Mixed-Methods Design in Biology Education Research: Approach and Uses

Warfa, Abdi Rizak M.

doi:10.1187/cbe.16-01-0022

Cited by 65 publications

(56 citation statements)

References 26 publications

(40 reference statements)

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“…We employed a mixed methods design to answer our research questions. Mixed methods approaches have been described as "a pragmatic choice to address research problems through multiple methods with the goal of increasing the breadth, depth, and consistency of research findings" (Warfa, 2017). Mixed methods analysis does not inherently require the collection of both qualitative and quantitative data (Onwuegbuzie et al, 2007).…”

Section: Methodsmentioning

confidence: 99%

Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions

2020

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Background: Local and national initiatives to improve the learning experiences of students enrolled in Science, Technology, Engineering, and Mathematics (STEM) courses have been ongoing for a couple of decades with a heightened momentum within the last 10 years. However, recent large-scale studies have demonstrated that transmission of information is still the primary mode of instruction in STEM courses across the undergraduate curriculum. The limited impact of instructional change reform efforts can be partly explained by the one-sided focus of educational research on the development of evidence-based instructional practices and production of evidence demonstrating their impact on student learning. This has been done at the expense of understanding faculty members' instructional practices and mindsets about teaching and learning that underlie their practices. This study addresses this gap in the literature by characterizing STEM instructors' instructional intentions and reflections on their teaching performance for a week of instruction. Data was collected through semi-structured interviews with 42 STEM faculty members from one doctorate-granting institution in the USA. Results: STEM instructors in this study had teacher-centric mindsets with respect to their instructional planning (e.g., content-focused learning goals, lecture is seen as an engagement strategy). We found that these instructors mostly saw formative assessment tools as engagement strategy rather than tools to monitor student learning. Reflections on their level of satisfaction with their week of teaching focused heavily on content coverage and personal feelings and minimally considered student learning. Finally, we found that pedagogical discontent was not a driver of planned course revisions. Conclusions: This study identifies mismatches between STEM instructors' teaching mindsets and current approaches to instructional change. STEM instructors in this study paid minimal attention to student learning when considering course-level revisions and many of their reflections were anchored in their personal feelings. However, instructional reform strategies often attempt to convince faculty of a new approach by demonstrating its impact on student learning. The misalignment identified in this study further highlights the need to better characterize STEM instructors' cognition around teaching so that reform efforts can better meet them where they are.

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Section: Methodsmentioning

confidence: 99%

Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions

2020

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“…We used a concurrent nested mixed-methods approach (Warfa, 2016) to determine quantitatively if an LP assignment improves both specific and general student learning outcomes. In addition, we also analyzed the qualitative nature of the metacognition in students' written LP assignments.…”

Section: Methodsmentioning

confidence: 99%

A learning philosophy assignment positively impacts student learning outcomes

Haave

Keus

Simpson

2018

CELT

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Engaging students in metacognition can improve their learning outcomes. Students’ consideration of their learning philosophy is one way for students to be metacognitive about their learning. This study analyzed the effect of a learning philosophy assignment on students’ intellectual development and mastery of first-year biology and second-year biochemistry course content. All students were invited to complete the Learning Environment Preferences (LEP) survey at the beginning and end of the term to determine if students’ cognitive complexity was impacted by the assignment. The ability to master course content was assessed by comparing students’ midterm and final exam marks. We found that the learning philosophy assignment rescued Bachelor of Science students in the first-year biology course from a decrease in cognitive complexity. Additionally, the guided metacognition rescued second-year biochemistry students from performing poorer on the final relative to the midterm exam and promoted an increase in their cognitive complexity. These results suggest that a learning philosophy assignment may be an effective way of engaging students’ in metacognition of their learning to promote their intellectual development and mastery of course material.

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“…In this work, DBR was developed on the basis of mixed methods research [23] with embedded design [24], which involves simultaneous and/or sequential collection of quantitative and qualitative data. So, we assume that one of the data corpus (in the case, the qualitative) supports the other (quantitative), adding to illuminate the situation under study.…”

Section: Methodological Approachmentioning

confidence: 99%

Novel study guides for biochemistry meaningful learning in biology: a design-based research

Costa

Galembeck

2017

Rev. Ens. Bioq.

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To address the usually decontextualized transmission of information in biochemistry teaching, three interventions in a discipline (Metabolism) for Biology majors were applied as innovative study guides. We describe the development, application, and evaluation of two study guides, contextualized with a real problem or an integrative view, using broad themes like evolution and metabolic adaptation. In order to evaluate the impact of both interventions on interest, motivation, and learning of the metabolic pathways, a design-based research with cycles of application and assessment was carried out, by means of classroom observation, grade analysis in written exams, and students' interviews. Analysis and interpretation of the results point to benefits for teaching and learning, with helpful information to guide elaboration and refinement of new teaching materials and to make active learning more meaningful.Keywords: Study guide; Biochemistry; Design-Based Research. ResumoPara lidar com a transmissão em geral descontextualizada da informação no ensino de bioquímica, foram aplicadas três intervenções na disciplina Metabolismo para Biologia, na forma de estudos dirigidos inovadores. Descrevem-se a construção, aplicação e avaliação de dois estudos dirigidos, contextualizados como um problema real ou uma visão integrativa, usando temas amplos como evolução e adaptação metabólica. A fim de avaliar o impacto de ambas as intervenções sobre o interesse, motivação e aprendizagem das vias metabólicas, foi realizada uma pesquisa baseada em design com ciclos de aplicação e avaliação, por meio de observação em sala de aula, análise de notas em provas e entrevistas com estudantes. A análise e a interpretação dos resultados indicam benefícios para o ensino e a aprendizagem, com informações úteis para orientar a elaboração e o refino de novos materiais de ensino e para tornar a aprendizagem ativa mais significativa.Palavras-chave: Estudo dirigido; Bioquímica; Pesquisa baseada em design.

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Mixed-Methods Design in Biology Education Research: Approach and Uses

Cited by 65 publications

References 26 publications

Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions

Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions

A learning philosophy assignment positively impacts student learning outcomes

Novel study guides for biochemistry meaningful learning in biology: a design-based research

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