Differentiating Instruction with Technology in the Hungarian EFL Classroom - 3.3.5 Synthesising the Results of Studies 3, 4, and 5

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Harvard

Kótay-Nagy Annamária (2026): Differentiating Instruction with Technology in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641764Letöltve: https://mersz.hu/hivatkozas/m1365diwt_384/#m1365diwt_384 (2026. 02. 26.)

Chicago

Kótay-Nagy Annamária. 2026. Differentiating Instruction with Technology in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641764 (Letöltve: 2026. 02. 26.https://mersz.hu/hivatkozas/m1365diwt_384/#m1365diwt_384)

APA

Kótay-Nagy A. (2026). Differentiating Instruction with Technology in the Hungarian EFL Classroom. Akadémiai Kiadó. https://doi.org/10.1556/9789636641764. (Letöltve: 2026. 02. 26.https://mersz.hu/hivatkozas/m1365diwt_384/#m1365diwt_384)

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Following Creswell’s (2015) guidelines on analysing data in convergent mixed methods designs, once data had been collected and analysed in each study, I compared their results and made an interpretation as to whether the results converge or diverge. The converging, common themes arising from the studies were presented and discussed with the help of a graph, accompanied with evidence taken from each study (see Figure 9 in Section 4.2.4). Besides identifying common, converging patterns, I was also interested in exploring and explaining any potential divergence in the results. The converging and diverging results together served to answer RQ 3.

3.3.5 Synthesising the Results of Studies 3, 4, and 5

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