As we work in our classrooms researching our different questions, we can use data mining to help triangulate our data. As we begin to collect data, new thoughts will arise that might not be answered through observation. Because this may be the case, we must get our information in other ways, such as interviewing or focus groups. Not only can we interview, but we can also use artifacts and documents to help facilitate our research about a particular issue (Merriam & Tisdell, 2016). We can create documents which may include surveys or questionnaires giving the researcher additional information not gathered through other data collection methods (Merriam & Tisdell, 2016). Not only does this help validate our data, but it also helps us get a better understanding of the participants that we are working with on a daily basis. By using multiple methods, it allows us to have a deeper understanding of what is happening in our classrooms (Cohen & Crabtree, 2006).
Bibliography
Cohen, D. & Crabtree, B. (2006). Qualitative research guidelines project. Retrieved October 20, 2015, from http://www.qualres.org/HomeTria-3692.html
Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (Fourth ed.). San Francisco, CA: John Wiley & Sons.
Palace, B. (1996). Data mining: What is data mining? Retrieved October 20, 2015, from http://www.anderson.ucla.edu/faculty/jason.frand/teacher/technologies/palace/datamining.htm.
van Drie, J. & Dekker, R. (2013). Theoretical triangulation as an approach for revealing the complexity of classroom discussion. British Educational Research Journal, 39(2).