1. Mixed Methods Research
Vimala Judy Kamalodeen
31/7/2016
The University of the West Indies, STA
Arthur Lok Jack

2. VJKamalodeen 31/7/16

3. What is Mixed Methods?
Many definitions of mixed methods are available in the literature but not agreed upon (e.g., see Johnson, Onwuegbuzie, & Turner, 2007). Application of mixed methods research to “wicked problems” requiring trans-disciplinary and methodological approaches to generate novel understandings (Mertens, 2015)
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4. A purpose to consider:
For purposes of this discussion, mixed methods research or mixed research (Onwuegbuzie,2012) will be defined as a research approach or methodology:
focusing on research questions that call for real-life contextual understandings, multi-level perspectives, and cultural influences;
employing rigorous quantitative research assessing magnitude and frequency of constructs and rigorous qualitative research exploring the meaning and understanding of constructs;
utilizing multiple methods (e.g., intervention trials and in-depth interviews);
intentionally integrating or combining these methods to draw on the strengths of each; and
framing the investigation within philosophical and theoretical positions.
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5. A bit on the so-called paradigm war
Positivism/realism
Constructivism/interpretivism
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6. Saunders, Lewis, & Thornhill, A. (2007)

7. Philosophy in Mixed Methods Research
Mixed methods researchers use and often make explicit diverse philosophical positions. These positions often are referred to as dialectal stances that bridge
postpositivist and social constructivist worldviews,
pragmatic perspectives (what works)
transformative perspectives (social justice)
(Greene, 2007).
For example, researchers who hold different philosophical positions may find mixed methods research to be challenging because of the tensions created by their different beliefs (Greene, 2007). However, mixed methods research also represents an opportunity to transform these tensions into new knowledge through a dialectical discovery. A pragmatic perspective draws on employing “what works,” using diverse approaches, giving primacy to the importance of the research problem and question, and valuing both objective and subjective knowledge (see Morgan, 2007). A transformative perspective suggests an orienting framework for a mixed methods study based on creating a more just and democratic society that permeates the entire research process, from the problem to the conclusions, and the use of results (Mertens, 2009).
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8. Theories and mixed methods research:
Optimally, all studies draw upon one or more theoretical frameworks from the social, behavioral, or biological sciences to inform all phases of the study.
Mixed methods studies provide opportunities for the integration of a variety of theoretical perspectives (e.g., ecological theories, complexity theory, stress theory, critical theories, or others).
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9. Creswell on mixed methods
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10. The nature of qualitative research and its evidence
A salient strength of qualitative research is its focus on the contexts and meaning of human lives and experiences for the purpose of inductive or theory-development driven research.
Qualitative data help researchers understand processes, especially those that emerge over time, provide detailed information about setting or context, and emphasize the voices of participants through quotes.
Qualitative methods facilitate the collection of data when measures do not exist and provide a depth of understanding of concepts. Typical qualitative approaches used in education research are case studies, grounded theory, ethnography, and phenomenology.
It is a systematic and rigorous form of inquiry that uses methods of data collection such as in-depth interviews, ethnographic observation, and review of documents.
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11. The nature of quantitative research and its evidence:
Quantitative research is a mode of inquiry used often for deductive research, when the goal is to test theories or hypotheses, gather descriptive information, or examine relationships among variables.
These variables are measured and yield numeric data that can be analyzed statistically. Quantitative data have the potential to provide measurable evidence, to help to establish (probable) cause and effect, to yield efficient data collection procedures, to create the possibility of replication and generalization to a population, to facilitate the comparison of groups, and to provide insight into a breadth of experiences.
Typical quantitative approaches used in the education are descriptive surveys, observational studies, case-control studies, randomized controlled trials, and quasi-experimental designs.
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12. Towards the “radical” middle:
xed re s
earc h
Qual
Quant
Mixed methods research begins with the assumption that investigators, in understanding the social world, gather evidence based on the nature of the question and theoretical orientation. Social inquiry is targeted toward various sources and many levels that influence a given problem (e.g., policies, organizations, family, individual).
Quantitative (mainly deductive) methods are ideal for measuring pervasiveness of “known” phenomena and central patterns of association, including inferences of causality.
Qualitative (mainly inductive) methods allow for identification of previously unknown processes, explanations of why and how phenomena occur, and the range of their effects (Pasick et al., 2009). Mixed methods research, then, is more than simply collecting qualitative data from interviews, or collecting multiple forms of qualitative evidence (e.g., observations and interviews) or multiple types of quantitative evidence (e.g., surveys and diagnostic tests). It involves the intentional collection of both quantitative and qualitative data and the combination of the strengths of each to answer research questions.
Onwuegbuzie (2012)
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13. The integration of multiple forms of data
In mixed methods studies, investigators intentionally integrate or combine quantitative and qualitative data rather than keeping them separate. The basic concept is that integration of quantitative and qualitative data maximizes the strengths and minimizes the weaknesses of each type of data. This idea of integration separates current views of mixed methods from older perspectives in which investigators collected both forms of data, but kept them separate or casually combined them rather than using systematic integrative procedures. One of the most difficult challenges is how to integrate different forms of data. Three approaches have been discussed in the literature (Creswell & Plano Clark, 2011): merging data, connecting data, and embedding data.
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14. Reasons to Mix Methods Triangulation Complementarity Development
Initiation
Expansion
Explanation
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15. When Should Mixed Methods Be Used?
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16. Research problems suitable for mixed methods
The research methods in an investigation must fit the research problem or question. Problems most suitable for mixed methods are those in which the quantitative approach or the qualitative approach, by itself, is inadequate to develop multiple perspectives and a complete understanding about a research problem or question. For example, quantitative outcome measures may be comprehensible using qualitative data. Alternatively, qualitative exploration may usefully occur prior to development of an adequate instrument for measurement. By including qualitative research in mixed methods, social science investigators can study new questions and initiatives, complex phenomena, hard-to- measure constructs, and interactions in specific, everyday settings, in addition to experimental settings.
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17. How Can Mixed Methods Research be Designed?
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18. Mixing methods and more…
Mixed research
Partial mixed
Concurrent
Equal
unequal
Sequential
Full mixed
Unequal
Typology of Mixed Methods Design
Mixing dimension
Time dimension
Status dimension
Leech & Onwuegbuzie (2009)
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19. Matrix Crossing Purpose of Mixed Methods Research by Time Orientation
Concurrent Design Appropriate?
Sequential Design Appropriate?
Triangulation
Yes No
Complementarity
Development
Initiation
Expansion
View problems from multiple perspectives to enhance and enrich the meaning of a singular perspective.
Contextualize information, to take a macro picture of a system (e.g., a school) and add in information about individuals (e.g., working at different levels).
Develop a more complete understanding of a problem; to develop a complementary picture; to compare, validate, or triangulate results; to provide illustrations of context for trends; or to examine processes/experiences along with outcomes (Plano Clark, 2010)
Onwuegbuzie & Leech(2007)
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20. Mixing by Status Equal status Qual Dominant Quant Dominant Qualitative
Quantitative
Equal status
Qual Dominant
Quant Dominant
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21. steps of MMR Design Research formulation Research planning
1. Determine the mixed goal
2. Formulate research objectives
3. Determine rationale
4.Determine purpose
5. Write research question[s]
Research planning
6. choose sampling framework
7. choose mixed methods design including time and status dimensions
Research Implementation
8. collect and analyze quantitative and/or qualitative data
9. validate/legitimate and interpret the mixed research findings
10. write the mixed research report, and reformulate the mixed research question[s]).
Onwuegbuzie, Frels, Collins & Leech (2013)
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22. An example of a mixed methods study
Online teacher participation in a social networking site
Nature of participation Barriers to participation
Qualitative and quantitative questions
Research focus
sequential
Qualitative dominant
Partial mixed methods
Research design
Sampling – snowball
Data collection-Surveys, interviews
Analysis- social network analysis, descriptive statistics, thematic analysis
Research Implementation
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23. Some mixed methods references
Books
Creswell, J. (2015). A concise introduction to mixed methods research. Thousand Oaks, CA: Sage.
Creswell, J., & Plano-Clark, V. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
Curry, L. A., & Nunez-Smith, M. (2015). Mixed Methods in Health Sciences Research. Thousand Oaks, CA: Sage.
Greene, J. (2007). Mixed methods in social inquiry. San Francisco: Jossey-Bass.
Hesse-Biber, S. (2010). Mixed Methods Research. NY: Guilford Press.
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research. Thousand Oaks, CA: Sage.
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24. Some mixed methods references
Articles
-Journal of Mixed Methods Research
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a Definition of Mixed Methods Research, Journal of Mixed Methods Research, 1, DOI: /
This was published in the initial issue of the journal and remains on my “need to” read list
Collins, K. M. T., & O'Cathain, A. (2009). Ten points about mixed methods research to be considered by the novice researcher. International Journal of Multiple Research Approaches, 3(1), 2-7.
This is a great beginning place for researchers to think about what “needs” to be thought about
Bazeley, P., & Kemp, L. (2012). Mosaics, Triangles, and DNA Metaphors for integrated analysis in mixed methods research. Journal of Mixed Methods Research, 6(1), doi: /
I love this article description of analysis- I believe Pat Bazeley’s analysis book comes out this year!
Hesse-Biber, S., & Johnson, R. B. (2013). Coming at things differently: Future directions of possible engagement with mixed methods research. Journal of Mixed Methods Research, 7, doi: DOI: /
-A wonderful beginning conversation of the future of mixed methods
Mertens, D.M. (2011). Publishing Mixed Methods Research, Journal of Mixed Methods Research, 5, 3-5. DOI: /
Great resource, written by Donna Mertens when she was editor of the Journal
Onwuegbuzie, A. J., & Combs, J. P. (2010). Emergent data analysis techniques in mixed methods research: A synthesis. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (2nd ed., pp ). Thousand Oaks, CA: Sage.
Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. T. (2011). Toward a new era for conducting mixed analysis: The role of quantitative dominant and qualitative dominant crossover mixed analysis. In M. Williams & W. P. Vogt (Eds.), The Sage Handbook of Innovation in Social Research Methods (pp ). Thousand Oaks, CA
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25. Thank you! and questions?
Dr. Vimala Judy Kamalodeen
School of Education
Faculty of Humanities and Education
The University of the West Indies, St. Augustine
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