Using Convergent Parallel Design Mixed Method to Assess the Usage of Multi-Touch Hand Gestures Towards Fine Motor Skills Among Pre-School Children

Razali, Fadhlina Mohd; Aziz, Nor Azah Abdul; Rasli, Roznim Mohamad; Zulkefly, Nur Farah; Salim, Siti Aisyah

doi:10.6007/ijarbss/v9-i14/7023

Cited by 8 publications

(8 citation statements)

References 5 publications

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“…The quantitative results and qualitative findings were analyzed independently, as described above, which is consistent when using a parallel design [ 49 ]. Mixed methods integration was achieved through convergence of the six quantitative constructs with the 10 qualitative themes using a joint display analysis to compare the findings and generate meta-inferences.…”

Section: Resultsmentioning

confidence: 99%

The Multidimension of Malnutrition among School Children in a Rural Area, South Africa: A Mixed Methods Approach

Modjadji

Madiba

2022

Nutrients

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To address childhood malnutrition, the use of multifaceted methodologies, such as mixed methods research, is required to inform effective and contextual interventions. However, this remains limited in studying malnutrition among school children in a South African context, notwithstanding its persistence. We adopted a convergent parallel mixed methods design to best understand the magnitude of malnutrition through multilevel influences in a rural area. A quantitative survey determined the magnitude of malnutrition and associated factors among school children and their mothers (n = 508), parallel to a qualitative study, which explored mothers’ insights into the influences of child growth and nutrition in interviews using seven focus group discussions. Mixed methods integration was achieved through convergence of the quantitative constructs developed from measured variables for malnutrition and related factors with ten emergent qualitative themes using a joint display analysis to compare the findings and generate meta-inferences. Qualitative themes on food unavailability and affordability, poor feeding beliefs and practices, and decision to purchase foods were consistent with the quantified poor socio-demographic status of mothers. Furthermore, the qualitative data explained the high prevalence of undernutrition among children but did not corroborate the high estimated households’ food security in the quantitative survey. The misperceptions of mothers on child growth agreed with limited food knowledge as well as lack of knowledge on child growth gathered during the survey. Moreover, mothers believed that their children were growing well despite the high presence of childhood undernutrition. Mothers further overrated the effectiveness of school feeding programmes in providing healthy food to children as compared to their household food. They reported high incidence of food allergies, diarrhea, and vomiting caused by food consumed at school which resulted in children not eating certain foods. This might have impacted on the nutritional status of children since mothers depended on the school feeding program to provide food for their children. The ambiguity of cultural influences in relation to child growth was evident and substantiated during qualitative interview. Mixed methods integration offered a better understanding of malnutrition from empirical findings on interrelated factors at child, maternal, household, and school levels. This study points to a need for multilevel, informed, and contextual multidimensional interventions to contribute towards addressing childhood malnutrition in South Africa.

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Section: Resultsmentioning

confidence: 99%

The Multidimension of Malnutrition among School Children in a Rural Area, South Africa: A Mixed Methods Approach

Modjadji

Madiba

2022

Nutrients

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“…Mixed methods design involves the collection of both qualitative and quantitative data in response to research questions or hypotheses. It focuses on collecting, analyzing, and mixing both data to provide a better understanding of research problems than either approach alone since the mixing of methods will enhance the results of the study and will further explain the results of the study (Razali et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

Competency of Teachers and Laboratory Environment in an Online Setting as Predictors of Science Process Skills of Students: A Convergent Design

Zabala,

Dayaganon

2023

SEI

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This study determined the influence of the competency of teachers and the laboratory environment in an online setting on the students’ science process skills using mixed methods approach-convergent design. Participants of the study were 2nd year students from different Higher Education Institutions in Region XI, Philippines. Further, to gather data relative to the research questions, the researcher used adapted survey tools and an interview guide. Results showed that students always observed the competence of their teachers, with a favorable laboratory environment in an online setting leading to the acquisition of science process skills. Furthermore, regarding the relationship of variables, the study revealed that the competency of teachers did not have a significant relationship with students’ science process skills. At the same time, there was a considerable correlation between the laboratory environment in an online setting and students’ science process skills. The students’ lived experiences in acquiring science process skills formed essential themes. Moreover, there was a merging-converging nature of the competency of teachers and the laboratory environment in an online setting and a merging-diverging character on students’ science process skills and significant influence of the variables under study. Results of the study will help the teachers identify the factors that can affect the acquisition of science process skills of students in an online learning environment and develop intervention programs to ensure globally competitive graduates. It is further believed that this study will benefit the institution, teachers, and most especially the students who were the main reason for the teaching and learning process. Hence, future studies may be conducted by academic scholars or researchers based on the information gathered from this research. Areas of interest can be other factors that affect the students’ acquisition of science process skills and utilize a comparative study involving different courses with chemistry laboratory subjects.

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“…Therefore, mixed-method design combines were employed by combining both quantitative and qualitative research approaches (Azorín & Cameron, 2010;Creswell & Clark, 2017;Razali et al, 2019). In this work, a quasi-experimental design with a non-equivalent pretest-posttest was used to compare three treatment groups with one comparison group.The reason for this was that it was difficult to regulate all variables in the classroom's natural setting and all groups were not chosen at random.…”

Section: Methodsmentioning

confidence: 99%

Assessing students' factual, conceptual, and procedural knowledge of Newton's Laws of motion

Cashata

Seyoum

Alemu

2022

Momentum: Physics Education Journal

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The study aims to assess the difficulties in factual knowledge, conceptual understanding, and procedural knowledge of physics pre-service teachers on Newtonâ€™s laws of motion. The study was conducted in four colleges of teacher education located in the southern regions of Ethiopia .This study employed descriptive survey methods. For data collection, 14- Factual-Knowledge Test, 19- Conceptual understanding test and 3-open ended questionariesâ€™ were used. Descriptive statics such as means, standard deviations, percentages, frequencies, and Minnesota Assessment of problem solving Rubric are used for written solution, where 136 students were involved in the quantitative part. They were consulted in the qualitative part of this study. The findings reveal a lack of conceptual understanding (61 percent) and procedural knowledge among pre-service physics teachers. This is evident in their low performance in the category or indicator dimensions of using, determining, and understanding problems (56 percent), in writing laws and principles (61%), and in determining the correct answer to problems (59 percent). A reasonable recommendation is given to solve the problem so that the pre-service physics teacher has adequate conceptual and procedural knowledge.

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Using Convergent Parallel Design Mixed Method to Assess the Usage of Multi-Touch Hand Gestures Towards Fine Motor Skills Among Pre-School Children

Cited by 8 publications

References 5 publications

The Multidimension of Malnutrition among School Children in a Rural Area, South Africa: A Mixed Methods Approach

The Multidimension of Malnutrition among School Children in a Rural Area, South Africa: A Mixed Methods Approach

Competency of Teachers and Laboratory Environment in an Online Setting as Predictors of Science Process Skills of Students: A Convergent Design

Assessing students' factual, conceptual, and procedural knowledge of Newton's Laws of motion

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