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Chapter 17

Chapter 17. Mixed Methods Designs. 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

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Chapter 17

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  1. Chapter 17 Mixed Methods Designs John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  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 John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  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. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  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 John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  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 John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  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) John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  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) John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  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. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  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 John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  10. 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 NOTATION USED 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. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  11. 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. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  12. 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. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  13. 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. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  14. Types of Mixed Methods Designs I. Triangulation Mixed Methods Design + QUAN Data and Results QUAL Data and Results Interpretation II. Explanatory Mixed Methods Design QUAN Data and Results qual Data and Results Follow-up III. Exploratory Mixed Methods Design QUAL Data and Results quan Data and Results Building John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  15. 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 John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  16. 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 John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  17. 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 John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  18. 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 John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  19. Examples of Visual Diagrams I. Triangulation Mixed Methods Design QUAL (Data and Results) QUAN (Data and Results) + Interpretation II. Embedded Mixed Methods Design QUAN Data and Results QUAN (Data and Results) Interpretation John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  20. Examples of Visual Diagrams (cont’d) III. Explanatory Mixed Methods Design QUAN (Data and Results) qual (Data and Results) Follow-up IV. Exploratory Mixed Methods Design QUAL (Data and Results) quan (Data and Results) Building John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

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

  22. 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? John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  23. 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? John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

  24. 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? John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition

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