Data Collection Methods A mixed methods approach was chosen bringing together the ‘best of both
worlds’ which was most appropriate to answering the research question. Greene,
Caracelli and Graham (1989) categorized the following five general purposes of mixed
methodological studies; triangulation; complimentarity; development; initiation and
expansion. The purposes of mixed methods in this study are; complimentary, in the
case of following questionnaires with focus group interviews to elaborate the findings
from first method to the results of the latter; developmental, using the findings of both
questionnaires and interviews to inform the programme and evaluation of same and;
expansion, using a variety of different methods for different inquiry components such as
one-to-one interviews, lesson observations and teacher evaluations.
The research strategy outlined above required the use of a number of data
collection methods. Although recognising that each method has its strengths and
weaknesses, the most appropriate method was chosen in practice for each of the study
questions. Quantitative data enable standardised, objective comparisons to be made and
bring objectivity to the research (Punch, 2006). On the other hand qualitative methods
are more flexible and can be easily modified as the study progresses. Qualitative
methods are also recommended for studying real-life situations (Denscombe, 2003;
Punch, 2006; Tashakkori & Teddlie, 1998), such as that found in schools. In keeping
with the research framework and guided by Guskey’s (2000) five levels of professional
development evaluation (participants’ reactions, participants’ learning, organisational
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support and change, participants’ use of new knowledge and student learning
outcomes), data collection methods were structured accordingly at each phase of the
study.
