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RESEARCH DESIGN PROJECT: QUALITATIVE AND MIXED-METHODS PRE-MATRIX TABLE TEMPLATE
Monica Gibson
School of Education, Liberty University
Qualitative and Mixed Methods Pre-Matrix Table
The tables are set up with specific spacing in each block. Please do not change. The -A and -B in the article type names are
referencing whether it is applied or basic research. The reference block is already set up in APA with double-spacing and hanging
indent. You do not need to include your article references in the reference section; only the Bible and textbook references. Any
sections requiring textbook support must use the textbook from this course.
Remember to add the copy of your AI conversation at the very end of the document NOTE: Delete the three tables you do not
use and these direction before submitting.
Article Type Basic Research Article: Qualitative Research Design (QUAL-B)
Article Reference
Hyperlink URL/DOI
Caramay, M. J. C., Maningas, R. V., Yazon, A. D., Manaig, K. A., & Tesoro, J. F. B.
(2023). Lived experiences of English literature teachers in a digitalized classroom: A
phenomenological study. Journal of English as a Foreign Language Teaching and
Research, 3(2), 1-13. https://doi.org/10.31098/jefltr.v3i2.1695
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Narrative In-text Citation Caramay et al. (2023)
Parenthetical In-text Citation (Caramay et al., 2023)
Rationale with support from article
for how you know it is basic or
applied research (include
page/paragraph #)
The rationale of this study is classified as Basic design. The study emphasizes the
significance to enhance the theoretical understanding of the teaching experience in the
digital era. The researchers seek to comprehend the nature of impact of technology on the
human role of teaching, rather than evaluating a specific administration issue or
implementation of a certain software (Caramay et al., 2023, p. 2).
Specific qualitative research design
(Qualitative-phenomenological, case
study, grounded theory, narrative,
etc.)
Qualitative-phenomenological
Rationale with support from article
for how you know you have
identified the design correctly
(include page/paragraph #)
The design of research in this article is Phenomenology being that the researchers utilized
guided interviews among a group of teachers and Colaizzi’s qualitative approach to gather
the first-hand insight of the experiences from the group of teachers who’ve experienced
with the same phenomenon (Caramay et al., 2023, p. 4). With the presence of
Communication and Information Technology, the researchers imply that the group of
teachers can enhance their strategies to increase motivation, engagement, and interest
when using interactive programs to teach literature.
Rationale with support from
textbook for how you know you
have identified the design correctly
(include page #)
Kitsantas et al. (2023), the primary focus of Qualitative-Phenomenological design are on
the individuals that experienced the occurrence or phenomenon that can provide first-hand
knowledge of the details of this experience (p. 249, para. 1). Phenomenologist presume
that consciousness and experiences of the individuals are the shaping factors and aim to
uncover the internal thoughts of the participants.
AI Identification (if used for this
study, answer YES and hyperlink the
answer to the AI Conversation
YES
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heading at the end of the document;
otherwise, leave blank)
Article Type Basic Research Article: Mixed Methods Research Design (MM-B)
Article Reference
Hyperlink URL/DOI
Yildirim, T., & Özturk, D. (2023). A mixed-method research on digital literacy of middle
school students. International Journal of Education & Literacy Studies, 11(2), 70– 86.
https://www.proquest.com/scholarly-journals/mixed-method-research-on-
digital literacy-middle/docview/2807791728/se-2
Narrative In-text Citation Yildirim and Özturk (2023)
Parenthetical In-text Citation (Yildirim and Özturk, 2023)
Rationale with support from article
for how you know it is basic or
applied research (include
page/paragraph #)
The research behind this study is Basic research design because it is based on describing
and understanding a specific educational occurrence. Furthermore, Basic design aims to
add to the general body of knowledge about student literacy in digital settings that is
already established, rather than to try test out or solve a particular administrative issue
(Yildirim and Özturk, 2023, p. 71). In addition, Mixed Method research design
Specific mixed-methods research
design (Mixed Methods-identify
what is quantitative and what is
qualitative. Additionally, which type
of MM—triangulation, concurrent,
embedded, etc.)
Mixed Method- Explanatory Sequential Design
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Rationale with support from article
for how you know you have
identified the design correctly
(include page/paragraph #)
The research of this study uses Explanatory Sequential Design as it employs both
quantitative phase analyzing trends using the Digital Literacy Scale Scores and qualitative
phase conducting semi-structured interviews to understand the backstory of the results
(Yildirim and Özturk, 2023, p. 74).
Rationale with support from
textbook for how you know you
have identified the design correctly
(include page #)
According to Kitsantas et al. (2023), the purpose of Mixed Method-Explanatory Sequential
Design is to combine numerical data with qualitative data such as interviews to gain a
deeper perspective of how each method can enhance the research questions for educators
(p. 276).
AI Identification (if used for this
study, answer YES and hyperlink the
answer to the AI Conversation
heading at the end of the document;
otherwise, leave blank)
Article Type Applied Research Article: Mixed Methods Research Design (MM-A)
Article Reference
Hyperlink DOI/URL
Salmerón, L., Vargas, C., Delgado, P., & Baron, N. (2023). Relation between digital tool
practices in the language arts classroom and reading comprehension scores.
Reading and Writing, 36(1), 175–194. https://doi.org/10.1007/s11145-022-10295-1
Narrative In-text Citation Salmerón et al. (2023)
Parenthetical In-text Citation (Salmerón et al., 2023)
Rationale with support from article
for how you know it is basic or
applied research (include
page/paragraph #)
The significance of this study’s design is Applied method because it seeks to resolve a
problem in the classroom by investigating how specific teacher-led digital practices are
related to student reading comprehension scores (Salmerón et al., 2023, p. 176).
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Specific mixed methods search
design (Mixed Methods-identify
what is quantitative and what is
qualitative —triangulation,
concurrent, embedded, etc.)
Mixed Methods (Explanatory/Convergent)
Rationale with support from article
for how you know you have
identified the design correctly
(include page/paragraph #)
The design of this study is Mixed Methods design because it combines quantitative test
scores with qualitative reports from teacher practices to assess the connection between
behaviors and academic achievement (Salmerón et al., 2023).
Rationale with support from
textbook for how you know you
have identified the design correctly
(include page #)
According to Kitsantas et al. (2023), mixed methods research is an approach that entails an
analysis, collection, and combination of both quantitative and qualitative data in a study (p.
278). By applying this method of research, the researcher has the ability to gain more
indepth information than is the study uses quantitative research alone.
AI Identification (if used for this
study, answer YES and hyperlink the
answer to the AI Conversation
heading at the end of the
document; otherwise, leave blank)
Biblical Integration
For the following questions, you will take a biblical worldview connecting research and the Bible. Each question must be supported
with a different Bible verse. Answer each question with at least 5 sentences. Be sure to cite in-text and reference.
1. In qualitative research it is important to understand people’s feelings about issues and situations. Why would this be
important for a researcher?
Understanding feelings are an integral part to understanding human identity by recognizing that people aren’t just living
machines, but beings of the “whole spirit, soul, and body” (New International Version, 1978/2011, 1 Thessalonians 5:23). As
a researcher, paying attention to the experience of others allows me to the ability to practice the biblical principle of
“rejoicing with those who rejoice; mourning with those who mourn” (New International Version, 1978/2011, Romans 12:15).
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If I neglect to acknowledge the experience of a teacher’s struggle in a digital classroom, I’m neglecting who they are as God’s
creation. However, in considering their feelings, empathy can be shown towards the issue and how it’s affecting their life and
demonstrate that their experience is as important to the researcher as it is to God. This will establish a foundation of trust,
permitting a deeper and honest exploration of the truth beyond what the objective data shows.
2. Qualitative research often investigates lived experiences. Explain why getting to the truth is more important than just looking
at a person or groups perception of a phenomenon.
Although the viewpoints are the initiating point of qualitative research, the ultimate end goal must be truth, just as God
declares Himself as “the Way, the Truth, and the Life” (New International Version, 1978/2011, John 14:6). Our perceptions
can be biased, misinformed, and clouded with fear just as the Israelites who’s perception of the Promise Land was
unattainable despite God’s Covenant made to them. Therefore, as a researcher, it’s my responsibility to shift past subjective
opinion and seek after information to understand the reality of the situation. Seeking what’s true ensures that my results
yield to what’s “trustworthy and true” preventing opportunity to “bear false witness” in misleading others (New
International Version,
1978/2011, Exodus 20:16). A commitment to identify truth honors God, and ensures that the findings can actually help others.
3. Research is purposeful and systematic, but it is also a divine directive. Quantitative and qualitative research both provide
valuable information, but individually, they do not give the whole picture like mixed methods research does. Why is it
important to have the whole picture in research and life when trying to find the truth about something?
Having the whole picture through mixed research is significant in understanding the combination of God’s divine nature
integrating quantitative data with human context. This helps researchers to offset limitations of each study to minimize bias,
increase accuracy, and produce practical in-depth results. Relying only on one perspective over another is a limitation set in
both research and in life, but having the whole picture is essential in understanding God’s divine nature for “great is our Lord
and mighty in power; His understanding has no limit” (New International Version, 1978/2011, Psalms 147:5). Through mixed
research I am making an intentional effort to remove the film from the glass and see the whole depiction of God’s reality. A
partial reality leads to a partial resolution and the Bible cautions humanity about having a “dim” understanding as “we see
only a reflection as in a mirror” (New International Version, 1978/2011, 1 Corinthians 13:12).
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References
Holy Bible, New International Version. (2011). Zondervan. (Original work published 1978).
Kitsantas, A., Cleary, T. J., DiBenedetto, M. K., & Hiller, S. E. (2023). Essentials of research methods for educators. SAGE
Publications, Inc.
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AI Conversation
I said:
Can you help me find an article using QUAL-B: Basic Research design Qualitative (Phenomenological) on the topic of The Impact of
Digital Literacy Tools on Reading Fluency and Comprehension, but shift the focus to participant experiences, classroom cultures, and
integrated data?
Co-Pilot Said:
Here are recommended qualitative data-collection tools that work especially well for a phenomenological study exploring participant experiences,
classroom cultures, and the use of digital literacy tools.
Because phenomenology centers on lived experiences, these tools help you gather rich, deep, and descriptive data.
Qualitative Data Collection Tools (Best for Phenomenological 🔍
Research)
1. In-Depth Semi-Structured Interviews
This is the primary method in phenomenology.
•Allows participants to deeply describe their experiences with digital literacy tools and reading practices.
•Flexibility lets you follow emerging themes about classroom culture or instructional experiences.
•Interviews were used effectively in studies like Lived Experiences of English Literature Teachers in a Digitalized Classroom, which used written
and oral interviews to explore teachers’ lived experiences with digital platforms. [pdfs.seman...cholar.org]
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Tip:
Use open-ended prompts (e.g., “Describe a moment when a digital tool significantly changed how you supported reading comprehension.”).
2. Focus Group Discussions
Useful for exploring classroom culture, shared perceptions, and group dynamics.
•Encourages participants (teachers or students) to interact and reflect collectively.
•Helps surface cultural norms, shared frustrations, or common successes related to digital tool use.
•The phenomenological study above also used focus groups to gather layered, collective experiences. [pdfs.seman...cholar.org] Tip:
Use groups of 4–6 people for depth without losing individual voices.
3. Written Reflections or Narrative Journals
Phenomenology values first-person accounts, making written reflections highly aligned.
•Participants document their day-to-day experiences using digital reading tools.
•Captures immediate reactions about reading fluency tools, classroom atmosphere, and comprehension processes.
This mirrors the written interviews used in the literature. [pdfs.seman...cholar.org]
4. Classroom Observations (Non-Participant or Participant)
Great for understanding classroom culture and the contextual meaning of digital tool use.
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•Reveals teacher–student interactions, tool integration styles, student engagement patterns.
•Complements interview data with environmental insights.
Tip:
Use structured observation notes focused on:
•tool use patterns
•fluency/comprehension scaffolds
•student behavior and engagement
•teacher facilitation style
5. Artifact Analysis (Digital + Printed Artifacts)
Artifacts help triangulate experience-based data. Examples include:
•student digital reading logs
•screenshots of digital tool usage
•class LMS posts
•reading comprehension tasks completed through digital platforms
•teacher lesson plans integrating digital literacy tools
These artifacts act as integrated data sources—similar to how the literature combines multiple qualitative data types. [pdfs.seman...cholar.org]
6. Audio/Video Diaries
Especially useful in technology-rich studies.
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•Participants record short reflections before/after digital reading sessions.
•Helps capture real-time thoughts on comprehension and fluency tasks digital tools support.
7. Open-Ended Surveys
While not as deep as interviews, they help:
•capture broad experiences
•identify themes before deeper data collection
•gather diverse viewpoints across classrooms or schools Use these to guide sampling or refine interview protocols.
Recommended Triangulation Strategy (Integrated Data)📘
For a phenomenological project on digital literacy tools and reading:
1. Semi-Structured Interviews → Explore lived experiences in depth.
2. Focus Groups → Capture shared cultural understandings and social experiences.
3. Classroom Observations → Validate how digital tools influence real classroom culture.
4. Artifact Analysis → Provide evidence of instructional patterns and reading outcomes.
5. Written Reflections → Add nuance to participant interpretations of their experiences.
This structure mirrors successful qualitative studies in technology-rich educational settings, such as the phenomenological study of digitalized
classrooms. [pdfs.seman...cholar.org]
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Want help building:
an interview protocol?📄
a classroom observation checklist? a 📝 📊
qualitative triangulation matrix?
Just let me know—I’d be happy to create these for you.
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