FACULTY OF EDUCATION PEDAGOGY FOR NATIONAL AND FOREIGN
LANGUAGES ONLINE
TOPIC:
Mixed methods of educational research to intervene problems in the
educational institution
AUTHORS:
Cabrera Moran Angie Anai
Robalino Fonseca Cristhian Andres
Molina Fajardo Edison Jose
Analuisa Diaz Sofia Elizabeth
Coello Castro Genesis Elizabeth(She didn’t participatein this
activity)
SUBJECT:
Mixed methods research in education.
TEACHER:
Vergara Mendoza Ketty Zoraida
DUE DATE:
October 12, 2025
PERIOD:
August to December 2025
MILAGRO-ECUADOR
EXAMPLE OF TASK – MIXED METHODS RESEARCH IN EDUCATION
1. RESEARCH QUESTION:
Howdoestheuseofdigitaltoolsinfluencemotivation,communicativecompetence,
and academic performance in English language learning among university
students?
2. SAMPLING:
Sample type:Non-probability, convenience, and purposivesampling.
Approximate number of participants:Maximum 20 students(ideally 18–20).
Selection criteria:
● Be a university student.
● Be a student in the Pedagogy For National And Foreign Languages.
● Be enrolled in an English course.
● Have used at least one digital tool (app or platform) to practice English.
● Signed informed consent.
Justification: For a mixed-sex study with intensive qualitative work, an N ≤ 20
allowsforquantitativepre/postandin-depthinterviews;althoughnon-probability,itis
sufficient to explore trends and understand mechanisms in a university context.
3. DATA COLLECTION:
● Q
UANTITATIVE INSTRUMENT:
Participants (N):20 university students (typicalclass size = 18–20).
Format:Short Likert questionnaire (10 items).
Scale (choose one number per item):
1 =Strongly disagree /2 =Disagree /3 =Neutral/4 =Agree / 5 = Strongly agree
Time:4–6 minutes.
Application:Google Forms in class (anonymous).
This survey is anonymous and voluntary. You can stop at any time
Items (10) – choose one option: 1 / 2 / 3 / 4 / 5
About use:
. I use mobile apps for English at least 3 times per week.
1
2. I practice 15 minutes or more each time.
3. I set goals or reminders in the app.
About motivation:
. M
4 obile apps motivate me to study English.
5. I enjoy learning when I use these apps.
6. I like to try new features (games, feedback, challenges).
7. I feel more engaged in class when I also use apps at home.
About academic performance (self-perceived):
. My English grades improved this term.
8
9. I submit tasks on time thanks to the apps.
10.I feel more confident in tests after using the apps.
For each item, we count how many students chose 4 or 5 (Agree/Strongly
gree) and report a percentage.
a
We also report a simple average (1–5) for each section (Use, Motivation,
Academic performance).
esults:
R
Use (items 1–3): % Agree (4–5) → 1) 68% · 2) 63% · 3) 58% → Average = 3.6/5
Motivation (items 4–7): % Agree (4–5) → 4) 74% · 5) 79% · 6) 68% · 7) 63% →
Average = 3.8/5
Academicperformance(items8–10):%Agree(4–5)→8)66%·9)61%·10)57%→
Average = 3.5/5
● QUALITATIVE INSTRUMENT:
Semi-structured interviews will be conducted with a group of 20 university
students. The objective of the interviews is to explore their personal
perspectives and experiences regarding the use of mobile applications for
learning English. Question topics include motivation, engagement, and
perceivedacademicprogress.Withtheparticipants'permission,eachinterview
will be recorded and will last between 4 and 6 minutes. Using thisqualitative
approach, the researchers will collect detailed data on how studentsperceive
the opportunities and challenges of using digital tools in their learning process.
4. ANALYSIS AND CONCLUSIONS:
Quantitative data are expected to reveal that students will frequently use mobile
applications to practice English and will be encouraged to do so. Interviews are
expected to reveal favorable views about how these tools support motivation and
learning, although some obstacles, such as technical problems or time constraints,
may arise. To understand how digital tools influence student participation and
performance, these two instruments will be used in conjunction.
CONCLUSION:
Theresearchisexpectedtoshowabeneficialeffectofmobileapplicationsonstudents'
motivation and attitudes toward learning. The use of applications could foster
autonomy, participation, and academic performance in English learning, as the
qualitative and quantitative results are likely to corroborate.