Distinct Yet Synergetic Contributors to Mixed Methods Research: Intersections for MMIRA and <i>JMMR</i>

Poth, Cheryl; Fetters, Michael D.; Molina‐Azorín, José F.

doi:10.1177/1558689817743581

Cited by 4 publications

(5 citation statements)

References 17 publications

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“…According to Creswell & Creswell,[18] mixedmethods research is a research approach that combines both quantitative and qualitative research methods in order to provide a more comprehensive and nuanced understanding of a research problem. Qualitative research examines people's perspectives, cultures, and experiences to reveal how they shape the outcome variable [19] which is environmental conservation in the context of the proposed study. In the proposed study, a cross sectional design with a qualitative approach was adopted, to subject secondary students' and staff to pre-tested semi-structured questionnaires and interviews.…”

Section: Methodsmentioning

confidence: 99%

The Environmental Conservation Strategies Used in Secondary Schools Align with Guidelines of United Nations Environmental Program: Evidence from a Cross-Sectional Study in a City Setting

Narura,

Ssenku,

Kudamba

et al. 2024

Asian J. Env. Ecol.

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The climate change crisis might soon be the biggest threat to global human existence if immediate action is not taken to overpower it. In Eastern Uganda, Mbale city is among the most affected areas, and the burden manifests in form of disasters such as long dry spells and floods. One of such floods in this city recently destroyed 5,000 acres of crops and homes of 5,600 people, killed over 30- and cut off clean water for 400,000 people. Schools can create environmentally responsible communities that are able to address this threat, but persistence of the burden in this area depicts unclear gaps in the roles played by these academic institutions. This study therefore examined the environmental conservation strategies used in addressing climate change and related calamities by students and staff of secondary schools in Mbale city, to unravel intervention-gaps and guide the way forward. Conservation strategies, plus factors promoting their adoption and challenges, as well as the perceptions, attitudes, awareness, and knowledge about environmental conservation and climate change were examined in a random sample of 384 secondary school students and staff. Pre-tested, semi-structured questionnaires and Key Informant Interviews (KIIs) were used under the guidelines of the United Nations Environment Programme (UNEP), supplemented with observational surveys and photography. Data was analyzed with descriptive and inferential statistics using STATA version-15.0. Graphs were plotted with GraphPad Prism® version 9.0.0. Conservation strategies in schools were found to be diverse, involving mainly tree planting (N=339, 91.2%), preservation of green spaces (N=310, 83.3%), harvesting rain water and not damping wastes in water resources (N= 372, 100% each). Reuse of waste plastic bottles to fabricate dustbins was a novel observation. KIIs showed that the use of the school curriculum to support environmental conservation and climate change action was also prominent (N=12, 100%), but was not significantly different from other key strategic approaches such as incentives (χ2 = 0.992, p = 0.319), and aid from some agencies (χ2 = 3.200, p = 0.074). Interventions against air pollution were scarce. Determinants of choice of conservation measures were mostly; the school curriculum (N=381, 99.2%), costs (N= 381, 99.2%), land size (N= 352, 91.7%) and education level (N=250, 65.1%). Commonest perceptions on why conservation is vital were; to avert ecological threats (N=372, 100%), and the urge for a clean environment (N=372, 100%). Good attitudes towards conservation were in 269 (70.1%) of the participants; 48.4%, 7.8%, and 7.1% were not aware about biodiversity loss, climate change, and pollution respectively. 58.1% lacked sufficient conservation knowledge. Long dry seasons (100%), financial scarcities (94.8%), and high population (98.9%) were the commonest barriers, while low political will (N=12, 3.1%), was minimal. In conclusion, environmental conservation strategies in secondary schools in Mbale city are diverse, largely align with guidelines of UNEP, and are based on the geography, resources, policies, and sociodemographic factors. The commonest challenges were; long dry spells, financial scarcities, population pressure. Redress to these anomalies is desired to enhance the use of secondary schools as hubs for environmentally responsible communities that can address environmental crises like climate change sustainably.

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Section: Methodsmentioning

confidence: 99%

The Environmental Conservation Strategies Used in Secondary Schools Align with Guidelines of United Nations Environmental Program: Evidence from a Cross-Sectional Study in a City Setting

Narura,

Ssenku,

Kudamba

et al. 2024

Asian J. Env. Ecol.

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“…Many journals are known explicitly to publish mixed methods research methodology, and a growing number of empirical journals are publishing mixed methods empirical studies (University of Michigan Mixed Methods Program, n.d.). In the Mixed Methods International Research Association established in 2013 (Poth et al, 2018), the field has an academic home with multiple chapters and an affiliate, as well as a variety of online sources such as MOOCs, webinars, and job postings (Mixed Methods International Research Association, n.d.). There are numerous examples of mixed methods research interventions in the fields of education (Connolly et al, 2018), health sciences (O’Cathain et al, 2013), and the social sciences (Mowat et al, 2018).…”

Section: The Expertise and Capacity In Mixed Methods Researchmentioning

confidence: 99%

“…Show why targeted participants chose not to join the interventional study Shed light on why participants who initially enrolled, but then dropped out Document changes during the study that can have an impact on the study outcomes and translation to other settings 9. How can researchers acquire the information needed to transfer study findings from an interventional study into (Poth et al, 2018), the field has an academic home with multiple chapters and an affiliate, as well as a variety of online sources such as MOOCs, webinars, and job postings (Mixed Methods International Research Association, n.d.). There are numerous examples of mixed methods research interventions in the fields of education (Connolly et al, 2018), health sciences (O'Cathain et al, 2013), and the social sciences (Mowat et al, 2018).…”

Section: Challengesmentioning

confidence: 99%

Utilizing a Mixed Methods Approach for Conducting Interventional Evaluations

Fetters

Molina‐Azorín

2020

Journal of Mixed Methods Research

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In this editorial, we take the position that in the educational, health, and social sciences, the modus operandi for conducting interventional studies should be using a mixed methods approach. That is, in absence of a compelling reason for not doing so, the default expectation for conducting interventional studies should be a combination of qualitative and quantitative components as an integrated mixed methods interventional evaluation. In our use of the term interventional study, we include both randomized studies, for example, randomized clinical trials from the clinical setting and the broader term randomized controlled trials as the more widely applicable term, as well as various quasi-experimental designs, for example, observational or correlation studies that are used for outcome measurement. In our view, when qualitative research is added into an interventional study, the project becomes a mixed methods research study because qualitative findings and quantitative intervention results are being integrated. O'Cathain and other experts in this area have chosen the language of mixed methods interventional evaluations to recognize as equally valued contributions of quantitative and qualitative approaches in evaluation of complex interventions (O'Cathain, 2018, p. 17; Drabble & O'Cathain, 2015). In the interest of maximizing the information gained from a broad portfolio of randomized controlled trials and quasi-experimental projects, we argue that the default mode for funding organizations should be an expectation for researchers to submit proposals as mixed methods interventional evaluations, and provided the proposal is rigorously developed, for research sponsors to preferentially fund proposals using a mixed methods interventional approach. Researchers submitting interventions for funding not using a mixed methods approach should justify why the research is not being proposed as a mixed methods study. In the following, we lay out the rationale for this position.

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“…In the editorial, Poth (2024), with affiliation in applied measurement, evaluation, and education, discusses the importance of inclusive language for diversity in mixed methods research. Poth offers three critical reasons for addressing inclusive language.…”

mentioning

confidence: 99%

In This Issue: Inclusive Language to Foster Equity and Diversity, Joint Displays for Theory Development, Incorporating Participatory Aspects in Joint Displays, Expanding the Evaluation of Rigor, and Challenges in Transformative Mixed Methods Research

Guetterman,

Molina-Azorin

2024

Journal of Mixed Methods Research

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Distinct Yet Synergetic Contributors to Mixed Methods Research: Intersections for MMIRA and JMMR

Cited by 4 publications

References 17 publications

The Environmental Conservation Strategies Used in Secondary Schools Align with Guidelines of United Nations Environmental Program: Evidence from a Cross-Sectional Study in a City Setting

The Environmental Conservation Strategies Used in Secondary Schools Align with Guidelines of United Nations Environmental Program: Evidence from a Cross-Sectional Study in a City Setting

Utilizing a Mixed Methods Approach for Conducting Interventional Evaluations

In This Issue: Inclusive Language to Foster Equity and Diversity, Joint Displays for Theory Development, Incorporating Participatory Aspects in Joint Displays, Expanding the Evaluation of Rigor, and Challenges in Transformative Mixed Methods Research

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