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Welcome to the Other Side: A Quantitative Researcher’s Journey into Qualitative Research

One of the things I am proud of this year is my exposure to qualitative research. I am used to conducting quantitative studies, primarily action research studies and correlational studies. As someone unfamiliar with qualitative research, my goal in Methods of Inquiry 2: Qualitative Approach to Investigation (CPA 394) this semester is to be a sponge and absorb everything I can from my professor and classmates. In this entry, I will share the valuable lessons that struck me the most from CPA 394.

Summary of Research Output

The pandemic has profoundly modified the educational landscape. Studies on distance education in the context of the pandemic have uncovered multiple challenges and changes. Specific issues in Mathematics teaching include problems in preparation (Fakhrunisa & Prabawanto, 2021), complications in delivering lessons (Aldon et al., 2021), and difficulties in engaging students (Akar & Erden, 2021). Concurrently, students experienced problems related to inconsistent internet connections (Bringula, 2021) and the limitations of distance learning (Sugilar et al., 2021). In response to these challenges, Mathematics teachers have creatively strategized with the integration of technology. Math teachers use technology to develop educational materials, curate learning sessions, and monitor student learning and progress.

After a comprehensive review of related literature and studies, it became evident that a limited number of studies covered the creative strategies of Mathematics teachers during the pandemic. Most existing studies focused on the development and evaluation of instructional materials (e.g., Karmila et al., 2020; Prahmana, 2022; Nabayra, 2022). Given this research gap, the researcher intends to investigate how Mathematics teachers creatively strategize to meet the demands of pandemic teaching and learning. The researcher aims to answer the research question: How did teachers creatively strategize to deliver Mathematics learning during the pandemic?

The researcher will utilize a purposive sampling technique. A total of eight (8) Mathematics teachers will be selected as research participants from a public school. Participation will be limited to teachers who started on or before the school year 2020-2021. The present study will utilize semi-structured interviews as a data-gathering method. The researcher will develop an interview guide with two parts: an introduction and a set of interview questions. To ensure validity, the researcher will seek the assessment of three experts to evaluate the content and order of questions in the interview guide. Revisions will be made based on the comments and suggestions of the experts.

After conducting a series of interviews, the researcher will transcribe the responses of the participants using a word processor. The researcher will perform a thematic analysis using the critical realist approach of Fryer (2022). Following this approach, the researcher will assign codes to all statements with key ideas. Subsequently, the researcher will develop themes by analyzing the interconnection of the generated codes. The themes will be reported and analyzed to generate meaningful conclusions.

Salient Lessons

Lesson #1: You cannot cram the RRL

The review of related literature serves to guide researchers on the appropriate methods to employ and the pertinent questions to address. I find this section to be the most challenging, as it requires dedicated time for thorough reading. Rushing through the review is not advisable, as it can impact the understanding of the variables under study, a factor that becomes evident in the subsequent discussion.

Lesson #2: The introduction can be in the end

Before my qualitative research class, I used to write the introduction before the review of related literature. One tip that I received from my research professor is to write the introduction last. I find this tip logical because writing this section requires a full understanding of the related literature and the research gap. The introduction can be in the end.

Lesson #3: Materials matters

Research instruments matter! Researchers should implement content validation to ensure the accuracy of the interview guide in addressing the research question. Pilot interviews help improve not only the content but also the organization of the questions. Based on my experience with interview questions, they should be simple and easy to understand. The quality of interview questions defines the quality of responses that the interviewee provides.

Lesson #4: Coding is decoding

Compared to quantitative research, the role of researchers in qualitative research is more complex. The task of interpretation carries more weight for qualitative researchers. In quantitative research, significance is determined by comparing a computed value against a standard. In qualitative research, responses undergo a more tedious process involving transcription, code generation, and theme development. Coding is essentially decoding, as it is a process that involves unraveling information that is implicitly and explicitly stated.

Lesson #5: Depth not breadth

Qualitative research does not aim to generalize conclusions to a larger population; instead, it is more focused on understanding variables at a deeper level. In this type of research, depth is more important than breadth. Statistical treatments in quantitative research generate limited information about a specific variable or phenomenon. In contrast, researchers conducting qualitative research explore the domain of the real. They provide explanations about variables with causal powers.

References

Akar, S. & Erden, M. (2021). Distance Education Experiences of Secondary School Math Teachers during the Pandemic: A Narrative Study. Turkish Online Journal of Distance Education. 22 (3), 1-20. https://dergipark.org.tr/en/download/article-file/1857612 

Fakhrunisa, F. &  Prabawanto, S. (2021). Online Learning in COVID-19 Pandemic: An Investigation of Mathematics Teachers’ Perception. http://dx.doi.org/10.1145/3439147.3439179

Bringula, R., Reguyal, J. J., Tan, D. D., & Ulfa, S. (2021). Mathematics Self‑concept and Challenges of Learners in an Online Learning Environment during COVID‑19 Pandemic. Smart Learning Environment. 8(22), 1-23.  https://doi.org/10.1186/s40561-021-00168-5

Nabayra, J. (2022). Mathematics Learning in the New Normal Through Teacher-Created Videos: The Freshmen University Students’ Experience. International Journal of Arts and Humanities Studies. 2(1), 22-27. https://doi.org/10.32996/bjahs.2022.2.1.4

Karmila, D., Putri, D. M., Berlian, M., Pratama, D. O. & Fatrima (2021). The Role of Interactive Videos in Mathematics Learning Activities During the Covid-19 Pandemic. Advances in Social Science, Education and Humanities Research. 532, 141-144. https://doi.org/10.2991/assehr.k.210227.024

Subekti, M. A. & Prahmana, R. C. Developing Interactive Electronic Student Worksheets through Discovery Learning and Critical Thinking Skills during Pandemic Era. Mathematics Teaching Research Journal. 13(2), 137-176. https://www.hostos.cuny.edu/MTRJ/archives/vol/v13n2-Developing-Interactive-Electronic-Student-Worksheets-v2.pdf

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CRITICAL REALISM AND PANDEMIC TEACHING

Tentative Research Question: How did teachers creatively strategize to deliver Mathematics learning during the pandemic?

Critical Realism as a meta-theory is pertinent to generate meaningful and impartial interpretations and conclusions. It posits that the world is intransitive, stratified, works as an open system, and is emergent. It demonstrates a harmonious balance between Ontological Realism and Epistemic Relativism. A researcher who subscribes to this theory values sound methodologies and comprehensive analysis before making interpretations. Critical realist researchers understand the plurality of ideas and adhere to certain standards to develop the most logical conclusions. I intend to apply this meta-theory in my present and future research endeavors.

My present research project covers Mathematics teachers' experiences in distance education during the COVID-19 pandemic. It aims to determine the creative teaching strategies that Math teachers implemented despite the challenges and restrictions brought by the pandemic. This paper explains the assumptions of Critical Realism and its implications in my research project. This paper discusses how Critical Realism influenced my research decisions.

The world is intransitive, but the knowledge about the world is transitive.

Ontological Realism is a significant part of the triumvirate of Critical Realism, asserting that the world is autonomous of the knower. It explains why judgement is possible. On the other hand, Epistemic Relativism states that human knowledge is dependent on the knower. It asserts the plurality of interpretations and perspectives that underscore the need for judgment.

The assumptions of Ontological Realism and Epistemic Relativism emphasize the need to do research and commit to making rational judgments. Although the world is intransitive, the knowledge about the world is transitive. Our understanding of the world is constructed from our perceptions and perspectives. This assumption should inspire all researchers to use the most appropriate methods and the right analytical framework to acquire a more comprehensive knowledge of the world. Notably, this assumption should teach humility to any researcher. Regardless of the sophistication of the implemented research methods, all research studies will only uncover fractions of the truth.

Critical Realism is a potent framework for studying how teachers creatively strategize to deliver Math lessons during the pandemic. The idea that the world is transitive posits that knowledge about the world is bounded and necessitates the practice of judgmental rationality. With the limitations of knowing, the selection of the most suitable research methods is critical. Anchored on the assumption of intransitivity, I intend to employ a combination of qualitative and quantitative methods in my research project. The inclusion of qualitative methods provides an in-depth explanation of an existing phenomenon. The combination of qualitative and quantitative methods is a big help in practicing judgmental rationality. It will lead to more comprehensive information about the experiences of Math teachers during the pandemic.

The world is stratified into domains of empirical, actual, and real.

Critical Realism claims that the world has different but distinct domains: the empirical, the actual, and the causal (Schiller, 2016). According to Allana and Clark (2018), human perception and personal experiences define the empirical domain. In this domain, knowledge is derived from what is perceived and what generates an effect. Schiller (2016) asserts that the actual domain covers all events that occur regardless of whether they are perceived or experienced. Meanwhile, according to Allana and Clark (2018), the real domain includes the causal powers that affect events in the actual and empirical domains.

 One significant impact of this worldview is the idea that reality is not limited to human perception and personal experiences. The stratification is a substantial rationale for conducting research in pursuit of a deeper understanding of the causal domain. Within the scope of my research project, I intend to transcend the empirical and actual domains. Some studies asserted the factors that affect teaching experience during the pandemic. Akar and Erden (2021) found that distance education limits teachers in motivating students, providing adequate feedback, and facilitating communication and interaction. Fakhrunisa and Prabawanto (2021) discovered issues involving the readiness of teachers to use online applications, limitations in student access to learning resources, problems in facilitating mathematical thinking processes, and limitations in providing feedback. Although some studies covered the factors that affect the teaching experiences of Math teachers during the pandemic, these research papers did not investigate the interrelation of factors. Given this gap, I intend to examine the experiences of Math teachers during the pandemic and determine how different factors interplay and profoundly impact the decision to implement creative teaching strategies.

The world is an open system.

After writing the draft of my review of related literature for my research project, I noticed the permutation of factors that define the experiences of teachers and students in the context of distance education during the pandemic. Some research studies highlighted the benefits and opportunities of distance education (e.g. Hebebci et al., 2020; Aksan, 2021; Lavidas et al., 2022). Some research studies identified the issues and challenges (e.g. Aldon et al., 2021; Roman, 2021; Akar & Erden, 2021).

 The difference in findings indicates that the world is an open system. Multiple causes interplay and determine an event. The difference in results can be attributed to the difference in various factors. For instance, the difference in preferred learning modality of teachers and students after the pandemic may be influenced by the diversity in readiness level, available resources, quality of support, and other factors. The study of Ince et al. (2020) discovered the views of students on distance learning are determined by their access to gadgets and the availability of an Internet connection.  Students who are more active in online classes are the students with better access to gadgets and the Internet. Although the studies have similar contexts, learning modality and the global pandemic are only two of the many factors that impact teaching and learning.

There are two significant implications of the notion of an open system in my research project. First, a mixed-method approach is essential to examine different factors and their interconnection. According to Clark et al. (2008), explanatory studies necessitate a combination of both qualitative and quantitative methods. The assumption that the world is an open system explains why qualitative methods are appropriate in examining how Math teachers creatively strategize. Experimental control is not possible in an open system. If exclusive causality is absolute, there is no need to do interviews and observations because a single statistical test would suffice. Given that multiple factors influence an event, a mixed-method approach is needed to cover the complexities of the teaching experience during the pandemic. The second implication is on the application of the results in other disciplines. The findings of my research project on teaching experiences may be recommended to other subject areas and disciplines. Since multiple variables are interconnected in an open system, my findings may contribute to studying other phenomena. The results may serve as a reference for future research studies.

The world is emergent.

It is assumed in Critical Realism that the world is emergent. The multiple factors that influence an event in an open system have distinct levels: physical, biological, psychological, social, and cultural.

In the context of pandemic teaching, the experiences during the pandemic are affected by several factors. Aldon et al. (2021) found four that define the teaching experience of Mathematics teachers: management of learning sessions, implementation of assessment, addressing student problems, and providing instructional support. These factors belong at distinct and different levels. The experiences of teachers in managing learning sessions and implementing assessments are products of the existing cultures and values. The objectives, decisions, and performance of teachers during the pandemic are influenced by their mental state and physical condition, and the well-being of the people around them.

The assumption that the world is emergent made me understand that studying teaching experiences is more than just gathering data about teachers. With this assumption, it is recommended to design research instruments in a way that covers the various aspects of teaching and the different factors that impact teaching experience. In my research project, I intend to examine how factors related to teachers, students, and the learning environment interact and impact the implementation of creative Math teaching strategies.

Summary

            The assumptions of Critical Realism had a significant influence on the decisions that I made for my research project, and I intend to continue utilizing these assumptions in my next decisions. The belief in the intransitivity of the world is a reminder of the limitations of research studies and the importance of selecting the most appropriate methods to uncover the truth about pandemic teaching. The idea of stratification motivates me to go beyond the empirical domain by examining the interrelation of factors that impact teachers during the pandemic. Furthermore, the viewpoint that the world is an open and emergent system demands a mixed-method approach to obtain more comprehensive information on how Math teachers creatively deliver math lessons during the pandemic.

REFERENCE

Allana, S. & Clark, A. (2018). Applying Meta-Theory to Qualitative and Mixed-Methods Research: A Discussion of Critical Realism and Heart Failure Disease Management Interventions Research. International Journal of Qualitative Methods. 17, 1-9. https://doi.org/10.1177/1609406918790042

Sage. Schiller, C. J. (2016). Critical Realism in Nursing: An Emerging Approach. Nursing Philosophy, 17, 88–102

Yohannes, Y., Juandi, D., Diana, N., & Sukma, Y. (2021). Mathematics Teachers' Difficulties in Implementing Online Learning during the COVID-19 Pandemic. Journal of Hunan University（Natural Sciences). 48(5), 1-12. https://www.researchgate.net/publication/352290221_Mathematics_Teachers'_Difficulties_in_Implementing_Online_Learning_during_the_COVID-19_Pandemic

Sugilar, Rajati, J., & Achmad (2021). A Hierarchical Component Model of Students’ Difficulties of Learning Mathematics in a Distance Higher Education. Journal of Physics: Conference Series. https://doi.org/ 10.1088/1742-6596/1918/4/042053

Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of Views of Students and Teachers on Distance Education Practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science. 4(4), 267-282. https://doi.org/10.46328/ijtes.v4i4.113

Aksan, J. A. (2021). Effect of Modular Distance Learning Approach to Academic Performance in Mathematics of Students in Mindanao State University-Sulu Senior High School Amidst COVID-19 Pandemic. Open Access Indonesia Journal of Social Sciences, 4(4), 445-467. https://doi.org/10.37275/oaijss.v4i2.64

Lavidas, K., Apostolou, Z., & Papadakis, S. (2022) Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views. Educ. Sci. 2022, 12(7), 459; https://doi.org/10.3390/educsci12070459

Aldon, G., Cusi, A., Schacht, F. & Swidan, O. (2021). Teaching Mathematics in a Context of Lockdown: A Study Focused on Teachers’ Praxeologies. Education Sciences. 11(2), 1-21. https://doi.org/10.3390/educsci11020038

Roman (2021). Experiences of Teachers on Using Modular Distance Learning (MDL) in Teaching Mathematics During the COVID-19 Pandemic Southeast Asian Journal of Science and Technology. 6 (2),78-86. https://www.researchgate.net/publication/357957500_Experiences_of_Teachers_on_Using_Modular_Distance_Learning_MDL_in_Teaching_Mathematics_During_the_COVID-19_Pandemic

Akar, S. S. & Erden, M. K. (2021). Distance Education Experiences of Secondary School Math Teachers During the Pandemic: A Narrative Study. Turkish Online Journal of Distance Education. 22(3). https://dergipark.org.tr/en/download/article-file/1857612

Fakhrunisa, F. &  Prabawanto, S. (2021). Online Learning in COVID-19 Pandemic: An Investigation of Mathematics Teachers’ Perception. http://dx.doi.org/10.1145/3439147.3439179

Ince, Y. I., Kabul, N., & Kabul, A. (2022). Opinions of High School Students about Distance Education in Pandemic Process. Journal of Learning and Teaching in Digital Age. 7(2), 192-199. https://files.eric.ed.gov/fulltext/EJ1350878.pdf

Aldon, G., Cusi, A., Schacht, F. & Swidan, O. (2021). Teaching Mathematics in a Context of Lockdown: A Study Focused on Teachers’ Praxeologies. Education Sciences. 11(2), 1-21. https://doi.org/10.3390/educsci11020038