Instructional guide for integrating multiple research techniques

In a recent mixed-methods research study, the copy and paste method of note-taking emerged as a preferred approach for students with learning difficulties. The explanatory sequential design, a research approach that combines quantitative and qualitative methods, was employed in this investigation.

The study, which did not disclose the name of the research group, followed a structured process. It began with a quantitative phase, rooted in post-positivism, focusing on the collection and analysis of quantitative data. This was followed by a qualitative phase, guided by constructivism, aiming to deepen the understanding of the quantitative results.

During the quantitative phase, 15 middle school students with learning difficulties were examined, using three different methods to create notes: typing, copy and paste, and writing. The results showed a significant preference for the copy and paste method. This approach was found to reduce anxiety about spelling and grammar, allowing students to focus better on content.

However, the analysis also revealed that students often took literal notes, which is associated with superficial processing and poor memory performance. To gain insights into students' experiences and preferences regarding note-taking methods, all students participated in interviews in the qualitative phase.

The follow-up explanation variant of the explanatory sequential design was primarily used in this study. It focuses on the initial quantitative phase and uses qualitative insights to explain the quantitative results. The design's benefits include an appealing structure for quantitative researchers, straightforward and efficient structure, suitability for individual researchers, and simplified report writing and presentation.

Despite its advantages, the explanatory sequential design also presents challenges. These include its time-consuming nature, the need for institutional review board approval, identifying key quantitative findings, sampling for the second phase, and potential biases in the qualitative phase due to the researcher's prior knowledge of the quantitative results.

The study's results suggest that educators should consider instructing students with learning difficulties to take notes from web-based sources using the copy and paste method. This approach could potentially improve their learning experiences by reducing anxiety and allowing them to focus more on content. Further research is needed to validate these findings and explore additional note-taking strategies for students with learning difficulties.