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ASSIGNMENT 1: CRITICAL ANALYSIS OF RESEARCH: CRITIQUE

Research article 4: (Mixed method) Perceptions of primary to secondary school transitions:
Challenge or threat?

In Macquarie University, “Perceptions of primary to secondary school transitions: Challenge or

threat?”, by Mackenzie, E., McMaugh, A., & O'Sullivan, K. (2012) aimed to examine year six and

seven pre-transition and post-transition from primary to secondary school, through the use of

mixed method study. This particular research question aims to understand year 6 students

coping with the challenges of transitioning, alongside any potential protective or harmful

factors. Along with researching year 6 students, the study involved year 7 students along with a

focus group. The study also implemented the use of methods, results and conclusions in order

to aid the overall research question.

During the method section of this study, a mixed method approach was implemented which

involves both qualitative and quantitative research. Combining the pair research methods,

allows for an in-depth and widespread of informative data in analyzing to ultimately answer the

research question (Shank, Brown & Pringle, 2014). It is clear that throughout the research a

‘fixed mix-method’ design was used, including qualitative and quantitative methods being

planned at the start and carried out to the end of the research (Creswell & Plano Clark, p.54.

2011). When reading the research study, it is apparent that the application of a ‘convergent

parallel design’ is used in the process of resolving the research question. According to Creswell

and Plano Clark, quantitative and qualitative data are collected and analysed. Once this has

taken place, there is a comparison or relation section which then moves into the interpretation

(Creswell & Plano Clark, p.69. 2011). Applying this design in this research article, qualitative

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data was collected by the questionnaires answered by both years six (pre-transition) and seven

students (post-transition). The quantitate data was conducted with the use of t-test in order to

determine the differences between both the scores. Both these methods were completed

independently during the analysis of the results, this was also done by completing research on a

focus group. It is evident that the researchers collected both the data from year six, seven along

with the focus group qualitatively and then interpreted it in quantitative (Creswell & Plano

Clark, p.71. 2011).

When moving through to the results section of this research study, the qualitative data was

collected separately and then merged together in order to have quantitative data. When

observing the qualitative results, in this study it was done through the use of a discussion and

themes/factors which contributed to transition from primary to secondary school. During this

section the researches have to generalise their findings which ultimately include answers to the

research question. The way in which this research qualitatively came to the results of their

findings, was subcategorising the main issues which may positively or negatively affect

transition. These included summerising the questionnaire findings under social issues,

secondary school subjects, having new and different teachers, homework and assignments and

secondary school environment. By having a list of main positive or negative issues circling

around the research question, the researchers were able to come to a result of the overall

findings (Creswell & Plano Clark, p.210. 2011). The quantitative data is explored in the results

through standard deviation, variance and the mean of the overall findings. Further, this mixed

method research implemented the use of independent means t-test for quantitative results. T-

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test are understood as when two test conditions and subjects which are then allocated to

perform under their condition (Hole, 2009). In relation to this study, t-test were conducted on

the data of the students in both years six and seven (t(26)=2.974, p = 0.006). The mean and

standard deviation for factors including social threat due to older siblings already attending

secondary school “(M=1.58, SD=0.45) than those who did not (M=2.11, SD=0.46)” Mackenzie,

E., McMaugh, A., & O'Sullivan, K. (2012). For the data collected in this study, the p-value all

were >0.05 which is a statistically significant finding. The t-test were used and no significant

difference or threat were for students attending secondary school without an older sibling.

However, in regards to the quantitative data collection quantitative reliability can be in

question. This is due to the research study not having reliable number of scores from previous

research. Furthermore, assessing the qualitative validity could have been measured in a better

regard, for example the researchers could have done a case study during this research. By

using a case study, it will strengthen the research by ensuring the results are accurate (Creswell

& Plano Clark, p.211. 2011). The conclusion of this mixed method study highlights the research

question and summary statements of the main findings. It answers the research question based

on the qualitative and quantitative data collected through the study along with, summerising

the positive and negative aspects of pre-transition/post-transition. This was completed by

merging both forms of results in a generalised statement to answer the research question. The

conclusion also highlights the use of this study’s findings in being able to use in the process of

creating a support program for transition between primary to secondary school. The conclusion

states areas required to investigate more areas of the transition. This statement in the

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conclusion is known as an expansion statement as researchers acknowledge how this study can

be improved in future references (Shank, Brown & Pringle, p.104. 2014).

As expressed, this mixed method study was conducted with the effective use of both qualitative

and quantitative data which allowed in-depth results. Along with these types of research

methods this research article positively used convergent parallel design in the overall flow of

the research design. The data and results collected were significantly sufficient as the p-value

was below 0.05 therefore allowing the research to be effective. However, further

improvements on reliability and validity to strengthen the research is needed. Overall the

research question was successfully answered through the use of mixed method research.

Word count – 986

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Reference list –

Creswell, J., & Plano Clark, V. (2011). Designing and conducting mixed methods research (2nd

ed., pp. 69-70). London: SAGE.

Hole, G. (2009). T-TESTS [Ebook] (p. 1). United Kingdom. Retrieved from

http://users.sussex.ac.uk/~grahamh/RM1web/t-testHandout2009.pdf

Mackenzie, E., McMaugh, A., & O'Sullivan, K. (2012). Perceptions of primary to secondary

school transitions: Challenge or threat?. Issues in Educational Research, 22(3), 298-314.

Shank, G., Brown, L., & Pringle, J. (2014). Understanding education research. Boulder, CO :

Paradigm Publishers.