Mixed Method

Data Analysis
Mixed Analysis Matrix

Before conducting a mixed analysis, two

decisions need to be made.
1. Determining the number of
data types that you intend to
analyze.
2. Determine how many data
analysis types you intend to
use.
1. Data reduction involves reducing the number of dimensions in the quantitative data (e.g., via descriptive statistics, exploratory factor
analysis) and/or in the qualitative data (e.g., via thematic analysis, memoing).
2. Data display refers to describing visually your quantitative data (e.g., using tables and graphs) and/or your qualitative data (e.g., using
graphs, charts, matrices, checklists, rubrics, networks, and Venn diagrams).
3. Data transformation involves quantitizing and/or qualitizing data.
4. Data correlation involves correlating or cross-classifying different data types, such as transforming qualitative data into categorical
variables and examining their relationships with quantitative variables.
5. In data consolidation, the quantitative and qualitative data are combined to create new or consolidated codes, variables, or data sets.
6. In data comparison, the findings from the qualitative and quantitative data sources or analyses are compared.
7. In data integration (typically done last), the qualitative and quantitative findings are integrated into a coherent whole.

Analytical Procedures in Mixed Data Analysis

Analytical Strategies

• Data Transformation
• Extreme Case Analysis
• Typology/Category Development
• Multiple Level Analysis
• Computer-aided Mixed Methods Data Analysis
 Qualitizing Data

• One way of qualitizing data is by forming narrative profiles

(e.g., modal profiles, average profiles, holistic profiles,
comparative profiles, normative profiles), in which narrative
descriptions are constructed from statistical data.

Quantitizing Data

Data • When researchers quantitize data, “qualitative ”themes are

numerically represented, in scores, scales, or clusters, in order
more fully to describe and/or interpret a target phenomenon‘
Transformation (Sandelowski, 2001, p. 231).
• Understanding how often various categories or statements
occurred in qualitative data, rather than only knowing what
categories or statements occurred.

Data Merging

• Not only turning one data type into the other but merge
together different types of data and thus create a new
variable.
Extreme Case Analysis
• Aimed at examining the value of such unusual cases by
identifying them by one method and further
examining them using the other.
• The usual practice involves identifying outliers in
quantitative research and then submitting them to
further, more intensive qualitative analysis to
understand the reason for the deviance.
 • Analysing one data type and establish some substantive
categories or themes.
Typology/Category • The categories then applied in the analysis of the other type
of data.
Development • The categories are used to divide the sample into
subsamples, that is, classify individuals into different types,
which would be a case of typology development.
Multiple Level Analysis
Relevant if we have quantitative data about a larger group znd then
submit a subsample of this group to further intensive qualitative
investigation.
In this way, we have two levels of embedded data which can be
integrated to good effect.

This strategy can be used even when the qualitative component is

the study of a single case to make larger claims of generalizability.
 Computer-aided Mixed
Methods Data Analysis

• Data analysis software has traditionally focused on

either quantitative or qualitative results.
• Most qualitative data analysis programs can now
import and incorporate quantitative data into a
qualitative analysis, and many support quantitizing
qualitative data and exporting it to a statistical
package. These procedures are called ‘fusing’ of
analysis (Bazeley, 2003)
References
Dornyei, Z. (2007). Research methods in Applied Linguistics. Oxford University
Press.
Hamied, F. A. (2014). Research Methods: A guide for first-time researchers. UPI
Press
Johnson, B., & Christensen, L. (2000). Educational research: Quantitative and
qualitative approaches. Allyn & Bacon