Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Chapter 17 Mixed Methods Designs

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 17.2 By the end of this chapter, you should be able to: Define mixed methods research and identify when to use mixed methods designs Describe the development of mixed methods research Identify types of mixed methods designs Identify key characteristics of mixed methods research List the steps in conducting a mixed methods study List criteria useful to evaluate a mixed methods study

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 17.3 What Is Mixed Methods Research? A mixed methods research design is a procedure for collecting, analyzing, and “mixing” both quantitative and qualitative research and methods in a single study to understand a research problem.

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 17.4 When to Use Mixed Methods Designs When both quantitative and qualitative data, together, provide a better understanding of your research problem than either type by itself When one type of research (qualitative or quantitative) is not enough to address the research problem or answer the research questions

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 17.5 When to Use Mixed Methods Designs (cont’d) To incorporate a qualitative component into an otherwise quantitative study To build from one phase of a study to another –Explore qualitatively then develop an instrument –Follow-up a quantitative study qualitatively to obtain more detailed information

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 17.6 How Mixed Methods Research Developed Mixing forms of quantitative data –Campbell and Fiske (1959) multitrait, multimethod approach) –Developing valid psychological traits using multiple methods Expanding into triangulation of quantitative and qualitative (Jick 1979 merger study)

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 17.7 How Mixed Methods Research Developed (cont’d) Debating the integration of worldviews and methods (late 1980s, early 1990s) Developing procedures for designs including visualization of the design and notation procedures (Morse 1991) Advocating for a distinct design (Greene & Caracelli 1997; Tashakkori & Teddlie 1998) Books written on mixed methods designs (e.g., Creswell & Plano-Clark 2007)

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 17.8 Identifying a Mixed Methods Study in the Literature The title includes words such as “mixed methods” or “multimethod,” etc. Data collection section indicates both qualitative and quantitative data were collected. Purpose statement and/or research questions indicate that the researcher intends to collect both quantitative and qualitative data during the study.

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 17.9 Identifying a Mixed Methods Study in the Literature (cont’d) Priority or weight: Qualitative, quantitative, or both equally Sequence of collecting quantitative and qualitative data is indicated Analyze both data sets –Combined in one analysis (integrated) –Separate analysis

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition A Notation System for Designs Study #1 QUAL + QUAN + indicates the simultaneous or concurrent collection of quantitative and qualitative data Study #2 QUAN qual Shows sequential collection of quantitative and qualitative data Uppercase letters indicate a priority or increased weight for quantitative and/or qualitative data. Lowercase letters indicate a lower priority or weight for either quantitative and/or qualitative data. NOTATION USED

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Mixed Methods Designs: Triangulation Design Researcher gives priority to both quantitative (QUAN) and qualitative (QUAL) data. Researcher collects both quantitative and qualitative data concurrently. Researcher compares the results from the quantitative and qualitative analyses to determine if the two data bases yield similar or dissimilar results.

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Mixed Methods Designs: Explanatory Design Researcher places priority on quantitative (QUAN) data collection and analysis. Researcher collects quantitative data first in the sequence. Researcher uses the qualitative data to explain the results of the quantitative data.

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Mixed Methods Designs: Exploratory Design Research emphasizes qualitative (QUAL) data rather than quantitative (quan) data. Researcher has a sequence of data collection that involves collecting qualitative data followed by quantitative data. Researcher plans on the quantitative data to build on or explain the initial qualitative findings.

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Types of Mixed Methods Designs I. Triangulation Mixed Methods Design II. Explanatory Mixed Methods Design III. Exploratory Mixed Methods Design QUAN Data and Results QUAN Data and Results + QUAL Data and Results QUAL Data and Results qual Data and Results quan Data and Results Interpretation Follow-up Building

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Key Characteristics of Mixed Methods Designs Rationale for the design Collecting quantitative and qualitative data Priority Sequence Data analysis matched to design Diagram of the procedures

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Key Characteristics of Mixed Methods Designs: Rationale Rationale –Test findings of first phase –Explain results of first phase in more detail –Provide a more complete understanding than either quantitative or qualitative alone Collecting both quantitative and qualitative data –Numeric data –Text data

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Key Characteristics of Mixed Methods Designs: Priority and Sequence Priority –Equal weight –QUAN carries more weight than qual –QUAL carries more weight than quan Sequence –Collect both quantitative and qualitative data at the same time –Collect quantitative data first, followed by qualitative data –Collect qualitative data first, followed by quantitative data

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Key Characteristics of Mixed Methods Designs: Analysis and Diagram Analysis matched to design (“mixing”) –Data analysis strategies for triangulation design –Data analysis strategies for exploratory design –Data analysis strategies for explanatory design Diagram of procedures –Use notation system –Identify priority –Identify sequence

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Examples of Visual Diagrams I. Triangulation Mixed Methods Design II. Embedded Mixed Methods Design QUAN (Data and Results) + QUAL (Data and Results) Interpretation QUAN Data and Results QUAN (Data and Results) Interpretation

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition III. Explanatory Mixed Methods Design IV. Exploratory Mixed Methods Design QUAN (Data and Results) QUAL (Data and Results) qual (Data and Results) quan (Data and Results) Follow-up Building Examples of Visual Diagrams (cont’d)

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Steps for Conducting a Mixed Methods Study Determine if a mixed methods study is feasible Develop quantitative and qualitative research questions Collect quantitative and qualitative data Analyze data separately or concurrently Write the report as a one- or two-phase study Identify the data collection strategy and type of design Identify a rationale for a mixed methods study Step 1 Step 2 Step 4 Step 3 Step 5 Step 6 Step 7 Priority Sequence Visualization

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Evaluating a Mixed Methods Study Does the study employ at least one quantitative method and one qualitative method? Is it called a mixed methods (or similar term) study? Is there a rationale for why the author intends to mix the methods in a single study and what will be gained in the process?

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Evaluating a Mixed Methods Study (cont’d) Does the author indicate the type of mixed methods study being presented? Alternatively, can you identify the type from reading the rationale or from a visual figure depicting the flow of the data collection activities? Does the author mention the priority given to quantitative and qualitative data and the sequence of their use in the study? Is the study feasible, given the data to be collected and the amount of money, time, and expertise required?

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Evaluating a Mixed Methods Study (cont’d) Have research questions been written for both quantitative and qualitative methods in the study? Have quantitative and qualitative data collection procedures been clearly identified? Are the procedures for data analysis consistent with the type of mixed methods study being presented? Is the written structure of the study consistent with the type of mixed methods study being presented?