This study conducted phenomenological research using an explanatory sequential mixed methods research approach (Creswell & Guetterman, 2019). A post-positivist worldview is being used at the onset of the study, in that the researcher is seeking a cause, or set of causes, in the participants' reality that influences outcomes (Creswell & Creswell, 2018). As the study progressed, the researcher migrated towards a constructivist worldview, as this paradigm supports mixed methods research, through establishing a strong connection with the subjects of the study The researcher interpreted the data and construct meaning from the process of how teachers provide feedback, employing an inductive approach which allows the researcher to build a more complete understanding in using complementary qualitative and quantitative data (Creswell & Creswell, 2018; Creswell & Plano Clark, 2010).
From a philosophical position, the research is seeking answers to self-held assumptions about the truth, known as ontology (Dawadi & Shrestha, 2021). From a post-positive perspective paradigm, it is believed by the researcher that teachers are not routinely employing the screencasting method for providing students with feedback, particularly in regards to formative assessment. The study progresses into constructivism is an epistemological approach allowing the researcher to explore the nature of the subject. A constructive paradigm will be practiced, in that the researcher will be actively gaining knowledge through humans, using social interaction (Dawadi & Shrestha, 2021). It is believed that the qualitative data will reveal multiple viewpoints from the subjects, revealing complex perspectives from which the researcher will construct or build meaning from (Creswell & Creswell, 2018). This study is looking to both uncover truth and gain further insight to the phenomenon of screencasting feedback in classroom settings in positive, beneficial ways as well. As such, the researcher is using a flexible, adaptive approach with regards to the philosophical views within the research paradigm to gain multiple perspectives on the issue being investigated
Those who agreed to participate in the survey through one of these recruitment methods provided a theoretical or concept sampling for the researcher to understand a teacher’s perception of feedback methods, frequency and types of digital content tasks and their personal experiences with screencasting software (Creswell & Guetterman, 2019). The first phase of the study hosts a cross-sectional design in that it was provided to participants to ask questions that reflect the current time in which the survey is conducted (Creswell & Creswell, 2018). Ethical issues were embedded in the consent and included a reminder of the purpose of the study, time expectations, statement of risk, assurance of confidentiality and the benefits their participation provides for the research in question (Patton, 2015). Asking participants if they are willing to be contacted creates a purposive sampling of candidates to request interviews with, in order to generate qualitative, textual data for analysis (Creswell & Guetterman, 2019; Patton 2015). Responses from interview participants were compared with results from the quantitative study so it further tested for consistency using methodological triangulation (Patton, 2015; Creswell & Plano Clark, 2010). A purposeful, nonprobability sampling method of group characteristics will be used so the researcher can obtain pluralistic perspectives on existing obstacles, limitations and benefits of screencasting technology for the provision of student feedback with regards to digital production (Patton, 2015).
RQ 1 (Quantitative): Do teachers provide screencast feedback to students for formative assessment, and if not, would they be willing to try the method?
Null Hypothesis H0: The obstacle of how comfortable teachers are with screencasting software has no impact on a teacher’s decision to use the technology to generate student feedback for digital products.
Alternate Hypothesis HA: The obstacle of how comfortable teachers are with screencasting software may be impacting a teacher’s willingness to implement the technology as a means to provide student feedback for digital production.
RQ 2 (Qualitative): How are teachers offering formative assessment to support students in digital production, and what perceptions do they have when considering the screencasting method in generating student feedback for this purpose?
RQ 3 (Mixed Methods): How do teacher responses from the interviews explain a teacher’s decision to use screencasting for student feedback when compared with survey data, and would teachers consider the practice if this method is proven to be a more effective method?