This paper presents the case of an evaluation of a literacy-based public school classroom intervention that had been implemented without initial regard for subsequent evaluation, to examine the value of a multimethod qualitative and quantitative approach. We show how this evaluation challenge was ad-dressed using both techniques, and how they complement each other to create richer understandings. Given the small number of participants in and the brevity of the intervention, the finding of quantitative results that support the very positive qualitative results is encouraging. Thus, the multimethod qualitative/ quantitative approach appears to have been a useful and informative one in such an applied setting.
Knight, Catharine C. and Kuleck, Walter J.
"The Value of Multimethod Qualitative/Quantitative Research Methodology in an Educational Program Evaluation: A Case Study,"
Mid-Western Educational Researcher: Vol. 12:
2, Article 3.
Available at: https://scholarworks.bgsu.edu/mwer/vol12/iss2/3