Mixed Research Methodology

Unit III

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Mono Method Research

In a mono method research design, one

method, either qualitative or quantitative, with
corresponding data collection, analysis, and
accompanying procedures, is used to answer the
research question.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Multi method research

Multi method research employs different types of data

collecting methods—for example, both survey and
archival data. Multi method research occurs when the
research questions are investigated by using two different
data collection procedures (e.g., observations and focus
groups) from the same research tradition (qualitative or
quantitative).

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Mixed methods research

Mixed methods research combines qualitative and quantitative

approaches in a single or multi phased study.
The mixing process may occur in any or all phases of the
research, including the methodology, the logistics of the design, the
specified methods to be conducted, the procedures or data collection,
and the analysis.
Mixed methods research is more than quantitative and qualitative
research.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

PURPOSES FOR CONDUCTING MIXED METHODS RESEARCH

Triangulation

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 PURPOSES FOR CONDUCTING MIXED METHODS RESEARCH

Triangulation
★Triangulation seeks to examine the convergence of evidence from
different methods
★study the same phenomenon
★The value of triangulation is that it allows the researcher the
opportunity to examine whether findings converge, are
inconsistent, or contradict.
★The purpose of triangulation is to collect, analyze, and merge
results to better understand a research problem.
★ Triangulation allows researchers to collect separate forms of
data at separate times or simultaneously.
★ Example: Classroom observations

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

PURPOSES FOR CONDUCTING MIXED METHODS RESEARCH

Triangulation

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 PURPOSES FOR CONDUCTING MIXED METHODS RESEARCH

Complementarity

๏Different approaches are used to measure different

sides of a single phenomenon.
๏For example, one might conduct qualitative
interviews with parents to determine influences on
their perceptions of the quality of education their
child is receiving in the school combined with a
quantitative questionnaire to determine how they
perceive their child’s school compares in quality
ratings with other schools.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 PURPOSES FOR CONDUCTING MIXED METHODS RESEARCH

Development

The study can begin with qualitative data

analyzed in the first phase as a way to establish
constructs to be measured quantitatively in the
second phase. Alternatively, quantitative survey
results from an initial phase of a study might be
used for purposeful selection of participants for a
second qualitative phase.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

PURPOSES FOR CONDUCTING MIXED METHODS RESEARCH

Initiation
➡Initiation is aimed at discovering paradoxes or
contradictions in findings that might lead to reframing
a theory.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

PURPOSES FOR CONDUCTING MIXED METHODS RESEARCH

Initiation

➡The focus is on intentionally analyzing

quantitative and qualitative data that are
inconsistent or contradictory.
➡Example, finding through qualitative data that
parents held negative perceptions of their child’s
school experiences while they simultaneously rated
the school as “good” on a quantitative survey could
initiate a mixed methods design to find an
explanation.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

PURPOSES FOR CONDUCTING MIXED METHODS RESEARCH
Expansion
Expansion is focused on expanding the breadth and range of
the inquiry by using different methods for different
components of the study.
Example, a researcher might be interested in examining the
effectiveness of a professional development program in raising
student achievement.

Qualitative observations (how well the teachers are using the

professional development approaches in the classroom)
Quantitative test scores could be used as a quantitative measure
of program effectiveness.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

A Woman’s Analysis of ‘Dangal’

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
 MIXED METHODS DESIGNS

Concurrent designs
Parallel designs
Sequential designs,
Fully mixed designs
Conversion designs
Embedded design

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 MIXED METHODS DESIGNS
Concurrent designs

★Qualitative and Quantitative data are collected

separately but at approximately the same time.
★Analyses are conducted separately and
interpretations are made for each set of data.
★Concurrent triangulation occurs when
quantitative and qualitative data are collected and
analyzed separately but at the same time.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 MIXED METHODS DESIGNS
Parallel designs

✴Parallel designs are those in which data are

collected and analyzed separately.
✴In parallel designs each data set leads to its own
set of inferences. Indeed, sometimes the results
may be reported in two separate write-ups in the
same report.
✴quasi-mixed method design.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 MIXED METHODS DESIGNS
Sequential designs

✓In sequential designs, data that are collected and

examined in one stage inform the data collected in the next
phase. Data analysis begins before all data are collected
and the analysis may influence choices made in conducting
the next phase of the study.
✓For example, a quantitative survey collected and analyzed
in the first phase may inform the second qualitative phase
of the study, or qualitative observations conducted in the
first phase may inform development of a quantitative
survey in the second phase.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 MIXED METHODS DESIGNS
Fully mixed designs

✦Fully mixed designs or fully integrated designs

involve mixing of the qualitative and quantitative
approaches in an interactive way throughout the
study.
✦At each stage, one approach may influence the
implementation of the other. There are multiple
points of integration throughout the study, from data
collection to data analysis and interpretation and
inferences.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 MIXED METHODS DESIGNS
Conversion designs

‣Conversion designs involve transforming data, which means

that data collected in one form (e.g., numbers or text) are
converted to a different form and then analyzed.
‣ Qualitative data may be converted to quantitative data or vice
versa.
‣Data are analyzed from both perspectives and inferences are
made based on both sets of analyses. For example, qualitative
data might be quantitized by counting the number of times a
particular word is used or the number of times a particular
theme is identified.
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
 MIXED METHODS DESIGNS
Embedded design

In an embedded design, one form of data supports a

second form of data within a single study.
For example, if the purpose for the research project is to
inform administration or change policy, quantitative and
qualitative data may be required to convince those with
the power to make changes.
The rationale for an embedded design is that a single data
set is not sufficient to answer different questions, and
each type of question requires different types of data.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 NOTATION SYSTEM

The most widely accepted notation system used in mixed

methods designs, first introduced by Morse (1991), uses a
plus sign (+) to indicate that the data collection and analysis
of methods occur at the same time. An arrow (→) indicates
that data collection and analysis occur in sequence. Morse
also indicates that the weight or importance of the methods
within the study should be denoted by using uppercase
letters for prominence and lowercase letters to indicate less
dominant methods

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 NOTATION SYSTEM
Weighting priority

QUAL+QUAN (both are equally important) QUAN+qual
(quantitative approach is dominant) QUAL+quan (qualitative
approach is dominant)
Sequence

QUAN → Qual (quantitative collection or analysis occurs first
followed by qualitative collection/analysis)

QUAL → Quan (qualitative collection or analysis occurs first
followed by quantitative collection/analysis)

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 DATA ANALYSIS IN MIXED METHODS RESEARCH

❖Stage 1, data reduction, involves analyzing the qualitative

data via theme analysis or thematic coding while also
analyzing the quantitative data via descriptive statistics, factor
analysis, etc.
❖Stage 2, data display, involves using tables and graphs to
display the quantitative data and using other forms, such as
matrices, rubrics, and lists, to describe the qualitative data.
❖Stage 3 is data transformation, in which qualitative data
(words) may be transformed into quantitative data (numbers)
and/or quantitative data (numbers) may be transformed into
qualitative data (narrative).

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 DATA ANALYSIS IN MIXED METHODS RESEARCH

❖Stage 4 is data correlation, which involves comparing the

data from the different analyses (quantitizing and qualitizing
compared to the originals).
❖Stage 5 is data consolidation, in which both sets of data are
combined to create a new set of data or variables.
❖Stage 6, data comparison, involves comparing data from the
qualitative and quantitative data sources
❖stage7 is data integration, in which the data and
interpretations are integrated into either a whole or reported in
two separate sets (qualitative and quantitative) of coherent
wholes.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 STRENGTHS OF MIXED METHODS RESEARCH

★The use of words, narrative, and images can be used to add

meaning to numbers, and using numbers can add precision to
the qualitative data.
★Mixed methods research can take advantage of the combined
strengths of qualitative and quantitative approaches and can use
the strengths of one method to overcome the weaknesses of
another.
★A broader range of research questions can be examined
because the researcher is not confined to a single method.
★The combination may produce more complete understandings
of phenomenon or more complete knowledge to inform theory
or practice.

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 WEAKNESSES OF MIXED METHODS RESEARCH

➡ It is difficult for a single researcher to carry out both

quantitative and qualitative research.
➡It is difficult to have equal skill sets in both methods,
and especially if data are collected simultaneously,
there is a great time commitment.
➡The researcher must be able to understand the
complexities of both approaches so as to make wise
decisions about how they can appropriately be mixed.
➡Conducting a mixed methods study is likely to be
more expensive than using a single approach.
Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU