Authors : Dr. David R. Brecht

Volume/Issue : Volume 7 - 2022, Issue 3 - March

Google Scholar : http://bitly.ws/gu88

Scribd : https://bit.ly/3IgMu4f

DOI : https://doi.org/10.5281/zenodo.6363694

Abstract : The article positions mixed-method research (MMR) as a principled research method to the traditional quantitative and qualitative research approaches for studying the relationship between school leadership and student use of technology. By discussing MMR in an analysis of some of the common research paradigms, the article presents it as a scientifically evaluated choice to address the complex needs of contemporary researchers on this topic. It submits MMR as a method with breadth and depth of sufficient quality and quantity to assist researchers in choosing this methodology for research into this relationship. By explaining fundamental principles and major theoretical tenets of a mixed-methods approach, involving both quantitative and qualitative data collection, and triangulation of data in reply to research questions, it spells out several advantages of implementing MMR methodology. There is rich literature around this research design endeavoring to provide researchers an understanding of the richness and applicability of this approach. Backdropped against some notable works in the field, this article provides an overview of mixed methods designs, discusses its main uses, the concept of school leadership and explains challenges one can potentially encounter when in using the MMR with a view to assisting researchers in their addressing of this relationship.

Keywords : Leadership, Mixed Methods Research, Student Technology Use, Quantitative, Qualitative.