Mixed Methods Research Design and Procedures by John W Creswell - zp37294
Mixed Methods Research Design and Procedures by John W Creswell - zp37294
Mixed Methods Research Design and Procedures by John W Creswell - zp37294
© Please do not duplicate or use these slides without the express permission of the author.
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Topics
Introductions
Positioning myself
A definition of mixed methods research
Steps in the process of designing a mixed methods
study
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Positioning myself
Mixed Methods
Method
Methodology
Paradigm
Perspective Use of mixed methods
in other designs
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A mixed methods researcher…
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Collecting both quantitative and
qualitative data
Quantitative data Qualitative data
Interviews
Instruments
Observations
Checklists
Documents
Records Audio-visual materials
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Quantitative and qualitative data
analysis
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Mixing or linking the data
Converge data:
Connect data:
Preliminary considerations
Creating a title
Posing a general question
Listing the types of data collection and analysis
Making explicit your worldview
Identifying your research design
Drawing a figure of your design
Writing a purpose statement
Writing research questions
Completing a research plan
• Research problem
• Content – any topics
• Fit the problem to mixed methods (arguments)
•Receptive audience
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Create a working title
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Pose the general question to be answered
Write it as a question
Look to see how it is phrased
Make sure that it is specific enough and focused (an
answerable question)
Ask yourself, “when I end the study, what question
would like to have answered?”
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List your types of data collection (a
review)
Quantitative data Qualitative data (open-
(closed-ended) ended)
Interviews
Instruments
Observations
Behavioral Documents
checklists Audio-visual materials
Records
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Activity – List your sources of data
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List your approach to data analysis (a
review)
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Determine your worldview…
Postpositivism Constructivism
Determination Understanding
Reductionism Multiple participant meanings
Empirical observation and Social and historical
measurement construction
Theory verification Theory generation
Advocacy/Participatory Pragmatism
Political Consequences of actions
Empowerment issue-oriented Problem-centered
Collaborative Pluralistic
Change-oriented Real-world practice oriented
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Several stances on philosophy in mixed
methods…
What it is
How it informs your study
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Make explicit your interpretive lens (theory)
Components:
What is it
Who has used it in your field
How it will shape your study (rephrase your guiding
research question, if a lens applies)
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State your procedures (methods)
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Parsimonious designs (Creswell & Plano Clark, 2007)
Concurrent Mixed Methods Designs
Triangulation Design
QUAN QUAL
Data & Data &
Interpretation
Results Results
Embedded Design
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Sequential designs
Explanatory Design
QUAN qual
Data & Data &
Results Following up
Results Interpretation
Exploratory Design
QUAL quan
Data & Data &
Interpretation
Results Building to
Results
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Design options
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Explanatory sequential design
Quantitative Case Selection Qualitative Interpretation –
Quantitative
Data Collection Data Analysis Data Analysis based on quan
(quan) (QUAL) ad QUAL results
+
Qualitative
Data Collection
Quantitative Results
Determine how groups differ
using ANOVA test
Experiment
Intervention
QUAN QUAN
Data collection Data collection
Pre-test Post-test
Process – collection
and analysis of qualitative
data
(before, during, after trial)
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Mixing the quan and qual data
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Write a purpose statement for a
triangulation design
This mixed methods study will address _________________ (overall
content-aim of the study). A triangulation mixed methods design will
be used, and it is a type of design in which different but
complementary data will be collected on the same topic. In this study,
_________________ (quantitative instruments) will be used to test the
theory of _____________ (the theory) that predicts that
__________________ (independent variables) will influence
________________ (positively, negatively) the __________ (dependent
variables or outcomes) for ____________ (participants) at __________
(the research site). Concurrent with this data collection, qualitative
_______________ (type of qualitative data, such as interviews) will
explore ____________ (the central phenomenon) for _________________
(participants) at _____________(site). The reason for collecting both
quantitative and qualitative data are to bring together the strengths of
both forms of research to ___________________ (e.g., compare results,
validate results, corroborate results).
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Write a purpose statement for
a embedded design
This mixed methods study will address _________________ (overall
content aim of the study). An embedded mixed method design will be
used, and it is a design in which one data set provides a supportive,
secondary role in a study based primarily on the other data set. The
primary purpose of this study will use ________________ (quantitative
instruments) to test the theory of _____________ (the theory) that
predicts that __________________ (independent variables) will
influence ________________ (positively, negatively) the __________
(dependent variables or outcomes) for ____________ (participants) at
__________ (the research site). A secondary purpose will be to gather
qualitative data _______________ (type of qualitative data, such as
interviews) that will explore ____________ (the central phenomenon)
for _________________ (participants) at _____________(site). The reason
for collecting the secondary database is ________________ (e.g., to
address different question, to provide support for the primary
purpose).
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Write a purpose statement for
an explanatory design
This study will address _______________ (content-aim of the study). An
explanatory mixed methods design will be used, and it will involve
collecting qualitative data after a quantitative phase in order to
explain or follow up on the quantitative data in more depth. In the
first quantitative phase of the study, ______________ instrument data
to be collected from _______________ (participants) at ___________
(research site) to test _______ (the theory) that explains why
______________ independent variables) relate to the ____________
(dependent variables). The second qualitative phase will be
conducted because ______________ (intent of the qualitative phase). In
this exploratory follow-up, the ______________ (central phenomenon)
will be tentatively explored with ___________ (participants) at
_____________ (the research site). The reason for the exploratory
follow-up is to _______________ (e.g., to help explain or build upon
initial quantitative results).
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Write a purpose statement for
an exploratory design
This study addresses _________________ (content-area of the study). The
purpose of this exploratory sequential design will be to __________________
(e.g., develop an test an instrument, generate a taxonomy). The first phase
of the study will be a qualitative exploration of ________________ (the
central phenomenon) by collecting ___________________ (types of data)
from _________________ (participants) at _____________ (the research site).
The second quantitative phase will follow up on the qualitative phase for
the purpose of __________(intent of this followup). In the quantitative
phase, ___________ (instrument data) will be collected from ____________
(participants) at ______________ (research site). Quantitative research
questions/hypotheses will be formulated after the completion of the initial
qualitative phase. The reason for collecting qualitative data initially is that
_____________________ (e.g., instruments are not available, variables are
not known, there is little guiding theory).
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Qualitative research questions
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Quantitative research questions
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Writing research questions/hypotheses in
mixed methods research
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A new type of research question: A mixed
methods question
Three ways to write this question:
Methodologically-focused:
Content-focused:
Title
Introduction
(Problem)
Worldview/theoretical lens
Audience
Purpose Statement
Research Questions
(Literature Review)
Methods
Type of Mixed Methods Design (also add definition of mixed methods)
Types of Data Collection
Types of Data Analysis
Sequence/Emphasis/ Mixing Procedures
Figure of procedures
Anticipated methodological issues
Ethical issues anticipated
Validity issues
Researcher resources and skills
References, Appendices
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Additional resources
Books:
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and
conducting mixed methods research. Thousand Oaks, CA: Sage.
Creswell, J. W. (2008). Research design: Qualitative,
quantitative, and mixed methods approaches (3rd ed.). Thousand
Oaks, CA: Sage Publications.
Greene, J. C. (2007). Mixed methods in social inquiry. San
Francisco: Jossey-Bass.
Mertens, D. M. (2005). Research methods in education and
psychology: Integrating diversity with quantitative and qualitative
approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Plano Clark, V. L., & Creswell, J. W. (2008). The mixed methods
reader. Thousand Oaks, CA: Sage.
Tashakkori, A. & Teddlie, C. (1998). Mixed methodology:
Combining qualitative and quantitative approaches. Thousand
Oaks, CA: Sage Publications.
Tashakkori, A. & Teddlie, C. (Eds.) (2003). Handbook of mixed
methods in social and behavioral research. Thousand Oaks, CA:
Sage Publications.
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Additional resources
Articles and Chapters:
Caracelli, V. J., & Greene, J. C. (1993). Data analysis strategies for mixed-method
evaluation designs. Educational Evaluation and Policy Analysis, 15 (2), 195-207.
Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced
mixed methods research designs. In: A. Tashakkori & C. Teddlie (Eds.),
Handbook of mixed methods in social and behavioral research (pp. 209-240).
Thousand Oaks, CA: Sage.
Creswell, J. W., Plano Clark, V. L., & Garrett, A. L. (2008). Methodological issues
in conducting mixed methods research. In M.M. Bergman (Ed.), Advances in
mixed methods research. London: Sage.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual
framework for mixed-method evaluation designs. Educational Evaluation and
Policy Analysis, 11 (3), 255-274.
Ivankova, N. V., Creswell, J. W., & Stick, S. (2006). Using mixed methods
sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-
20.
Morgan, D. L. (2007). Paradigms lost and pragmatism regained. Journal of Mixed
Methods Research, 1, 48-76.
Morse, J. M. (1991). Approaches to qualitative-quantitative methodological
triangulation. Nursing Research, 40, 120-123.
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by John W. Creswell, Ph.D.
Department of Educational Psychology,
University of Nebraska-Lincoln, and Founding Co-Editor, Journal of
Mixed Methods Research
© Please do not duplicate or use these slides without the express permission of the author.
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