Student Experiences of the Leaving Certificate Applied Programme

2. RESEARCHMETHODOLOGY2.1MixedMethodsResearchThis study adopted a mixed methods approach using a combination ofquantitative and qualitative techniques, methods and concepts. The basicassumption of this methodological approach is that the use of bothmethods provides a better understanding of the research problem andquestions than either method by itself (Tashakkori and Teddlie, 1998). Theuse of mixed methods in educational research has been well establishedinternationally (Cresswell and Plano Clark, 2007; Johnson andOnwuegbuzie, 2004; 2003; Cresswell, 2003; Greene and Caracelli, 1997).One of the main benefits of using a mixed methods approach is that itprovides the opportunity to present more divergent and diverse viewpoints.Using quantitative and qualitative data sources means that findings can beverified and strengthened. In addition, however, new ideas may emergefrom one or other method producing new theories or results (Tashakkoriand Teddlie, 2003). This study adopted an ‘explanatory mixed methodsdesign’ which means that the quantitative data was collected in distinctphases followed by qualitative interviews. This allowed for greater insightinto students experiences which often helped to explain in more detail theinitial quantitative research results. Divergent findings between thequantitative and qualitative phases of the research often allowed for avaluable re-examination of assumptions (Erzberger and Prein, 1997). Insome ways, this process of validation and contradiction between datasources provided more convincing and robust explanations of results.This study draws on the strengths and minimises the weaknesses ofquantitative and qualitative research strategies to provide greater insightinto the views of LCA students. National level data was used to documentexperiences of students before they entered LCA, their learning experiencesduring the programme and their educational, occupational and personaloutcomes when they left. To gain a detailed understanding of LCAstudents, it was also necessary to document individual experiences,opinions and reflections of LCA school leavers and gain an understandingof how the programme has impacted on students’ lives subsequently.Three main data sources were used in the study:– School Leavers’ Survey, 2002, 2004, 2006 and 2007 fornational data on the post-school outcomes of all schoolleavers;– Post-Primary Longitudinal Study data based on 12 casestudy schools and 900 students to examine characteristics ofLCA students and their learning experiences in LCA;10