DBM-502 Research Design and Methodology

EMBEDDED MIXED
METHOD DESIGN
Presenters:

Manalili, Venn Che C.

Rivera, Aileen T.
Gorgonio, Mary Jane R.
Villasencio, Roderick
Figure 1: The Embedded Mixed Method
Design (Creswell, 2014)
The Embedded Design
• Collects and analyzes quantitative and
qualitative data within a quantitative
research design, qualitative research
design, or research procedure
• Collection and analysis of secondary
data set occurs before, during, and or
after the primary methods.
The Embedded Design
• Within an experiment, the researcher
can collect qualitative data and collect
it during the experiment (convergent),
or before the experiment begins
(sequentially) or after the experiment
ends (sequentially).
The Embedded Design
• It is a popular design within the health
sciences and when investigators test
an intervention or program in an
applied setting example in a school
(Creswell, 2014)
The Embedded Design
The Embedded Design
Purposes of the Embedded Design
• To address different questions that call
for different methods

• To enhance experiment such as by

 improving recruitment procedures
 examining the intervention process
 explaining reactions to participation
When to use the embedded design
• Have expertise with the primary design

• Are comfortable with the primary orientation

• Have little prior experience with the supplemental

method

• Resources limit placing equal priority on both

method

• Need for secondary data set emerges

The Embedded Design
• Philosophical assumptions:
 Worldview may reflect the primary
approach, use pragmatism for a
concurrent approach, or shift in a
sequential approach
 The Embedded Design
• Common variants:
 Embedded experimental
 Embedded correlational
 Embedded instrument development and
validation
 Mixed method case study Embed both
quantitative and
 Mixed method narrative research qualitative data
within traditional
 Mixed method ethnography qualitative
designs.
 Strengths: Embedded design
• May require less time and fewer resources
• Improve the larger design with supplemental
data
• Fits team approach well
• May be able to publish results separately
• Appealing to those accustomed to traditional
designs
 Challenges: Embedded design
• Need expertise in primary design and mixed
methods
• Must specify purpose for collecting the
supplemental data
• Must decide when to collect supplemental
data
• Results are difficult to integrate
• Must consider treatment bias if qualitative
data collected during experiment
Sample Research Studies
Using Embedded Mixed
Method Design
Example: Embedded design
Title of the Study:
TEACHERS’ ATTITUDES ABOUT TEACHING
ENGLISH IN INDIA: AN EMBEDDED MIXED
METHODS STUDY
Objective:
Research indicates Communicative Language Teaching (CLT) helps
prepare students to acquire written and spoken English. However,
research indicates that inconsistencies exist between theoretical
conceptions of CLT as an instructional approach and practical
implementation of CLT in classrooms. This two-phase embedded
mixed methods study focused upon surveying 31 teachers and
interviewing and observing six purposefully selected teachers
regarding their attitudes about CLT and how they implement CLT in
their teaching of English in two schools in India. Results indicated
the teachers, generally, have positive attitudes about policy-
mandated CLT practices and that they understand the common
properties and approaches of CLT. However, challenges pertaining to
implementation were identified and these challenges include:
classroom size, available resources, and the verbal English
proficiency of teachers and students.