Research Design: Mixed

Methods
Mixed-Methods Studies
Combine the qualitative and quantitative approaches
within different phases of the research process
(Tashakkori & Teddlie, 2008, p.22).
The End of the “Paradigm Wars” and
the Emergence of Mixed Methods

n  Quantitative
tells us “If”; qualitative tells us
“Who, what when, where and why.”
Features of Mixed Methods
n  Uses quantitative and qualitative data (e.g., numeric scores, open-
and closed-ended questions etc.).

n  Data can be collected concurrently or sequentially; depending

upon the design.

n  Priority can be given to either data type or they can be

considered equally.

n  Allows researchers to expand an understanding from one

method to another in order to converge or confirm findings.

n  Research is based on the breadth of generalization offered by

quantitative research with the depth of detailed understanding
offered by qualitative research.
 Required Researcher Skills*
n  Knowledge of various research methods used.
n  Understanding of assumptions underlying each research
method.
n  Working knowledge of analytic procedures and tools
related to both quantitative and qualitative research.
n  Ability to understand and interpret results from the
different methods.
n  Willingness to accept and forego methodological
prejudices from prior training in a given discipline.
n  Understanding of different disciplines, audiences and
appropriate studies where mixed methods are
acceptable.
* Adapted from Bazely (2004).
The Type of Mixed-Method Approach Depends Upon
Four Factors

STRAND basic part of a design encompassing either

the qualitative or quantitative component.
a)  Interactive – the process or results of one strand
Interaction may influence the process or results of the
second strand (e.g., the results of the quantitative
strand may affect the manner by which the
qualitative strand is conducted). Interaction may
occur at any point during the study.
b) Independent – the two strands are distinct (i.e.,
separate research questions, data collection, etc.). The
strands only interact at the end of the study during
interpretation.
Quantitative first.
Timing (sequence) Qualitative first.
Concurrent.
The Type of Mixed-Method Approach Depends Upon
Four Factors

Quantitative – greater emphasis is

placed on the quantitative strand.
Priority
Qualitative- greater emphasis is placed
on the qualitative strand.
Equal – the quantitative and qualitative
strands contribute equally.

Mixing (data During data collection.

integration) During interpretation.
Three Common Type of Mixed Methods Designs *

n  Sequential Explanatory

q  Quantitative Strand One
n  Positivist
n  Investigates cause and effect

q  Qualitative Strand Two

n  Constructivist
n  Investigates meaning based on observation or personal experience,
ultimately combined into a broad pattern or understanding.
Positivist Approach in Research
q  You are independent of your research, purely objective
q  Minimal interaction with your research participants
q  Purely on facts, world to be external, objective

5 principles
q  No differences in the logic of inquiry across sciences
q  Research aims to explain and predic
q  Empirically observable via human senses (to be tested, hypotheses)
q  Science is value-free, judged by logic
q  Common sense not allowed to bias the research findings

Examples:
q  A study of the impact of COVID-19 on learning habits of students
in GIDA
q  Effects of COVID-19 on foreign investment in information
technology technology industry
Constructivist Approach in Research

q  Open-ended questions, emerging approaches, text and/or

image data
q  Positions researcher within the context
q  Collects participant-generated meanings
q  Focuses on single concept or phenomenon
q  Brings personal values into the study
q  Studies the context or setting of the participants
q  Validates the accuracy of findings
q  Interprets data
q  Creates an agenda for change of reform
q  Involves researcher in collaborating with participants
Three Common Type of Mixed Methods Designs *

n  Sequential Exploratory

q  Qualitative Strand One

q  Quantitative Stand Two

n  Convergent
q  Strands One and Two are concurrent and
independent.
q  Pragmatism as an over-arching philosophy.
Pragmatism in Research

q  Recognizes that there are different ways of undertaking

research
q  No single point of view can give entire picture, there may
be multiple realities
q  Recognizes both positivist and constructivist paradigms
about the nature and sources of knowledge
q  Research question is the most important determinant of
research philosophy
q  Combines both positivism and constructivism within the
scope of a single research according to the nature of
research question
q  Integrates the use of multiple research methods –
qualitative, quantitative, action research methods, case
study within the same study
Sequential Explanatory Strategy

Quantitative Qualitative

Quantitative Quantitative Qualitative Qualitative

Data Data Data Data Interpretation
Collection Analysis Collection Analysis
 Sequential Explanatory Strategy
n  The collection and analysis of quantitative data followed by the
collection and analysis of qualitative data.
n  Primary focus is to explain quantitative results by using qualitative data
to explore certain results in more detail or help explain unexpected
results
q  Examples: using follow-up interviews to better understand the results of a
quantitative study).

Interaction
Priority
Interactive – the Timing Mixing
Greater
results of the emphasis is Sequential - Integration
quantitative placed on the quantitative occurs during
strand can influence quantitative first. data collection.
actions or decisions strand.
in the qualitative
strand.
Sequential Exploratory Strategy

Qualitative Quantitative

Qualitative Qualitative Quantitative Quantitative

Data Data Data Data Interpretation
Collection Analysis Collection Analysis
 Sequential Exploratory Strategy
n  The collection and analysis of qualitative data followed by the
collection and analysis of quantitative data.
n  Used primarily to explore a phenomenon by:
q  Testing elements of a theory.
q  Generalizing qualitative findings to different samples.
q  Development of instrumentation
n  Using a small group to create instrumentation and then collecting quantitative data
based on the instrumentation).

Interaction
Priority
Interactive – Mixing
the results of Greater Timing
the quantitative emphasis is Integration
strand can placed on the Sequential -
influence qualitative first. occurs during
qualitative data collection.
actions or strand.
decisions in the
quantitative
strand.
Convergent Strategy

Quantitative Data Qualitative Data

Collection and Analysis Collection and Analysis

Data Analyses Mixed

and Interpreted
 Convergent Strategy
n  Qualitative and quantitative data are collected and analyzed
concurrently and independently.
n  This strategy can be used with different, but complementary
data, to develop a better answer to your research questions.

Mixing

Interaction Timing Integration occurs

Priority during data
Independent – Concurrent – interpretation; able to
the two strands Equal emphasis the strands are make conclusions
are is placed on implemented
simultaneously, when synthesizing or
implemented so both strands.
they are in one phase of comparing the results
independent of the study. of the quantitative
one another. and qualitative
strands.
Embedded
n  Qualitative data are collected to enhance a largely quantitative
study.
n  The two forms of data are employed to address different aspects
of the research (such as measuring outcomes and describing
process in an experiment), not to compare and contrast one with
the other as in the triangulation design.

Note: Embedded design could also have quantitative data embedded within a qualitative
framework (Creswell and Plano Clark, 2007)
Ethical Concerns
n  Participants must participate voluntarily.
n  Participants must understand purpose and procedures
of the study.
n  Participants must understand that they have the right to
a copy of the results.
n  Participants must understand the potential benefits of
the study and that their privacy will be respected.
n  Researchers must understand the impact of their
presence at research sites and ensure that these sites are
left undisturbed at the end of the study.
Ethical Concerns
n  Care must be taken to identify and nullify any actual or
perceived issues where power between the researcher
and participant could be abused.
n  Anonymity must be maintained during data analysis and
data kept for a reasonable period of time.
n  Ensure that writing is free of bias towards any group
(e.g., age, ethnicity, sexual orientation, race, gender, etc.)
n  The details of the study must be careful explained
within the actual report so as to allow readers the
opportunity to judge the ethical quality of the study for
themselves.
References
Bazely, P. (2004). Issues in mixing qualitative and quantitative approaches to research. In. R. Buber, J. Gadner, & L.
Richards (Eds.) Applying qualitative methods to marketing management research. UK: Palgrave Macmillan, (pp. 141-156).

Clark, V. & Creswell, J. (2008). The mixed methods reader. Los Angeles: Sage.

Creswell, J. & Plano-Clark V. (2009). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks,
CA: Sage.

Creswell, J. (2003). Research design: qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA:
Sage.

Gay, L., Mills, G. & Airasian, P. (2008). Educational research: competencies for analysis and application (9th ed.).
Upper Saddle River, NJ: Merrill.

Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed-methods research: a research paradigm whose time has come.
Educational Researcher, 33(7), 14-26.

Tashakkori, A., & Teddlie, C. (2008). Introduction to mixed method and mixed model studies in the social and
behavioral science. In V.L. Plano-Clark & J. W. Creswell (Eds.), The mixed methods reader, (pp. 7-26).

Terrell, S. (2015). Writing a proposal for your dissertation: guidelines and examples. New York: Guilford Press.

https://www.researchgate.net/publication/288690729_Mixed-Methods_Research_Methodologies