Abstract. This paper explores the utility of employing a mixed methods methodology when investigating latent variables that cannot be measured directly. The larger study investigated the efficacy of a classroom intervention in modifying student affective dimensions and student achievement. The study involved 68 students in three classes of Grade 10 Mathematics at one secondary school in Ontario, Canada. Over a one month period, students experienced a classroom intervention that was active, hands-on, connected to real-world situations, made extensive use of student groups, allowed students choice, and utilized manipulatives and technology to enhance student engagement while positively influencing students’ attitudes. Statistically significant effect sizes were found for engagement and attitude, but not for achievement. Several notable results were found that would not have been revealed without both the quantitative and qualitative dimensions of mixed methods methodology. The study emphasized the utility of employing a mixed methods methodology, particularly with respect to student affective variables.
Keywords: Mixed methods, engagement, attitude, achievement, mathematics