Using a Mixed Methods Study to Improve K-12 Alternative Education Instructional Design

Volume 13 Issue 4 March - May 2018

Research Paper

Using a Mixed Methods Study to Improve K-12 Alternative Education Instructional Design

Gabrielle L. McBath*

Ph.D. in Educational Leadership, Northcentral University, USA.

Mcbath, G. L. (2018). Using a Mixed Methods Study to Improve K-12 Alternative Education Instructional Design. i-manager’s Journal on School Educational Technology, 13(4), 1-9. https://doi.org/10.26634/jsch.13.4.14003

Abstract

The purpose of this Mixed Methods study is to conduct a full quantitative and qualitative research methods on a hypothetical K-12 Alternative Education program, wherein ten students have had poor grades and are at-risk of withdrawing. Within a six-part action plan on the quantitative side, students were tested twice, before and after a two-paired sample t-test in their 9th grade year. On the qualitative side, students were evaluated on their Electronic Portfolios (e-Portfolios). Results were triangulated by Concurrent Design. Despite the results of the quantitative research, the collaborative efforts of the students’ e-Portfolios showed that students worked-well collaboratively and the Action Research Framework encompassed well both the t-test and the e-Portfolios. Future research is still needed on the same group of students in other subject areas of the course work.