Using a reading comprehension heuristic to plan a mixed-methods research design

Abstract

Background: Mixed-methods research is gaining popularity, leading to an increase in mixed-methods novice researchers. Novice researchers need professional experience such as reading about mixed-methods research designs to become expert researchers.
Objectives: This article presents a methodological reflection of how I, as a mixed-methods novice, dealt with research design challenges in the context of a mixed-methods research project on reading comprehension.
Method: This methodological reflection firstly provides background of the complexity of studying reading comprehension. This is followed by methodological design challenges I experienced and a discussion of how the RAND reading heuristic offered a way to address these challenges. Lastly, I include details of selected findings of the empirical research project to show how the research design led to reading comprehension inferences.
Results: Using a heuristic to plan a mixed-methods research design can benefit a novice researcher by assisting with the identification the data that can be collected. Secondly, the heuristic can infer the integration of qualitative and quantitative findings.
Conclusion: The complexity of designing mixed-methods research mirrors the complexity of reading comprehension. The use of an uncomplicated heuristic assisted me in navigating these complexities. The design enabled me to gain knowledge about the reading comprehension challenges of first-year students, to inform reading support.
Contribution: This article contributes, firstly, to the field of mixed-methods research by presenting an example for novice researchers. Secondly, the reading comprehension heuristic and matching research design can be used in other contexts.