New trends and perspectives in curriculum design and in curriculum construction –constructivist-cultural studies-diversified curriculum

New trends and perspectives in curriculum design and in curriculum construction –constructivist-cultural studies-diversified curriculum.

Curriculum-Meaning, Concept and Definitions

Etymologically the term curriculum was derived from the Greek word ‘Currere’ which means a race course or a runway on which one runs to reach a goal. In the past the term curriculum signified a course of studies followed by a pupil in a teaching institution. Today it means in general terms, the contract between Society, the state and educational professionals with regard to the educational activities that learners should undergo during a certain phase of their lives to learn something desirable.

Cunningham - “Curriculum is a tool in the hands of an artist (teacher) to mould his material (pupils) according to his ideas (aim and objectives) in his studio (school).”

Morroe - “ Curriculum includes all those activities which are utilized by the school to attain the aims of education.”

Modern Concept

Modern Education is the combination of two dynamic processes. The one is the process of individual development and the other is the process of socialization; which is commonly known as adjustment with the social environment.

Modern Trends in Curriculum Design

The classroom is continually changing, from the subject matter that is covered, to the way it is taught. Some of these changes stem from easily-abandoned fades, while others prove to be ineffective. But lately several key shifts have been shaping the future of the classroom that have the potential to impact education for years to come. Educators who to incorporate these trends into their lessons must determine how to overcome any obstacles to their implementation and ensure the new measures are beneficial to their students. For educators who want to change their approach to building curriculum, these are the trends worth exploring:

Real Skills. Gone are the days of students asking, “When will I ever use this in real life?” during a trigonometry lesson. In addition to traditional subjects, there has been excitement surrounding skills that students can use in the real world. In the 21st century, skills like collaboration, critical thinking, and communication are valued in virtually all aspects of daily life.

These skills will prepare students for life beyond the classroom and can be beneficial to personal, academic, and professional situations. They are also applicable in some way in all academic disciplines, and so will help students regardless of what they choose to focus on with their studies. Teaching these skills will not only help students academically, but they will also help shape their growth as independent individuals in the modern world. Teachers across the nation will have different ideas of what skills are most important and how to teach them to their students. As students advance into higher grades and learn from multiple educators, there can be inconsistencies with instruction that hinder or confuse students. However this lack of standard does not lead to more variety, which could actually enrich students’ educational experience and introduce them to new skills and perspectives in the classroom.

Personalized Curriculums. Traditionally, students get more freedom to choose what they learn as they get older, starting with electives in middle and high school and specializing in a major when they get to college. However, research dating back to the 1990s shows that interest-based learning is closely tied to student success. Educators are beginning to build curriculum around students’ interests at younger ages, in the hopes of keeping them engaged and motivated at school.

Interest-based learning is hardly a new idea, but integrating it into the curriculum wasn’t thought to be possible until new learning technologies became more widespread. Classroom technology makes it easier for teachers to create individualized lessons for their students based on their passions.

While some schools may already focus on individualized learning, others still have to figure out how to integrate personalized curriculums on a larger scale. Working with new technology in the classroom is a challenge in and of itself. Additionally, instructors may struggle to create or respond to personalized lessons for each and every one of their students, especially in the case of large class sizes. However, this can still benefit all students by keeping them passionate and interested about what they learn at school.

Digital Integration. As with many other aspects of modern life, teachers have been incorporating more and more technology into the classroom. There are hundreds, if not thousands, of websites, apps, programs, and devices dedicated to helping teachers, parents, and students of all ages with school. And the possibilities are endless — from e-textbooks to online high school degree programs, there is no shortage of useful tools available to enhance every part of the educational experience.

The open-source nature of the internet encourages users to do more than consume these free resources. Interaction with and contribution to the collective knowledge available not only to students, but to all users, can be a powerful experience for students. Instructors can encourage students to take an active role in both their own education and the education of others.

However, there are several challenges that educators and administrators may face when attempting to integrate new technology into their classroom. Perhaps one of the biggest challenges is lack of funds. Purchasing new technology for classroom use gets expensive, and even new digital software can be costly. Some districts may simply be unable to afford new technology and there is an increasingly large technological divide between low-income and wealthy schools. Though much of the Internet is free to use as long as students have a device to access it, educators will have to devise a specific plan to purchase and integrate new technology within budget constraints.

Inequality of implementation is another large challenge to overcome. Different schools and teachers have different resources available to them, leading to unique educational experiences for each student. These differences lead to some students enjoying a much higher quality of education than others, and while creating systemic change across classrooms would ensure an equal and fair education for all, it is a difficult goal to achieve. Educators can only control their own lessons and should integrate new methods as they see fit.

These trends may sound like undeniable solutions to improve the quality of education, but they mark a truly radical shift in how teachers create curriculum for their students. Though integrating new trends may be difficult, educators should still embrace any changes they see value in. Adhering to old standards or methods of curriculum building simply because it’s easier will affect students for generations to come. Educators must do their best to help their students learn and grow, and these new curriculum trends may be an effective way to do so(Blogger,).

Curriculum Construction

One of the most important activities of the university is the development of curriculum or course outlines in consonance with the national and international demands and realities. For the last few decades, scholars have been raising doubts and questions about the validity of heavy reliance on a subject-centered approach to curriculum development that is dominated by textbook contents. Furthermore, the convergence of academic disciplines in the form of broad field and problem-orientation to knowledge incorporating a variety of theoretical perspectives requires innovative procedures for the development of curriculum. For this purpose, it is imperative that university teachers are aware of modern trends in the development of curriculum.

The key component of any curriculum is its instructional objectives or learning outcomes. To determine the extent to which these objectives or outcomes have been achieved, there is a need to assess students’ learning. Students’ assessment is a very complex task. Teachers often do not have the necessary background to meet its requirements appropriately. Hence, it is also necessary that teachers are exposed to a variety of tools to measure students learning (“MODERN TRENDS IN CURRICULUM CONSTRUCTION | remya radhakrishnan,”).

Principles of Curriculum Construction

The content of curriculum is determined on the basis of some academic principles which are stated below:

(1) Aims of education and objectivity: Life is complex. A curriculum should reflect the complexities of life. In other words, in farming the curriculum one should take into consideration the aims and objectives of education.

(2) Child-centric principle: The curriculum should be framed according to the actual needs, interests and capacities of the child. That means a curriculum must be child-centric as modern education is child-centered.

(3) Principles of civic and social needs: Man is a social being. He lives in the society. The child develops in the society. Modern education aims at both developments of the individuality of the child as well as the development of the society.

(4) Principle of conservation: Man has conserved experiences very carefully for better adaptability. Education is regarded as a means of deserving the cultural heritage of humanity. The school serves two-fold functions in this regard- preservation of the past experiences and transmission of experiences.

(5) Principles of creativeness: Education not only conserves that past experiences of humanity but also helps an individual to develop his innate potentialities.

(6) Principle of forward-looking: The aim of life-centered education is not limited to the present life-situations in the family and society. Hence, education must prepare the child of shouldering future responsibilities. So in farming the curriculum we must take into consideration the future needs of the child as well as the needs of the society.

(7) Principle of preparation for living: The children should know the various activities of the environment around them and how these activities are enabling people to meet their basic needs of food, shelter, clothing, recreation, health and education.

(8) Principle of integration and correlation: Subjects should be arranged logically and psychologically in accordance with the child’s developing interests.

(9) Principle of learning ability: Every item should be learnt. An item should not only be learnable, it should also have utility.

(10) Principle of individual difference: The curriculum should be framed in such a way that every individual can have opportunity for self-expression and development. The curriculum should be based on the psychology of individual difference, which can meet the complexities of modern democratic society.

(11) Principle of social relevancy and utility: Subjects should not be determined on the basis of their disciplinary value but on the basis of their intrinsic value, social relevancy and utility.

(12) Principle for utilization of leisure: Variety of subjects such as games and sports, fine arts, subjects of aesthetic value are to be introduced in the school programme to utilize leisure.

(13) Principle of variety and flexibility: The curriculum should include such activities and experiences, which may facilitate his normal development. The curriculum for girls should naturally be different from that of boys; boys and girls have different needs and attitudes.

(14) Principle of time: Relative significance and importance of each subject in the curriculum has to be judged and determined in the light of the time available in the timetable, which is regarded as the mirror of the school programme.

Modern trends in curriculum construction

Digital Diversity: Present age is an age of ICT technology has touched to al the wakes of human life.  Technology has made various tasks easy, convenient and of quality. To survive in the concern filed it is necessary for everyone to have a knowledge and skill of technology. Education makes man enable to contribute, it strengthens the capabilities. For the effective  transaction of curriculum ICT is must.

Web 2.0 applications must be used for the effective teaching learning process. Curriculum makers should give clear guidelines regarding this. E.g.  teacher tube is very useful source for the educational resources. Khan academy.org also provides good videos, lectures and many more which makes learning meaningful, easy and effective.  Curricki merlot, K2-12 Hippocamus all these provides educational resources which students can use, edit reconstruct and so on. All these things should be interlined with every curriculum.

Need based Curriculums: Researches in all the fields resulted in to specialization. Need based curriculum is the foremost need of the present education system. Many universities are developing need based short term programs for this purpose.

E.g. Mumbai University has introduced courses like – certificate course in Power Point, certificate course in tally, certificate course in marketing, YCMOU- introduced –English communication skills program for Mumbai Dabawala.

Modular Curriculum with credit base system: Modular curriculum gives real freedom of learning .especially in the open learning  system his approach has been adopted at first but now majority of traditional universities also  accepting his system; this is a real emerging trend in the modern curriculum.

Online coerces: Need based and choice based curriculums are available online also. E.g. course era .com  has introduced many useful need based courses for free of cost. Government also takes  initiative for this e.g. Right to Information certificate curse has been introduced by  Government of India to the Indian people. This course is free and online.

21st century skills: All the curriculums of various courses should focus on 21st century skills. Skills like  collaboration, critical thinking, effective communication, multitasking stress management,  empathy are must for all the personals.

International Understanding: Globalization has made converted the world in to global village. We should consider world as a one family and for this international understanding must be inculcate through  curriculum.

Constructivism: Constructivist approach believes that learner should be given freedom to construct his/her knowledge. Spoon feeding must be avoided. If a learner is fully active in construction of knowledge then learning process will be highly effective. In all the curriculums constructivist strategies must be given important place.

Cultural studies

Cultural studies is an interdisciplinary field of studies, which means that it draws from many different subject areas, including sociology, anthropology, political science, and history. Although it is sometimes misunderstood as being the study of popular culture, cultural studies is, in fact, the study of the ways in which culture is constructed and organized and the ways in which it evolves and changes over time. Modern curriculum needs study of culture so as to attain the benefits of culture and to develop culture (“Cultural studies | interdisciplinary field | Britannica.com,” ).

Diversified Curriculum

Our world is changing — economically, socially, and politically. We have reached a stage in India where our students have started viewing the world differently and their place in it as thinkers, decision makers and important stakeholders. To meet the challenges ahead, we’ll need help from a broad range of non-technological innovators, including economists, political scientists, psychologists and artists. 
As the contemporary world becomes more complex, we need an education setup that caters to this diversity not only in terms of challenges but also in the ways to address them. It is time, therefore, that we accepted and embraced the crucial contribution
that an education provides in building a new innovation agenda in the country. The essential interdisciplinary character of education in liberal arts provides students the necessary exposure to the multifaceted character of human nature. The ongoing digital revolution will make this exploration between technology and education obvious for the next generation.

Now thinking will be more important than knowing. We need to revolutionize education to encourage creativity and need to teach our boys and girls to play, take a chance and create, not by teaching our students. We will hinder their capacity to innovate (“The need for a diversified curriculum,” 2017).

Reference

• Blogger, I. G. (n.d.). Current Curriculum Trends Worth Exploring. Retrieved August 31, 2019, from ASCD Inservice website: http://inservice.ascd.org/current-curriculum-trends-worth-exploring/
• Cultural studies | interdisciplinary field | Britannica.com. (n.d.). Retrieved August 31, 2019, from https://www.britannica.com/topic/cultural-studies
• MODERN TRENDS IN CURRICULUM CONSTRUCTION | remya radhakrishnan. (n.d.). Retrieved August 31, 2019, from https://remyaradhakrishnan.wordpress.com/2014/09/14/modern-trends-in-curriculum-construction/
• The need for a diversified curriculum. (2017, April 19). Retrieved August 31, 2019, from Deccan Herald website: https://www.deccanherald.com/content/607193/need-diversified-curriculum.html

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Qualitative Research: Sampling & Sample Size Considerations

The goal of qualitative research is to provide in-depth understanding and therefore, targets a specific group, type of individual, event or process. 

There are three main types of qualitative sampling: purposeful sampling, quota sampling, and snowballing sampling.

          Purposeful Sampling is the most common sampling strategy. In this type of sampling, participants are selected or sought after based on pre-selected criteria based on the research question. For example, the study may be attempting to collect data from lymphoma patients in a particular city or country. The sample size may be predetermined or based on theoretical saturation, which is the point at which the newly collected on longer provides additional insights. Click on the following link for a description of purposeful sampling: Types of Purposeful Sampling.

          Quota Sampling is a sampling technique whereby participant quotas are preset prior to sampling. Typically, the researcher is attempting to gather data from a certain number of participants that meet certain characteristics that may include things such as age, sex, class, marital status, HIV status etc. Click here for more information on this type of sampling: Quota Sampling.

          Snowball Sampling is also known as chain referral sampling. In this method, the participants refer the researcher to others who may be able to potentially contribute or participate in the study. This method ofter helps researchers find and recruit participants that may otherwise be hard to reach. For more information, click here: Snowball Sampling.

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Historical Research

Education

"The roots of education are bitter, but the fruit is sweet" - Aristotle 

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Educational research

Educational philosophy

Introduction to Education

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Resarch methodology

Research

Population education

Population EDUCATION

SAMPLE AND POPULATION

Sample

Sample is asmall group of puple aobject items data taken rom alarger populaton for measurement

Primary and secondary education

Difference Between Primary and Secondary Schools

Students enrolled in Indian Education always have to pass through Primary & Secondary Education provided in schools. Although Primary Schools and Secondary Schools are not different, rather education is classified in Primary (further classified as primary & middle school) and Secondary Education. Few schools are also there which provide education up to Primary level only. Students have to switch schools for Secondary level in such cases.

Primary Education

Primary education also called an elementary education is typically the first stage of formal education, coming after preschool and before secondary education (The first two grades of primary school, Grades 1 and 2, are also part of early childhood education). Primary education usually takes place in a primary school or elementary school. In some countries, primary education is followed by middle school, an educational stage which exists in some countries, and takes place between primary school and high school. Primary Education in Australia consists of grades foundation to grade 6. In the United States, primary education is Grades 1-3[1] and elementary education usually consists of grades 1-6.

Primary Education is a basic need for any kid who puts his first step towards education entering as a student in his life. Primary schools provide education up to class 8th Government schools provide free education for children age 6 to 14 or up to class 8 under the Rights of Children to Free and Compulsory Education Act 2009. In recent decades primary school enrolment has been a success story, largely due to various programs and drives to increase enrolment even in remote areas.

In India, elementary schools provide education from Class 1 to Class 8. The children in these classes are generally aged between 6 and 15 years. It is the next stage after kindergarten (Pre-Nursery, Nursery, Prep or Lower Kindergarten and Upper Kindergarten). The next stage after primary education is Middle School (Class 7th to 10th). In most schools in North India, children in Classes 1st to 3rd are taught English, Hindi, Mathematics, Environmental Science, and General Knowledge. In class 4th and 5th the environmental science subject is replaced by General Science and Social Studies. However some schools may introduce this concept in Class 3 itself. Some schools may also introduce a third language in Class 6th or even in Class 5th. Sanskrit, French language and local state language are the most common third languages taught in Indian schools. At some places, primary education is labeled as the education of Class 3rd to Class 5th and up to class 2nd as pre-primary education. This is because many new concepts are introduced in this class. Children are taught painting instead of drawing and colouring, exams are taken, and Word Sum Puzzle in maths are introduced along with geometry.

The National Council of Educational Research and Training (NCERT) is the apex body for school education in India.[6] The NCERT provides support and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies.[7] In India, the various bodies governing school education system are:

The state government boards, in which the majority of Indian children are enrolled.

The Central Board of Secondary Education (CBSE) board.

The Council for the Indian School Certificate Examinations (CISCE) board.

The National Institute of Open Schooling.

International schools affiliated to the International Baccalaureate Programme or the Cambridge International Examinations.

Islamic Madrasah schools, whose boards are controlled by local state governments, or autonomous, or affiliated with Darul Uloom Deoband.

Autonomous schools like Woodstock School, Auroville, Patha Bhavan and Ananda Marga Gurukula.

Primary/secondary education in India is segregated as Primary (1st standard to 5th standard), Upper Primary (6th standard to 8th standard), Lower Secondary (9th standard to 10th standard), and Higher Secondary (11th and 12th standard).

Workshop

Samplingisastatisticalprocedurethatisconcernedwiththeselectionofthe

individualobservation;ithelpsustomakestatisticalinferencesaboutthe

population.

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meansandpopulationmeansareequal.Apopulationcanbedefinedasawhole

thatincludesallitemsandcharacteristicsoftheresearchtakenintostudy.

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thereforemakeinferencesaboutthepopulationwiththehelpofsamples.

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thesetwomainbranches,statisticalsamplingconcernsitselfprimarily

withinferentialstatistics.Thebasicideabehindthistypeofstatisticsistostart

withastatisticalsample.Afterwehavethissample,wethentrytosay

somethingaboutthepopulation.Weveryquicklyrealizetheimportanceofour

samplingmethod.

Developmental studies

Our curriculum

Research

Mixed Method Research

Mixed Methods Research

Mixed methods research is a growing area of methodological choice for many academics and researchers from across a variety of discipline areas. With the development and perceived the legitimacy of both quantitative and qualitative research in the social and human sciences, mixed methods research, employing the combination of both quantitative and qualitative research has gained popularity. This popularity is because research methodology continues to evolve and develop and mixed methods research is another step forward, utilizing the strengths of both qualitative and quantitative methods.

Mixed methods research is basically defined as the class of research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts or language into a single study. Philosophically, it is the “third wave” or third research movement, a movement that moves past the paradigm wars by offering a logical and practical alternative. It is an expansive and creative form of research, not a limiting form of research. It is inclusive, pluralistic and complementary. Mixed methods research focuses on collecting, analyzing and mixing both quantitative and qualitative data in a single study or series of studies. Its central premise is that the use of quantitative and qualitative approaches in combination provides a better understanding of research problems that either approach alone. This better understanding results because mixed methods offer strengths that offset the weaknesses of separately applied quantitative and qualitative research methods. It also encourages the collection of more comprehensive evidence for study problems; helps answer questions that quantitative or qualitative methods alone cannot answer. Mixed methods research is important today because of the complexity of problems that need to be addressed, the rise of interest in qualitative research and the practical need to gather multiple forms of data for diverse audiences.

Johnson, Onwuegbuzie and Turner define mixed methods research “is the type of research in which a researcher or a team of researchers combines elements of quantitative and qualitative approaches (e.g. use of qualitative and quantitative viewpoints, data collection, analysis, and inference techniques) for the purpose of breadth and depth of understanding and corroboration”. Also, the Journal of Mixed Methods, in its call for paper mixed methods defined mixed methods research as “research in which investigator collects, analyses, mixes and draws inferences from both qualitative and quantitative data in a single study or a program of inquiry”.

Qualitative and Quantitative Data

As per the definition, mixed methods research involves both collecting and analyzing quantitative and qualitative data. Quantitative data includes closed-ended information such as that found on attitude, behaviour, or performance instruments. Sometimes quantitative information is found in documents such as census records or attendance records. The analysis consists of statistically analyzing scores collected on instruments, checklists or public documents to answer research questions or to test hypotheses.

In contrast, qualitative data consists of open-ended information that researcher gathers through interviews with participants. The general, open-ended questions asked during these interviews allow the participants to supply answers in their own words. Also, qualitative data may be collected by observing participants or sites of research, gathering document from a private or public source, etc. The analysis of the qualitative data (word or text or images) typically follows the path of aggregating the words or images into categories of information and presenting the diversity of ideas gathered during data collection.

Mixing of Data

The mixing of data is a unique aspect of the definition of the mixed methods research. By mixing the datasets, the researcher provides a better understanding of the problem than if either data set had been used alone. There are three ways in which the mixing occurs: merging or converging the two data sets by actually bringing them together, connecting the two datasets by having built on the other, or embedding one dataset within the other so that one type of data provides a supportive role for the other dataset. In short, it is not enough to simply collect and analyze qualitative and quantitative data; they need to be mixed in some way so that together they form a more complete picture than they do when standing alone.

Table 1 Characteristics of Quantitative, Mixed and Qualitative methods

Characteristics	Quantitative Methods	Mixed Methods	Qualitative Methods
Degree Of Predetermined Nature	Predetermined	Both Predetermined And Emerging Methods	Emerging Methods
Questions	Instrument Based	Both Open- And Closed -Ended	Open – Ended
Data Types	Performance, Attitude, Observational And Census	Multiple Forms Of Data Drawing On All Possibilities	Interview, Observation,Document, And Audiovisual
Analysis	Statistical Analysis	Statistical And Text Analysis	Text And Image Analysis
Interpretation	Statistical Interpretation	Across Databases Interpretation	Themes, Patterns Interpretation
May Employ These Strategies Of Inquiry	Surveys, Experiments	Sequential , Convergent, And Embedded	Phenomenology, Grounded Theory, Ethnography, Ease Studies, Narrative

Basic Characteristics

• Design can be based on either or both perspectives.
• Research problems can become research questions and/or hypotheses based on prior literature, knowledge, experience, or the research process.
• Sample sizes vary based on methods used.
• Data collection can involve any technique available to researchers.
• Interpretation is continual and can influence stages in the research process(‘Mixed Methods Research Designs | Research Rundowns’, n.d.).

Mixed Methods Research Process Model

The mixed methods research process model comprises eight distinct steps:

• Interpretation of data;
• Analysis of data;
• Collection of data;
• Selection of mixed-method or mixed-model research design;
• Determining the research question;
• Determining whether a mixed the research procedure is appropriate;
• Legitimization of data; and
• Drawing conclusions and writing the final report(kudrat, 2015).

Figure1. Mixed Methods Research Design

Why Use Mixed Methods?

The simple the answer is to overcome the limitations of a single design. A detailed answer involves:

·         To explain and interpret.

·         To explore a phenomenon.

·         To develop and test a new instrument.

·         To serve a theoretical perspective.

·         To complement the strengths of a single design.

·         To overcome the weaknesses of a single design.

·         To address a question at different levels.

·         To address a theoretical perspective at different levels.

What are some strengths?

• Can be easy to describe and to report.
• Can be useful when unexpected results arise from a prior study.
• Can help generalize, to a degree, qualitative data.
• Helpful in designing and validating an instrument.
• Can position research in a transformative framework.

What are some weaknesses?

• Time required.
• Resolving discrepancies between different types of data.
• Some designs generate unequal evidence.
• Can be difficult to decide when to proceed in sequential designs.
• Little guidance on transformative methods.

TYPES

Sequential explanatory design. This design involves the collection and analysis of ofquantitative data followed by the collection and analysis of qualitative data. The priority is given to the quantitative data, and the findings are integrated during the interpretation phase of the study.

Example: The researcher collects data about people’s risk and benefit perceptions of red meat using a survey and follows up with interviews with a few individuals who participated in the survey to learn in more detail about their survey responses (e.g., to understand the thought process of people with low-risk perceptions (‘Mixed methods research’, n.d.).

sequential exploratory design. In this design, qualitative data collection and analysis is followed by quantitative data collection and analysis. The priority is given to the qualitative aspect of the study, and the findings are integrated during the interpretation phase of the study

Example: The researcher explores people's beliefs and knowledge regarding nutritional information by starting with in-store interviews and then uses an analysis of the information to develop a survey instrument that is administered later to a sample from a population.

Concurrent triangulation. In this design only one data collection phase is used, during which quantitative and qualitative data collection and analysis are conducted separately yetconcurrently. The findings are integrated during the interpretation phase of the study. Usually, equal priority is given to both types of research.

Example:The researcher uses a survey to assess people’s self-reported food safety practices and also observes those practices in their natural environment. By comparing the two types of data, the researcher can see if there is a match between what people think they are doing and what they are actually doing in terms of food safety practices.

Concurrent nested. In this design only one data collection phase is used, during which a predominant method (quantitative or qualitative) nests or embeds the other less prioritymethod (qualitative or quantitative, respectively). This nesting may mean that the embedded method addresses a different question than the dominant method or seeks information from different levels. The data collected from the two methods are mixed during the analysis phase of the project.

Example:The researcher collects data to assess people’s knowledge and risk perceptions about genetically modified food by using a survey instrument that mixes qualitative (open-ended) and quantitative (closed-ended) questions, and both forms of data are integrated and analysed.

Conclusion

Mixed methods research actually has a long history in research practice. It is now time that all researchers and research methodologists formally recognize the third research paradigm and begin systematically writing about it and using it. Generally, a contingency theory is recommended for research approach selection, which accepts that quantitative, qualitative and mixed research are all superior under different circumstances and it is the researcher’s task to examine the specific contingencies and make the decision about which research approach or combination of approaches, should be used in a specific study. As noted by Sechrest and Sidana, growth in the mixed method movements has the potential to reduce some of the problems associated with singular methods. By narrowing the divide between quantitative and qualitative researches, mixed method research has a great potential to promote a shared responsibility in the quest for attaining accountability for educational quality. The time has come for mixed methods research.

Reference

·         kudrat. (2015, February 14). Mixed Methods Research. Retrieved 25 August 2019, from Academike website: https://www.lawctopus.com/academike/mixed-methods-research/

·         Mixed methods research. (n.d.). Retrieved 25 August 2019, from http://resourcecentre.foodrisc.org/mixed-methods-research_185.html

·         Mixed Methods Research Designs | Research Rundowns. (n.d.). Retrieved 25 August 2019, from https://researchrundowns.com/mixed/mixed-methods-research-designs/