> Mixed Methods Research

> Mixed Method Designs

> Philosophical Worldviews
Mixed Methods Research

Mixed methods research involves combining or

integration of qualitative and quantitative research
and data in a research study. Qualitative data tends
to be open-ended without predetermined responses
while quantitative data usually includes closed-ended
responses such as found on questionnaires or
psychological instruments (Creswell, 2014).
Mixed Methods Research

Mixed methods research is the type of research in

which a researcher or team of researchers combines
elements of qualitative and quantitative research
approaches (e. g., use of qualitative and quantitative
viewpoints, data collection, analysis, inference
techniques) for the broad purposes of breadth and
depth of understanding and corroboration (Johnson
& Christensen, 2007).
Mixed Methods Research

Early thoughts about the value of multiple

methods – called mixed methods – resided in
the idea that all methods had bias and
weaknesses, and the collection of both
quantitative and qualitative data neutralized
the weaknesses of each form of data.
Mixed Methods Designs
Various typologies of mixed methods designs have been proposed.
Creswell and Plano Clark’s (2011) typology of some “commonly used
designs” includes six major mixed methods designs. These are:

Triangulation Design (Convergent Parallel Design)

Explanatory Sequential Design Transformative Design

Exploratory Sequential Design Embedded Design

Multiphase Design
Mixed Methods Designs
1. Triangulation Design
Triangulation design or Convergent parallel design, or simply convergent design, is a mixed
methods design in which the researcher converges or merges quantitative and qualitative data in
order to provide a comprehensive analysis of the research problem, and The researcher typically
collects both forms of data at roughly the same time (Creswell, 2014).

✓Equal emphasis on quantitative and qualitative

data
✓Contradictions or incongruent findings are
explained or further probed in this design.

Notation: QUAN + QUAL

Mixed Methods Designs
1. Triangulation Design
Sample Scenario:

The researcher might use a triangulation/convergent design to develop a

complete understanding of high school students’ attitudes about tobacco use.
During one semester, the researcher surveys high school students about their
attitudes, and also conducts focus group interviews on the topic with students.
The researcher analyzes the survey data quantitatively and the focus group
qualitatively and then merges the two sets of results to assess in what ways the
results about adolescent attitudes converge and diverge.
Mixed Methods Designs
2. Explanatory Sequential Mixed Methods
Explanatory sequential mixed methods design is one in which the researcher
first conducts quantitative research, analyzes the results and then builds on the
results to explain them in more detail with qualitative research (Creswell, 2014).
✓Greater emphasis is placed on the quantitative strand.

Notation: QUAN → qual

Mixed Methods Designs
2. Explanatory Sequential Mixed Methods
Sample Scenario:

The researcher collects and analyzes quantitative data to identify significant

predictors of adolescent tobacco use. Finding a surprising association between
participation in extracurricular activities and tobacco use, the researcher conducts
qualitative interviews with adolescents who are actively involved in extracurricular
activities to attempt to explain the unexpected result.
Mixed Methods Designs
3. Exploratory Sequential Mixed Methods
Exploratory sequential mixed methods design is the reverse sequence of explanatory
sequential design. In this approach, the researcher first begins with a qualitative research
and explores the views of the participants. The data are then analyzed, and the information
used to build into a second, quantitative phase (Creswell, 2014).
✓Greater emphasis is placed on the qualitative strand.

Notation: QUAL → quan

Mixed Methods Designs
3. Exploratory Sequential Mixed Methods
Sample Scenario:

The researcher collects qualitative stories about adolescents’ attempts to quit

smoking and analyzes the stories to identify the conditions, contexts, strategies,
and consequences of adolescent quit attempts. Considering the resulting
categories as variables, the researcher develops a quantitative instrument and
uses it to assess the overall prevalence of these variables for a large number of
adolescent smokers.
Mixed Methods Designs
4. Embedded Mixed Methods Design
Embedded mixed methods design is occurs when the researcher collects and analyzes both
quantitative and qualitative data within a traditional quantitative or qualitative design. In an
embedded design, the researcher may add a qualitative strand within a quantitative design, such
as an experiment, or add a quantitative strand within a qualitative design, such as a case study
✓Supplemental strand is added to enhance the overall design in some way

Notation: QUAL (quan) or QUAN (qual)

Mixed Methods Designs
4. Embedded Mixed Methods Design
Sample Scenario: QUAL (quan)

The researcher may want to develop a peer intervention to help adolescents

develop strategies for resisting pressure to smoke. The researcher begins by
conducting a few focus groups with adolescents to learn when pressure is felt
and how some adolescents resist. Using these results, the researcher develops a
relevant intervention and tests it with a quantitative experimental design involving
students at different schools.
Mixed Methods Designs
5. Transformative Mixed Methods Design
Transformative mixed methods design is a mixed methods design framing the
concurrent or sequential collection and analysis of quantitative and qualitative data sets
within a transformative, theoretical framework that guides the methods decisions.

✓Uses theoretical perspective (e.g. advocacy, social injustice, power)

Notation for sequential: quan→ qual or qual → quan

Notation for concurrent: quan + qual or qual + quan

Mixed Methods Designs
5. Transformative Mixed Methods Design
Sample Scenario: qual → quan

The researcher using a feminist perspective may utilize a transformative design

to quantitatively uncover and then qualitatively illuminate how the stereotypes of
female smokers have served to marginalize them as “at risk” students within their
school context.
Mixed Methods Designs
6. Multiphase Mixed Methods Design
Multiphase mixed methods design is a mixed methods design that combines both
sequential and concurrent strands over a period of time that the researcher implements
within a program of study addressing an overall program objective. This approach is often
used in program evaluation where quantitative and qualitative approaches are used over
time to support the development, adaptation, and evaluation of specific programs.

✓Equal emphasis on quantitative and qualitative data

Mixed Methods Designs
6. Multiphase Mixed Methods Design
Sample Scenario:

A research team may want to help lower smoking rates for adolescents living in a
particular Native American community. The researchers might first start by
conducting a qualitative needs assessment study to understand the meaning of
smoking and health from the perspective of adolescents in this community. Using
these results, the researchers might develop an instrument and assess the
prevalence of different attitudes across the community. In a third phase, the
researchers might develop an intervention based on what they have learned and
then examine both the process and outcomes of this intervention program.
 Mixed Methods Designs
Philosophical Explanatory Exploratory Transformative Multiphase
Convergent Design Embedded Design
Characteristics Sequential Design Sequential Design Design Design
• Need a more complete • Need to explain • Need to test or • Need preliminary • Need to conduct •Need to implement
understanding of a topic quantitative results measure qualitative exploration before an research that Multiple phases to
exploratory findings experimental trial identifies and address a program
• Need to validate or (sequential/before) challenges social objective, such as for
corroborate quantitative injustices program development
scales • Need a more and evaluation
complete
understanding of an
Design Purpose experimental trial,
such as the process
and outcomes
(concurrent/during)

• Need follow-up
explanations after an
experimental trial
(sequential/after)
Philosophical Worldviews
The term worldview as meaning “a basic set of beliefs that
guide action” (Guba, 1990). Others have called them
paradigms (Lincoln & Guba, 2000; Mertens, 1998);
epistemologies and ontologies (Crotty, 1998), or broadly
conceived research methodologies (Neuman, 2000).

✓Worldviews are viewed as a general orientation about the world and the nature of research that
a researcher holds.
✓These worldviews are shaped by the discipline area of the student, the beliefs of advisers and
faculty in a student’s area, and past research experiences.
✓The types of beliefs held by individual researchers will often lead to embracing a qualitative,
quantitative, or mixed methods approach in their research.
Philosophical Worldviews

Postpositivist Worldview Constructivist Worldview

Philosophical
Worldviews

Transformative Worldview Pragmatic Worldview

Philosophical Worldviews
1. Postpositivist Worldview
➢Postpositivists hold a deterministic philosophy in which causes
probably determine effects or outcomes. Thus, the problems
studied by postpositivists reflect the need to identify and assess
the causes that influence outcomes, such as found in
experiments.

➢It is based on careful observation and measurement of the

objective reality that exists “out there” in the world. Thus,
developing numeric measures of observations and studying the
behavior of individuals becomes paramount for a postpositivist.
Philosophical Worldviews
1. Postpositivist Worldview
Key assumptions of postpositivist worldview based on Phillips and Burbules (2000):

a. Knowledge is conjectural (and antifoundational) - absolute truth can never be found.

Thus, evidence established in research is always imperfect and fallible.

b. Research is the process of making claims and then refining or abandoning some of
them for other claims more strongly warranted.

c. Data, evidence, and rational considerations shape knowledge.

Philosophical Worldviews
1. Postpositivist Worldview
Key assumptions of postpositivist worldview based on Phillips and Burbules (2000):

d. Research seeks to develop relevant, true statements, ones that can serve to explain
the situation of concern or that describe the causal relationships of interest.

e. Being objective is an essential aspect of competent inquiry; researchers must examine

methods and conclusions for bias.
Philosophical Worldviews
2. Constructivist Worldview
➢Social constructivists hold assumptions that individuals seek
understanding of the world in which they live and work.
Individuals develop subjective meanings of their experiences—
meanings directed toward certain objects or things.

➢The goal of the research is to rely as much as possible on the

participants’ views of the situation being studied. The questions
become broad and general so that the participants can
construct the meaning of a situation
Philosophical Worldviews
2. Constructivist Worldview
Crotty (1998) identified several assumptions:

a. Meanings are constructed by human beings as they engage with the world they are
interpreting.

b. Humans engage with their world and make sense of it based on their historical and social
perspectives - we are all born into a world of meaning bestowed upon us by our culture.

c. The basic generation of meaning is always social, arising in and out of interaction with a human
community.
Philosophical Worldviews
3. Transformative Worldview
➢Transformative or advocacy/participatory worldview holds that
research inquiry needs to be intertwined with politics and a political
agenda. Thus, the research contains an action agenda for reform
that may change the lives of the participants, the institutions in
which individuals work or live, and the researcher’s life.

➢Specific issues need to be addressed that speak to important

social issues of the day, issues such as empowerment, inequality,
oppression, domination, suppression, and alienation.
Philosophical Worldviews
3. Transformative Worldview
Kemmis and Wilkinson (1998) identified several assumptions:
a. It is recursive or dialectical and focused on bringing about change in practices.

b. it is focused on helping individuals free themselves from constraints found in the media, in
language, in work procedures, and in the relationships of power in educational settings.

c. It is emancipatory in that it helps unshackle people from the constraints of irrational and unjust
structures that limit self-development and self-determination.

d. It is practical and collaborative because it is inquiry completed with others rather than on or to
others.
Philosophical Worldviews
4. Pragmatic Worldview
➢Pragmatism as a worldview arises out of actions, situations,
and consequences rather than antecedent conditions (as in
postpositivism). There is a concern with applications—what
works— and solutions to problems (Patton, 1990).

➢Researchers emphasize the research problem and use all

approaches available to understand the problem
 Philosophical Worldviews
Postpositivist Worldview Constructivist Worldview
> Quantitative approach > Qualitative approach
> Pretest, postest, measure of attitudes > Observation of behavior
> Theory verification > Theory generation

Philosophical
Worldviews
Transformative Worldview Pragmatic Worldview
> Qualitative approach > Mixed methods approach
> Empowerment issue-oriented > Both quantitative and qualitative data collection
> Change-oriented > Problem-centered