional changes. Subsequently, we tested these relationships in quantitative analysis with a sample of 110 Japanese school teachers in Study 2. We used a survey informed by the works of Wang et al.’s (2003) Ethnocultural Empathy scale and Kunst et al.’s (2023) Majority-Group Acculturation scale. The results confirmed the positive association between intercultural contact experience, ethnocultural empathy, and majority-group members’ acculturation. We conclude that promoting multiculturalism in school settings may have long-term benefits for both majority and minority group members within the Japanese context despite potential adversities involved in regular intercultural contact.

Crafting a Crafty Witch

This paper presents strategies for conducting a mixed-method practice-led investigation through the creation of a one-minute micro-short stop-motion animation film that uses 3D printing to represent two distinct design styles. The film combines the 1950s animation style of ‘cartoon modern’ (Amidi, 2006) with historic woodblock printing found in early documents on witchcraft, reflecting various definitions of 'craft' that combine analogue methods with digital skills and tools. This was documented in a making-of video, showing the various processes and technologies used throughout the film, which uses 3D printing as both a tool and a material in the creation of a novel aesthetic to explore conceptual visual ideas such as post-digital art, glitch art and sloppy craft.

Protocol for a mixed-methods investigation of quality improvement in early childhood education and care in Australia

International recognition of the early years as a crucial foundational period has led to the design and implementation of quality rating and improvement systems (QRIS) that define, communicate, and monitor the components of quality in early childhood education and care (ECEC). The aim of these policies is to achieve effective quality assurance and improvement through a system-oriented approach to assessment and evaluation. Informed by ecological systems theory, this paper outlines a three-phase, mixed-methods design for researching a national sample of child care centres that showed overall improvement on the Australian National Quality Standard (NQS) assessment and rating (A&R) criteria. The study samples are drawn from a national dataset of centre-based child care services with two or more A&R rounds and an initial rating of Working Towards NQS (N = 1,935). The results of this study will provide insights into the macro-, exo-, meso- and micro-systems level factors and strategies that support quality in ECEC services.

"I'm Trying to Reach Out, I'm Trying to Find My People": A Mixed-Methods Investigation of the Link Between Sensory Differences, Loneliness, and Mental Health in Autistic and Nonautistic Adults.

Rates of loneliness are substantially higher among autistic compared with nonautistic individuals. This observation refutes the persistent stereotype that autistic individuals are not motivated to seek meaningful social relationships. More plausibly, social environments systematically exclude people with higher levels of sensory differences, impeding on opportunities for autistic individuals to form meaningful relationships. In this study, we sought to quantify the level of distress associated with loneliness (Study A) and provide complementary qualitative insight into experiences of loneliness in relationship to sensory differences in autistic adults (Study B). In Study A, N = 209 participants completed a range of self-report questionnaires. In Study B, nine autistic adults took part in 10-minute unstructured dyadic conversations around the topic of loneliness. We derived a qualitative understanding of autistic individuals' experience of loneliness, enriched by inductive and deductive analyses. In Study A, the autistic group showed significantly higher levels of loneliness, loneliness distress, anxiety, depression, and sensory reactivity. We found significant positive correlations between variables, but no group differences in differential relationships. The effect of sensory reactivity on anxiety and depression was mediated by levels of loneliness in both groups. In Study B, autistic participants described the pain of feeling lonely and socially disconnected, while simultaneously experiencing a need for restorative solitude after social overstimulation. Our results indicate that sensory differences are related with higher loneliness and associated poor mental health in both autistic and nonautistic adults. This effect was exacerbated in autistic adults due to higher levels of sensory reactivity. First-hand reports from autistic adults on intense loneliness and the obstructive role of sensory environments refute stereotypes about a lack of social motivation in autistic adults. We conclude that to enable meaningful and inclusive social interaction, a societal effort is needed to create spaces that consider the sensory needs of all neurotypes.