Browsing by Subject "Mixed-methods research"

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  • Lahdenperä, Juulia; Nieminen, Juuso Henrik (2020)
    University mathematics has been described as a setting that has challenges in inviting everyone to be part of the mathematics community. Thus, university mathematics offers an important context for research on belonging. For this study, we utilised a mixed-methods approach to investigate the various ways mathematics students belong or do not belong to the mathematics community. Based on both quantitative and qualitative analyses, three student profiles were identified: Members of the Scientific Community, Members of the Social Community, and Non-Members. The first profile highlights students' belonging to the scientific community, the second profile emphasises belonging to the social community of students, and in the third profile students' responses reflected various ways of not belonging to the mathematics community. In addition, we elaborate on how university mathematics learning environments both promote and hinder students' sense of belonging. Overall, the study broadens the understanding of the ways of belonging in the mathematics context and provides suggestions for teaching to address the issues of exclusion that are currently present in the culture of university mathematics.
  • Talwar, Shalini; Dhir, Amandeep; Singh, Dilraj; Virk, Gurnam; Salo, Jari (2020)
    Sharing of fake news on social media platforms is a global concern, with research offering little insight into the motives behind such sharing. This study adopts a mixed-method approach to explore fake-news sharing behaviour. To begin with, qualitative data from 58 open-ended essays was analysed to identify six behavioural manifestations associated with sharing fake news. Thereafter, research model hypothesizing the association between these behaviours was proposed using the honeycomb framework and the third-person effect hypothesis. Age and gender were the control variables. Two data sets obtained from cross-sectional surveys with 471 and 374 social media users were utilized to test the proposed model. The study results suggest that instantaneous sharing of news for creating awareness had positive effect on sharing fake news due to lack of time and religiosity. However, authenticating news before sharing had no effect on sharing fake news due to lack of time and religiosity. The study results also suggest that social media users who engage in active corrective action are unlikely to share fake news due to lack of time. These results have significant theoretical and practical implications.