1. Mixed Methods Approach
Prepared by Khalifa Mohamed/ Salem Al-naas/ Supervised by Dr. Cise Cavusoglu ELT Department Fall 2014/2015

2. Out Lines Names History of MMR INTRODUCTION Definition Key features
Types of research designs
Qualitative vs. Quantitative research
Pragmatism – Philosophy behind MMR
Purposes of Mixed Methods Research
How methods can be mixed
Why do we use Mixed Methods Research?
When should we use MMR?
Typical situations in which MMR is used
Mixed Method Design
Reference

3. NAMES Multimethod research (Campbell & Fiske, 1959)
Integrated/combined research (Steckler et al.,1992; Creswell, 1994)
“Quantitative & Qualitative Methods” (Fielding & Fielding, 1986)
Hybrids ( Ragin, Nagel & White, 2004 )
Methodological Triangulation (Morse, 1991)
Mixed Methods Research (Tashakkori & Teddlie, 2003, 2010; Cresswell & Plano Clark, 2007; Tedlie & Tashakkori, 2009)

4. History of MMR
MM was established from dichotomy between QUAN in QUAL tradition (Teddlie, Tashakkori, 2009)
MM brings peace between paradigms (post)positivism and constructivism, which have different view on truth and with these different methodological approaches to research (Johnson; Onwuegbuzie, 2004: 14).
Positivism/ post-positivism, numeric data
Constructivism, narrative data
MM is new dimension, new quality in science
MM is not obligated to any form of research, nor only quantitative nor qualitative, but includes more different research methods, which selection follows from the purpose of the research (Lobe, 2008)
Pragmatism, combined data, MM is in “adolescence” stage of developmental (Teddlie; Tashakkori, 2009).

5. INTRODUCTION
Mixed methods research has developed rapidly in recent years. Championed by writers such as John Creswell, Abbas Tashakkori, Burke Johnson, Anthony Onwuegbuzie, Jennifer Greene, Charles Teddlie, and David Morgan, the mixed methods approach has emerged in the last decade as a research movement with a recognized name and distinct identity. It has evolved to the point where it is ‘‘increasingly articulated, attached to research practice, and recognized as the third major research approach or research paradigm’’ (Johnson, Onwuegbuzie, & Turner, 2007, p. 112).

6. Definition
MMR is a research design with philosophical assumptions (pragmatism) as well as methods of inquiry. As a methodology, it involves philosophical assumptions that guide the direction of the collection and analysis of data and the mixture of qualitative and quantitative approaches in many phases in the research process.
Its central premise is that the use of quantitative and qualitative approaches in combination provides a better understanding of research problems than either approach alone.

7. Key features of what is MM about

8. Three types of research designs
Qualitative research : exploring and understanding the meaning individuals or groups ascribe to a social or human problem.
Quantitative research : testing objective theories by examining the relationship among variables.
Mixed methods research : an approach to inquiry that combines or associates both qualitative and quantitative forms.

9. Qualitative vs. Quantitative research

10. Qualitative vs. Quantitative research

11. Collecting both quantitative and qualitative data
Quantitative data
Instruments
Checklists
Records
Qualitative data
Interviews
Observations
Documents
Audio-visual materials

12. Quantitative and qualitative data analysis
Quantitative analysis
Use statistical analysis,
For description
For comparing groups
For relating variables
Qualitative analysis
Use text and images,
For coding
For theme development
For relating themes

13. Pragmatism – Philosophy behind MMR
Arises out of actions, situations, and consequences rather than antecedent conditions.
There is a concern with applications—what works—and solutions to problems.
Instead of focusing on methods, researchers emphasize the research problem and use all approaches available to understand the problem.

14. Mixing or linking the data
Converge Data Result Connect Data Embed the data
Qual
Quan
Qual
Quan
Result
Quan Data
Qual Data

15. Reasons for “mixing”( WHY?)
The insufficient argument – either quantitative or qualitative may be insufficient by itself.
Multiple angles argument – quantitative and qualitative approaches provide different “pictures”.
The more-evidence-the-better argument – combined quantitative and qualitative provides more evidence.
Community of practice argument – mixed methods may be the preferred approach within a scholarly community.
Eager-to-learn argument – it is the latest methodology
“Its intuitive” argument – it mirrors “real life”.

16. Why do we use Mixed Methods Research?
While quantitative and qualitative studies certainly have a place on their own, mixed methods research can, in certain situations, provide a better view of reality than quantitative or qualitative methods alone. According to Greene, (1989), there are five primary purposes for mixing methods in research.
Using additional methods can inform the data you have. As an additional consideration, mixing methods can also help your research to transcend the current debate in the research field about the utility of the allegedly competing paradigms.

17. Purposes of Mixed Methods Research
Triangulation
The use of multiple methods concurrently and with equal weight to test the validity of a finding
complementarity
The use of multiple methods concurrently and preferably with equal weight to clarify the results of a finding
Expansion
The use of multiple methods sequentially or concurrently and with equal or unequal priority/weight to enhance the richness of a finding
Development
The use of additional methods sequentially preferably with equal weight to shape future research processes
Initiation
The use of multiple methods concurrently and preferably with equal weight to stimulate new questions

18. How methods can be mixed
Types of mixing
Comments
Two types of research question.
One fitting a quantitative approach and the other qualitative.
The manner in which the research questions are developed.
Preplanned (quantitative) versus participatory/emergent (qualitative).
Two types of sampling procedure.
Probability versus purposive.
Two types of data collection procedures.
Surveys (quantitative) versus focus groups (qualitative).
Two types of data analysis.
Numerical versus textual (or visual).
Statistical versus thematic.
Two types of conclusions.
Objective versus subjective interpretations.

19. Triangulation
Triangulation is a core purpose of mixed methods. It is premised on the idea that any single method will yield biased results and that if you can combine and build on the unbiased portions of various methods, you can arrive at information that gets closer to reality. You compare the results of two essentially separate studies, each using a different method whose biases are offset by the other. It is considered “unobtrusive” because it keeps the methods separate, rather than combining them.

21. It can be classified into four types:
Data triangulation – using a variety of data sources in a study, which can help offset possible unrepresentative data.
Methodological Triangulation – using a variety of data collection methods (surveys, interviews, case studies), which can give the researcher richer data.
Investigator Triangulation – involving multiple researchers in a study, which can help to offset researcher biases in research design.
Theory Triangulation – applying multiple theoretical perspectives to data, which can yield analyses and approaches that reveal alternative explanations .

22. When should we use Mixed Method Research?
Ideally, we would use mixed methods research whenever possible, since it often better captures the richness of the real world than either qualitative or quantitative methods alone. There are of course questions of feasibility.
Because both methods are being used, there can be greater cost and time requirements. The research may require multiple administrators to complete. Success can also be dependent upon the extent of existing research on the subject.

23. Advantages
Disadvantages
Utilizes the strength of both approaches
Requires knowledge in both methods
Provides a more comprehensive view
Requires more extensive data collection and resources
Does not limit the data being collected
Might lead to collection of an overwhelming amount of data

24. Typical situations in which mixed methods is used…
To compare results from quantitative and qualitative research.
To use qualitative research to help explain quantitative findings.
To explore using qualitative research and then to generalize findings to a large population using quantitative research.
To develop an instrument because none are available or useful.
To augment an experiment with qualitative data.

25. Mixed methods designs Sequential Explanatory Design
Sequential Exploratory Design
Sequential Transformative Design
Concurrent Triangulation Design
Concurrent Embedded Design
Concurrent Transformative Design

26. Sequential explanatory design
Quantitative Data Analysis
Qualtitative Data Collection
Qualitative
Findings
Quantitative Data Collection
Quantitative Results

27. Sequential explanatory design: Characteristics
Viewing the study as a two-phase project
Collecting quantitative data first followed by collecting qualitative data second
Typically, a greater emphasis is placed on the quantitative data in the study
Example: You first conduct a survey and then follow up with a few individuals who answered positively to the questions through interviews

28. Sequential explanatory design: When do you use it?
When you want to explain the quantitative results in more depth with qualitative data (e.g., statistical differences among groups, individuals who scored at extreme levels).
When you want to identify appropriate participants to study in more depth qualitatively

29. Sequential explanatory design: Sample script
The purpose of this two-phase, explanatory mixed methods study will be to obtain statistical, quantitative results from a sample and then follow-up with a few individuals to probe or explore those results in more depth. In the first phase, quantitative research questions or hypotheses will address the relationship or comparison of __________ (independent) and ________ (dependent) variables with ___________ (participants) at ___________(the research site). In the second phase, qualitative interviews or observations will be used to problem significant _______(quantitative results) by exploring aspects of the ________ (central phenomenon) with _______ (a few participants) at ____________ (research site).

30. Sequential exploratory design
Quantitative Data Analysis
Qualititative Data Collection
Qualitative
Findings
Quantitative Data Collection
Quantitative Results

31. Sequential exploratory design: Characteristics
Viewing the study as a two-phase project
Qualitative data collection precedes quantitative data collection
Typically, greater emphasis is placed on the qualitative data in the study
Example: You collect qualitative diary entries, analyze the data for themes, and then develop an instrument based on the themes to measure attitudes on a quantitative survey administered to a large sample

32. Sequential exploratory design: When do you use it?
To develop an instrument when one is not available (first explore, then develop instrument)
To develop a classification or typology for testing
To identify the most important variables to study quantitatively when these variable are not known

33. Sequential exploratory design: Sample script
The purpose of this two-phase, exploratory mixed methods study will be to explore participant views with the intent of using this information to develop and test an instrument with a sample from a population. The first phase will be a qualitative exploration of a _______(central phenomenon) by collecting ___________(data) from ____________ (participants) at _______ (research site). Themes from this qualitative data will then be developed into an instrument (or survey) so that the __________ (theory and research questions/hypotheses) can be tested that ________ (relate, compare) ____________ (independent variable) with __________ (dependent variable) for _________(sample of a population) at _________ (research site).

34. Sequential transformative design
QUAL QUAN
Social science theory, qualitative theory, advocacy worldview
QUAN QUAL
Social science theory, qualitative theory, advocacy worldview

35. Sequential transformative design: Characteristics
Has two distinct data collection phases
A theoretical perspective is used to guide the study
Purpose is to use methods that will best serve the theoretical perspective of the researcher

36. Concurrent triangulation design
QUAN
Data and Results
QUAL
Data and Results
Interpretation

37. Concurrent triangulation design: Characteristics
Collecting both quantitative and qualitative data.
Collecting these data at the same time in the research procedure.
Analyzing the quantitative and qualitative data separately.
Comparing or combining the results of the quantitative and qualitative analysis.
Example: collect survey data (quantitative) and collect individual interviews (qualitative) and then compare the results.

38. Concurrent triangulation design: When is it used?
When you want to combine the advantages of quantitative (trends, large numbers, generalization) with qualitative (detail, small numbers, in-depth).
When you want to validate your quantitative findings with qualitative data.
When you want to expand your quantitative findings with some open-ended qualitative data (e.g., survey with closed- and open-ended data).

39. Concurrent embedded design

40. Sample script for a concurrent design (Triangulation or nested)
The purpose of this concurrent mixed methods study is to better understand a research problem by converging both quantitative (numeric) and qualitative (text or image) data. In this approach, ___________ (quantitative instruments) will be used to measure the relationship between the ________ (independent variables) and __________ (dependent variables). At the same time in the study, the __________ (central phenomenon) will be explored using _____________ (qualitative interviews, documents, observations, visual materials) with _________ (participants) at ____________ (the research site).

41. Concurrent transformative design
QUAN + QUAL
Social science theory, qualitative theory, advocacy worldview
QUAN
QUAL
Social science theory, qualitative theory, advocacy worldview

42. Concurrent transformative design: Characteristics
Guided by a theoretical perspective.
Concurrent collection of both quantitative and qualitative data.
The design may have one method embedded in the other so that diverse participants are given a choice in the change process of an organization.

43. References
Creswell, J. W. (2009). Mapping the field of mixed methods research. Journal of Mixed
Methods Research, 3(2),
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods
approaches (3rd ed.). Thousand Oaks, CA: 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,
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research. Thousand Oaks, CA: Sage.

44. Thank you