In the name of God

Department of Education
Faculty of Education and
Psychology
University of Shahid Chamran
Ahwaz

Course Title: Qualitative and quantitative research methods

Subject: mixed methods research

Student: Z. Faramarzi, phd student Instructor:A. Parsa, Ph.D.

Zarghamfaramarzi@gmail.com abdparsa@gmail.com
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 Identify and understand the use of mixed methods research in a research study

:By definition, mixed methods studies include

two datasets (one quantitative and one qualitative),

■ two types of analyses (statistical and thematic), and

■ some way of combining or mixing what is learned from the quantitative and qualitative components of the study.

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combined approach.1
its own designs,.2
procedures, and
.standards of quality
with quantitative.3
and qualitative
research
data collection and.4
analysis

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:Note

researchers need to have a good reason for choosing to combine quantitative and qualitative
.research

Researchers who used mixed methods

should explain their rationale in their reports and the rationale should be appropriate
.for using mixed methods

You can typically find the rationale near the purpose statement
in the Introduction section and/or at the.
beginning of the Method section

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In general, researchers conduct mixed methods studies when both quantitative and qualitative data,
together, provide a better understanding of the research problem
.than either type by itself

Investigators also conduct mixed methods studies when the results of one type of
research (qualitative or quantitative) are inadequate to fully address the research
.problem

Sometimes researchers decide to use a mixed methods approach when they have two
.different but related questions that they want to answer

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A mixed methods research design is a set of procedures for collecting, analyzing, and mixing both quantitative and
.qualitative methods in a study to understand a research problem (Creswell & Plano Clark, 2011)

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 different mixed methods research designs

To understand the different mixed methods research designs, you need to first learn about three
different ways that the quantitative and qualitative components of a mixed methods study are
.related, which are referred to as timing, priority, and mixing

There are two basic options for timing in mixed

methods studies:
■ concurrent (+) timing and notation system
■ sequential (→) timing

Concurrent (or simultaneous) timing, which is indicated by a plus sign (+),

means that the researchers collected and analyzed the quantitative data at the same
time that they were collecting and analyzing the qualitative data.

Sequential timing, which is indicated by an arrow (→), means that the researchers
collected and analyzed one type of data (e.g., qualitative) before they collected the other
.type of data (e.g., quantitative)
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 different mixed methods research designs

To understand the different mixed methods research designs, you need to first learn about three
different ways that the quantitative and qualitative components of a mixed methods study are
.related, which are referred to as timing, priority, and mixing

Priority refers to the relative importance of the quantitative and qualitative components for addressing a
study’s purpose. There are two basic options for priority in mixed
methods studies:
■ equal priority (QUAN, QUAL) and

.■ unequal priority (QUAN, qual or QUAL, quan)

Equal priority means that the quantitative and qualitative components of a mixed
.methods study are both equally important for addressing the study’s purpose

Unequal priority means that one of the components of the mixed methods study
(i.e., the quantitative or the qualitative component) has a greater importance for addressing
.the study’s purpose and the other component has a lesser priority
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 different mixed methods research designs

To understand the different mixed methods research designs, you need to first learn about three
different ways that the quantitative and qualitative components of a mixed methods study are
.related, which are referred to as timing, priority, and mixing

Mixing refers to the procedures that the researchers use to combine or interrelate the
quantitative and qualitative data and results of a mixed methods study. A mixed methods
study is not mixed unless the authors combine the two datasets in some meaningful way.
At a minimum, all mixed methods studies should “mix” the quantitative and qualitative
components in the final Conclusion section of a report. When mixing occurs in this way,
you read the researchers’ interpretation as to what they learned by combining the two
different methods in the study. In good mixed methods studies, however, the researchers
.also mix the two components before the final Conclusion

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The three characteristics of timing, priority, and mixing and their options are at the
heart of the different mixed methods designs being used and reported in research today.
As such, they provide you with a framework for understanding and recognizing the
ways that researchers combine quantitative and qualitative research within published
.mixed methods reports

Table 12.1 provides a brief overview for nine mixed methods designs that you will likely encounter
when reading research. This table introduces you to the variety of mixed methods
designs, why they are used, and their typical characteristics, which researchers discuss
.in their reports

These designs are all good examples of mixed methods research where the researchers mix quantitative and
.qualitative research within a single study

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methods and results in the report, such as the study’s timing, priority, and mixing. We
consider each of these aspects as we examine the following four common designs,
which are summarized in Figure 12.3:
■ convergent parallel design,

■ sequential explanatory design,

■ sequential exploratory design, and

.■ embedded design

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A fourth form of mixed methods design is similar to the previous designs, with some
important exceptions. The embedded mixed methods design is a set of procedures
that researchers use to collect a secondary set of data (qualitative or quantitative) in a
study that is guided by a traditional quantitative design (e.g., a true experiment) or a
traditional qualitative design (e.g., a case study) where the secondary dataset addresses
a different question than the primary dataset and is used to augment the implementation and/or interpretation
.of the primary method

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Questions or Comments

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Thanks for your Attention

Good Luck