1. ASSIGNMENT
TOPIC: Multi-methodology
Submitted on: 8/9/2018
Submitted to, submitted by,
Murugadas sir, Shabna.t.h
Professor of B.Ed. training 3rd
B.Ed. Geography
College vazhichal Candidate code: 19117361016
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2. INDEX
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Introduction
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Conclusion
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3. INTRODUCTION
Multimethodology or multimethod research includes the use of more than one
method of data collection or research in a research study or set of related studies. ...
Another applicable, but less often used label, for multi or mixed research is
methodological pluralism. All of these approaches to professional and
academic research emphasize that monomethod research can be improved through
the use of multiple data, methods, Research, methodologies, perspectives,
standpoints,and paradigms.
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4. DEFINITION
A research uses both quantitative and qualitative dataMixed methods research is
more specific in that it includes the mixing of qualitative and quantitative
data, methods, methodologies, and/or paradigms in a research study or set of
related studies. One could argue that mixed methods research is a special case of
multimethod research.
MULTI-METHODOLOGY
A word of caution about the term “multimethodology”. It has become quite
common place to use the terms "method" and "methodology" as synonyms (as is
the case with the above entry). However, there are convincing philosophical
reasons for distinguishing the two. "Method" connotes a way of doing something a
procedure (such as a method of data collection). "Methodology" connotes a
discourse about methods i.e., a discourse about the adequacy and appropriateness
of particular combination of research principles and procedures. The terms
methodology and biology share a common suffix "logy." Just as bio-logy is a
discourse about life all kinds of life; so too, methodo-logy is a discourse about
methods all kinds of methods. It seems unproductive, therefore, to speak of multi-
biologies or of multi-methodologies. It is very productive, however, to speak of
multiple biological perspectives or of multiple methodological perspectives.
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5. There are also some hazards to multimethodological or mixed methods
research approaches. Some of these problems include:
1. Many paradigms are at odds with each other. However, once the
understanding of the difference is present, it can be an advantage to see
many sides, and possible solutions may present themselves.
2. Multimethod and mixed method research can be undertaken from many
paradigmatic perspectives, including pragmatism, dialectial pluralism,
critical realism, and constructivism.
3. Cultural issues affect world views and analyzability. Knowledge of a new
paradigm is not enough to overcome potential biases; it must be learned
through practice and experience.
4. People have cognitive abilities that predispose them to particular paradigms.
The logical thinker can more easily understand and use quantitative
methodologies. It is easier to move from quantitative to qualitative, and not
the reverse.
In a single approach design (SAD)(also called a "monomethod design") only one
analytic interest is pursued. In a mixed or multiple approaches design (MAD) two
or more analytic interests are pursued. NOTE: a multiple approach design may
include entirely “quantitative” approaches such as combining a survey and an
experiment; or entirely “qualitative” approaches such as combining an
ethnographic and a phenomenological inquiry, and a mixed approach design
includes a mixture of the above (e.g., a mixture of quantitative and qualitative data,
methods, methodologies, and/or paradigms).
When a teacher insists that there is only one way, or only one best way, to solve a
problem, students are missing out. There is great value in allowing them to explore
and contrast many different ways to solve problems. In math class, you should
have opportunities to talk about different approaches, and comparison helps us to
think not only about what works in mathematics, but also about how and why
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6. things work,” says Star. “Our materials are designed to be used by algebra teachers
to supplement their regular curriculum, to provide a stronger focus on the learning
of multiple strategies. The curriculum materials were developed with middle and
high schooners in mind, but there are some applications for elementary scholars as
well. Educators can access the curriculum online at no cost.
In several recent studies, Star and his colleagues have studied the impact of
teachers’ use of these materials on their students’ learning. He calls the results
quite promising.
“Our research suggests that using our curriculum materials were not especially
difficult for teachers, and that students enjoyed and benefited from the emphasis on
multiple strategies,” says Star. “Many teachers already include multiple strategies
for certain topics that they teach; our materials are designed to expand this focus
across all topics in algebra.”
The term “mixed methods” refers to an emergent methodology of research that
advances the systematic integration, or “mixing,” of quantitative and qualitative
data within a single investigation or sustained program of inquiry. ... Collecting
and analyzing both quantitative (closed-ended) and qualitative (open-ended) data.
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7. Conclusion
Multimethodology and mixed methods research are desirable and feasible because
they provide a more complete view, and because the requirement during the
different phases of an intervention make very specific demands on a general
methodology. While it is demanding, it is more effective to choose the right tool
for the job at hand.
It can be used when you want to build from one phase of research to another. You
may first want to explore the data qualitatively to identify help in the development
an instrument or to identify concepts/variables to test in a later quantitative study
or phase of a single study. You engage in a mixed methods study when you want to
construct a quantitatively-driven design, a qualitatively-driven design, or an
interactive/equal-status design. Each of these comes with advantages and
disadvantages.
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