Caso 3: Línea atún Parte 2: Proceso de envasado

3.2.1 Identifying the role of qualitative and quantitative investigations

Researchers identify three approaches in the integration/combination of different forms of data - merging data, connecting data, and embedding data (Creswell et al., 2011; Johnson et al., 2007). Connecting data involves an analysis of one dataset and using the results to inform the data collection of the subsequent phase of research. Embedding data means that one dataset is embedded, or nested within the other so that one type of data has a supportive role for the other

49

dataset (Creswell, Klassen, Plano Clark, & Smith, 2011). Merging data implies conducting quantitative and qualitative investigations concurrently, with the two types of data being collected and analysed separately and results being merged at the point of interpretation. Upon the analysis of mixed method designs used in various fields of investigation (Creswell et al., 2003), a concurrent mixed method design was found to be widely used by educational researchers, including the implementation of intervention programmes (Cheng, 2011; Kirkwood, 2010; Creswell & Plano Clark, 2007; Jenkins, 2001). Creswell & Plano Clark (2007) emphasise that this research design offers a strong basis for triangulation, since there are multiple sources of data to be drawn upon, and it is useful in offsetting the weakness within one method with the strength of another method. In the present study, it has been decided to use a concurrent mixed method design for the purpose of comparing and integrating qualitative analysis with quantitative analysis (Creswell et al., 2003). The comparison or corroboration of quantitative results with rich qualitative findings allows for drawing inferences on what was found from the combination of qualitative and quantitative results and contributes to obtaining well-substantiated conclusions about a single phenomenon (Bryman, 2006; Creswell et al., 2003).

In this study, a combination of different methods was done in the way similar to that suggested by Morse & Niehaus (2009: 14) who hold that a mixed method design includes ‘a qualitative or quantitative core component which directs the theoretical drive, with qualitative or quantitative supplementary component(s)’. Mason (2006:10) has suggested that a qualitatively driven approach to mixing methods ‘offers enormous potential for generating new ways of understanding the complexities and contexts of social experience …’ In her review of educational, mixed-method research, Niglas (2009) found that ninety (90) of the one hundred forty two (142) studies (65%) included a dominant qualitative strategy in data utilization.

The qualitative component is of great importance for this study: the research that explores implementing HOT-based interventions in the Arab educational system is scarce and, therefore, the primary interest of the study is the examination of the instructional and learning processes, participants’ perceptions of the HOT-related activities, as well the problems arising in the process of intervention. The qualitative component of the present study is reflected in the main research question and in the first research sub-question: both of them emphacise the process of

50

implementing the programme. Given that the qualitative investigation is the primary method used to address research questions, the constructivist-interpretive approach dominates during the investigation and the interpretation phase of the study (Creswell & Plano Clark, 2011; Morse & Niehaus, 2009; Teddlie & Tashakkori, 2009). Following the principle of concurrent mixed method design, the results from the two strands were mixed at the stage of interpretation. In the discussion chapter, qualitative findings were compared with the results discovered in research literature and with quantitative findings. Qualitative findings were used for the interpretation of quantitative results (Teddlie & Tashakkori, 2009; Bryman, 2006).

The design and stages of this study are displayed on Figure 3.1 and Table 3.1. Figure 3.1. Study design

Methodology

Quantitative study Qualitative study

Making meta-inferences on the basis of the triangulation and interpretation the quantitative and qualitative research findings.

Regulatory guidelines HOTS intervention

programme

HOTS-related research literature

Research conceptual framework

51 Table 3.1. Stages of research

Date Research process

September 2009 – November 2009 Engaging the teachers, who were to complete a continuing education programme based on the guidelines issued by regulatory bodies, and students studying in the grades 10-11. Addressing ethical issues.

Piloting the questionnaires for students and teachers.

Analysing the content of the HOTS continuing education programme (teachers’ professional development course). Studying HOT-related literature.

December 2009 Administering questionnaires to the teachers and students from the experimental and control groups (pre-test). Analysis of quantitative data.

January 2010 – June 2010 The teachers from experimental group attend the professional development course (HOTS programme).

Analysis of quantitative data.

September 2010 – June 2012 The teachers from experimental group implement the HOTS programme in the classrooms.

Studying HOT-related literature.

The first quarter of 2012 Conducting individual interviews with teachers.

Teachers are required to write short reports about their experiences regarding the programme implementation.

April -May 2012 Administering questionnaires to teachers and students (post-test). Analysis of quantitative data.

June 2012 Conducting focus group with teachers.

Analysis of quantitative data.

June-July 2012 Conducting individual interviews with the parents of the students

July – December 2012 Analysing the data obtained from the individual interviews, focus group, teachers’ written narratives, and individual instruction plans maintained by teachers.

Analysing and triangulating of qualitative data. Writing Introduction chapter of the thesis.

The last quarter of 2012 – 2016 Triangulating and interpreting quantitative and qualitative data. Writing up the thesis.

Figure 3.1 shows the relationships between this research theoretical background, research questions, and methodology. It can also be seen from Table 3.1 that quantitative and qualitative investigations are conducted concurrently and the final inferences are made after both types of data have been triangulated.

3.2.2 The research field and participants

The current study took place in an Arab public high school situated in a large Arab village (15000 residents) in the north of Israel. According to the nationwide standards for public secular high schools, the average figures are as follows: grades 10-12; school population about 700 students; 23-25 classes in school; and 32-38 students per class. The school, which has served as a research

52

setting, can be regarded as representative of Arab high public schools in the north of the country, as it is populated by 630 students and has 18 classes, with approximately 35 students per class. The school staff included 45 teachers and a principal at the time of conducting this study. This study involved 43 teachers and 177 students from six classes of the grades 10-11 (ages 16-17).

3.3. The qualitative research strand