Mixed

Methods
Research
Mixed Methods Research
 A mixed methods research design is a procedure for collecting, analyzing, and “mixing” both quantitative
and qualitative methods in a single study or a series of studies to understand a research problem
(Creswell & Plano Clark, 2011).
 The basic assumption is that the uses of both quantitative and qualitative methods, in combination,
provide a better understanding of the research problem and question than either method by itself.
 Also, mixed methods research is not simply collecting two distinct “strands” of research— qualitative
and quantitative. It consists of merging, integrating, linking, or embedding the two “strands.” In short,
the data are “mixed” in a mixed methods study.
Maria’s Case…A mixed Methods
approach
 When Should you use Mixed Methods?
1. If you have access to both quantitative and qualitative data, and both types of data,
together, provide a better understanding of your research problem than either type
by itself.
2. You also conduct a mixed methods study when one type of research (qualitative or
quantitative) is not enough to address the research problem or answer the research
questions. More data is needed to extend, elaborate on, or explain the first
database.
3. You use mixed methods when you want to provide an alternative perspective in a
study. An example of this would be an experimental study in which the experiment
yields useful information about outcomes, but the additional collection of qualitative
data develops a more in-depth understanding of how the experimental intervention
actually worked.
 WHAT ARE THE TYPES OF MIXED
METHODS DESIGNS?
To determine the type of mixed methods, design a researcher is using, you might ask the following
questions:

1. What priority or weight does the researcher give to the quantitative and qualitative data collection?
Priority or weight means that one form of data is given more attention or emphasis in the study;
however, quantitative, and qualitative data are sometimes treated equally.
2. What is the sequence of collecting the quantitative and qualitative data? Determine whether the
qualitative data (or quantitative data) comes first and second in the data collection or whether they are
collected concurrently.
3. How does the researcher actually analyze the data? Determine if the researchers combine the data in
one analysis or keep the analyses separate.
4. Where in the study does the researcher “mix” the data? The two forms of data might be combined,
linked, or mixed during data collection, between data collection and data analysis, during data analysis,
or in the interpretation of a study.
Based on the above characteristics,
the mixed methods designs are:
◆ the convergent parallel design (basic design in use today)
◆ the explanatory sequential design ( basic design in use today)
◆ the exploratory sequential design ( basic design in use today)
◆ the embedded design ( basic design in use today)
◆ the transformative design (complex design becoming
increasingly popular (Creswell & Plano Clark, 2011).
◆ the multiphase design (complex design becoming increasingly
popular (Creswell & Plano Clark, 2011).
Mixed Methods: The Convergent Parallel Design
Mixed Methods: Convergent
parallel design

 The purpose of a convergent (or parallel or concurrent) mixed methods design is to simultaneously
collect both quantitative and qualitative data, merge the data, and use the results to understand a
research problem.
 A basic rationale for this design is that one data collection form supplies strengths to offset the
weaknesses of the other form, and that a more complete understanding of a research problem results
from collecting both quantitative and qualitative data.
 For example, quantitative scores on an instrument from many individuals provide strengths to offset the
weaknesses of qualitative documents from a few people.
 Alternatively, qualitative, in-depth observation of a few people offers strength to quantitative data that
does not adequately provide detailed information about the context in which individuals provide
information (e.g., the setting).
How does the process of a convergent study
work?
 The researcher gathers both quantitative and qualitative data, analyzes both datasets separately, compares the
results from the analysis of both datasets, and makes an interpretation as to whether the results support or
contradict each other.
 The direct comparison of the two datasets by the researcher provides a “convergence” of data sources
 In this design:
◆ The mixed methods researcher often gives equal priority to both quantitative and qualitative data. The
researcher values both quantitative and qualitative data and sees them as approximately equal sources of
information in the study.
◆ The mixed methods researcher collects both the quantitative and qualitative data concurrently or
simultaneously during the study.
◆ The mixed methods researcher compares the results from quantitative and qualitative analyses to determine
if the two databases yield similar or dissimilar results.
 How does the Comparison Occur?
 There are many ways to compare the data. The most popular approach is to
describe the quantitative and qualitative results side by side in a discussion
section of a study. For example, the researcher would first present the
quantitative statistical results and then provide qualitative quotes to either
confirm or disconfirm the statistical results.
 The strength of this design is that it combines the advantages of each form of
data; that is, quantitative data provide for generalizability, whereas qualitative
data offer information about the context or setting.
 This design enables a researcher to gather information that uses the best
features of both quantitative and qualitative data collection.
The Explanatory Sequential Design/Two phase Model
(Creswell & Plano Clark, 2011)
 Explanatory Sequential Mixed
Methods
 This is perhaps the most popular form of mixed methods design in educational research
 Instead of collecting data at the same time and merging the results, a mixed methods researcher might
collect quantitative and qualitative information sequentially in two phases, with one form of data
collection following and informing the other.
 This design consists of first collecting quantitative data and then collecting qualitative data to help
explain or elaborate on the quantitative results.
 The rationale for this approach is that the quantitative data and results provide a general picture of the
research problem; more analysis, specifically through qualitative data collection, is needed to refine,
extend, or explain the general picture.
Explanatory Sequential Mixed Methods
Features Of this Design

◆ The mixed methods researcher places a priority on quantitative data (QUAN) collection and analysis.
This is done by introducing it first in the study and having it represent a major aspect of data collection.
A small qualitative (qual) component typically follows in the second phase of the research.
◆ The mixed methods researcher collects quantitative data first in the sequence. This is followed by the
secondary qualitative data collection. Researchers often present these studies in two phases, with each
phase clearly identified in headings in the report.
◆ The mixed methods researcher uses the qualitative data to refi ne the results from the quantitative
data. This refinement results in exploring a few typical cases, probing a key result in more detail, or
following up with outlier or extreme cases.
 Explanatory Sequential Mixed Methods
Features Of this Design

 This design has the advantage of clearly identified quantitative and qualitative parts, an advantage for readers as
well as for those designing and conducting the study.
 Unlike the convergent design, the researcher does not have to converge or integrate two different forms of data.
 This design also captures the best of both quantitative and qualitative data—to obtain quantitative results from
a population in the first phase, and then refine or elaborate these findings through an in-depth qualitative
exploration in the second phase.
 The difficulty in using this design, however, is that the researcher needs to determine what aspect of the
quantitative results to follow up on. This follow-up means deciding on the participants to sample in the second
qualitative phase as well as the questions to ask in this follow-up phase that builds on the initial quantitative
phase.
 Also, this design is labor intensive, and it requires both expertise and time to collect both quantitative and
qualitative data.
3. The Exploratory Sequential Design
 The Exploratory Sequential
Design
 Rather than first analyzing or collecting quantitative data as is done in the explanatory design, The Exploratory Sequential Design begins
with qualitative data and then collects quantitative information.
 The purpose of an exploratory sequential mixed methods design involves the procedure of first gathering qualitative data to explore a
phenomenon, and then collecting quantitative data to explain relationships found in the qualitative data.
 A popular application of this design is to explore a phenomenon, identify themes, design an instrument, and subsequently test it.
 Researchers use this design when existing instruments, variables, and measures may not be known or available for the population under
study.
 In this design:
◆ The mixed methods researcher emphasizes the qualitative data (QUAL) more than the quantitative data (quan). This emphasis may
occur through presenting the overarching question as an open-ended question or discussing the qualitative results in more detail than
the quantitative results.
◆ Typically in this design, the researcher presents the study in two phases, with the first phase involving qualitative data collection (e.g.,
interviews, observations) with a small number of individuals, followed by quantitative data collection (e.g., a survey) with a large,
randomly selected number of participants.
◆ The mixed methods researcher plans on the quantitative data to build on or explain the initial qualitative findings.
The intent of the researcher is for the quantitative data results to refine and extend the qualitative findings by testing out an instrument
or survey developed using the qualitative findings or by testing a typology or classification that developed from the qualitative findings
Advantages and disadvantages:
Exploratory Sequential design
 One advantage of this approach is that it allows the researcher to identify measures actually grounded in
the data obtained from study participants.
 The researcher can initially explore views by listening to participants rather than approach a topic with a
predetermined set of variables.
 However, it has the disadvantage of requiring extensive data collection as well as the time required for
this process is long.
 The testing of an instrument adds considerably to the length of time this design requires to be
implemented.
 It also asks researchers to make decisions about the most appropriate qualitative data (e.g., quotes,
codes, themes) to use in the follow-up quantitative phase of the study.
The
Embed
ded
Design
 Mixed Methods: Embedded
Approach
 The purpose of the embedded design is to collect quantitative and qualitative data simultaneously or
sequentially, but to have one form of data play a supportive role to the other form of data.
 The reason for collecting the second form of data is that it augments or supports the primary form of data.
 The supportive data may be either qualitative or quantitative, but most examples in the literature support
adding qualitative data into a quantitative design.
 For example, during a quantitative experiment, the researcher may collect qualitative data to examine how
participants in the treatment condition are experiencing the intervention.
 Also, the researcher may collect qualitative data either before or after the experiment to help support the
experimental study.
 Collecting data before the experiment can help to design an intervention that is tailored to the participants.
 Collecting data after the experiment can help to explain and follow up on the quantitative outcome results.
 As another example, during a correlational study, the researcher may gather secondary qualitative data to
help understand the reasons for the correlational results.
How does the process of an embedded study
work?
 The researcher collects both quantitative and qualitative data during a single study (e.g., an experiment or a
correlational study), the two datasets are analyzed separately, and they address different research questions.
 For example, the quantitative data will address whether the intervention had an impact on the outcomes, whereas
the qualitative data will assess how the participants experienced the intervention.
 in this design:
◆ The mixed methods researcher gives priority to the major form of data collection (e.g., often QUAN) and
secondary status to the supportive form (e.g., often qual) of data collection. The secondary form is used in the
mixed methods study to support and provide additional information to the primary form.
◆ The mixed methods researcher collects both the quantitative and qualitative data simultaneously or
sequentially. Both forms of data are collected during the study at roughly the same time or in sequence. It is
important to understand and describe the purpose for which the secondary data is being collected.

◆ The mixed methods researcher uses the secondary form of data to augment or provide additional sources of
information not provided by the primary source of data. The augmentation is to gather information that typically
addresses a different question than asked for by the primary form of data.
Advantages and Disadvantages: Embedded
Approach
 The strength of this design is that it combines the advantages of both quantitative and qualitative data.
 Quantitative data are more effective at recording outcomes of the experiment than identifying through
qualitative data how individuals are experiencing the process.
 It also provides a type of mixed methods design in which the researcher can collect qualitative data, but
the overall design still emphasizes quantitative approaches
 One challenge in using this design is to be clear about the intent of the secondary database. In addition,
the two databases may not be easily compared because the data address different research questions.
 There is also the possibility that introducing qualitative data collection during an experiment (or
correlational study) will influence the outcomes. Strategies need to be put into place to minimize this
effect (e.g., collecting qualitative data at the end of the experiment, having participants complete
journals of their experience that are turned in after the experiment).
 Further, like the convergent design, the simultaneous data collection of quantitative and qualitative data
may be labor intensive for a single researcher.
The Transformative Design

 The intent of the transformative mixed methods design is to use

one of the four designs (convergent, explanatory, exploratory, or
embedded), but to encase the design within a transformative
framework or lens (Creswell & Plano Clark, 2011).
 The typical frameworks found in mixed methods are feminist,
racial, ethnic, disability, and gay or lesbian perspectives
 The intent of the framework is to address a social issue for a
marginalized or underrepresented population and engage in
research that brings about change. Thus, strength of this design is
that it is value-based and ideological ( Greene, 2007).
 Mixed Methods: Transformative
Approach
 For example, this figure shows the use of a transformative lens within an explanatory sequential design (i.e., quantitative data
collection followed by qualitative data collection).
 In this design:
◆ The mixed methods researcher uses either a convergent, explanatory, exploratory, or embedded design. The basic designs
provide the cornerstone for the transformative design, but the transformative design goes beyond simply the use of the basic
design.
◆ The mixed methods researcher uses an overall orienting lens in the study as a transformative framework.
 It is this framework that shapes many aspects of the mixed methods design, such as the framing of the title, the questions, the
methods, and the conclusions.
 The framework basically addresses an issue for an underrepresented group and presents research intended to bring about change
for that group.
◆ The mixed methods researcher calls for change that will address the social issue faced by the group under study.
 A strong key to a good transformative mixed methods study is whether the research calls for reform or changes at the end of the
study.
 This call may be an explicit request for change or steps that will be required to bring about change