融合質性與量化研究法以深化兒童數學學習情緒的研究

Mixing Qualitative and Quantitative Meth-odologies to Delve into the Research of Chil-dren’s Emotional Responses to Mathematics Learning

質性與量化研究法不可相容嗎？這篇論文首先比較二種研究法的差異，並且申論以「研究策略」做為二個研究法的共同根基，因此能以循環深入的方法進行融合。第二個部分提出一個融合研究法的模式，並且以「兒童對數學問題解決的情緒反應」研究實例，說明質性與量化研究法互補並存的可能性。此模式說明在融合研究法中，如何建立研究焦點與問題、設計研究工具、收集資料、分析資料、撰寫研究結果與討論；其中，分析資料的方法包括：問問題、詰問資料、量化質性資料、質化量化資料、製造連結。最後討論融合研究法在教育與教育心理研究的涵義與建議。

Are qualitative and quantitative methodologies irreconcilable? This paper firstly explores the difference between the two methodolo-gies， followed by arguments that view “research strategies” as their common basis， and that they are reconcilable by in-depth delving cy-clically. The second section of this paper posits a model of mixed methodologies， which illustrates the complementary possibilities of quantitative and qualitative methodologies， with examples from a study on children's emotional responses to mathematical prob-lem-solving. The model describes methods to establish research fo-cuses and questions， design research tools， collect data， analyze data， and write research results and discussions in mixed methodologies. The data analysis methods include asking questions， interrogating data， quantifying qualitative data， qualifying quantitative data， and making links. The final section discusses implications and suggestions of using mixed methodologies in the research of education and educational psychology.