1. Mixed Methods Research (MMR) Fatih Mehmet YİĞİT M. Ed
Mixed Methods Research (MMR) Fatih Mehmet YİĞİT M. Ed. Student Institute of Educational Sciences English Language Teaching

2. QUAN
MMR
QUAL

3. Presentation Layout I. A Brief Introduction
II. The Nature and Scope of Mixed Methods Research
III. The Purpose of Mixed Methods Research
IV. The Compatibility of Different Research Paradigms
V. Main Types of Mixed Methods Designs
VI. Issues and Challenges Facing MMR and Researchers

4. A Brief Introduction

5. A Brief Intrdo A Brief Introduction
Language teaching and learning is a multidisciplinary area employing various research methods.
Before moving on to discuss the nature and scope of MMR, we shall take a look at some underlying terms related to research methodology such as paradigm, methodology and methods.
The term paradigm is used to refer to a general worldview or set of beliefs and principles that gives rise to research designs (Guba & Lincoln 1989).

6. A Brief Intrdo A Brief Introduction
Another term in this regard, methodology, means the conceptual framework that helps researchers to help design their study. Taking this into consideration, quantitative, qualitative and MMR have distinct methodological features.
Finally, the term methods refers to the use of specific techniques and means of particular procedures in conducting a research study.

7. A Brief Intrdo A Brief Introduction
It is widely accepted by researchers that there have been two main research methods in language teaching and learning: quantitative and qualitative ones.
Another growing body of research method, which we shall call mixed methods research (MMR), is the mixture of these two paradigms providing a more comprehensive understanding of our research study.
Any research, whether quantitative, qualitative or involving a mixture of aproaches and methods, helps add to our overall knowledge of the language teaching and learning during research study.

8. The Nature and Scope of Mixed Methods Research

9. The Nature and Scope of Mixed Methods Research
Known as mixed methods, multimethod, multistrategy, methodological triangulation, mixed model and integrated methods, mixed methods have been given several definitions in the literature.
An early definiton of MMR came from Greene, Caracelli and Graham (1989) when they emphasized the following sentence,

10. In this study, we defined mixed-method designs as those that include at least one quantitative method designed to collect numbers and one qualitative method designed to collect words, where neither type of method is inherently linked to any particular inquiry paradigm.

11. The Nature and Scope of Mixed Methods Research
Tashakkori & Teddlie (1998) defines mixed methods as the mixture or combination of qualitative and quantitative approaches during the methodology of a research study.
Furthermore, Jonhson et al. (2007, p.123) gives a clear insight into the MMR by saying,

12. Mixed methods research is the type of research in which a researcher or team of researchers combines elements of qualitative and quantitative research approaches ( e.g., use of qualitative and quantitative viewpoints, data collection, analysis, inference techniques ) for the purposes of breadth and depth of understanding and corroboration.

13. The Nature and Scope of Mixed Methods Research
Creswell & Plano Clark (2007, p.5) suggests that central idea of using quantitative and qualitative approaches, in combination, provides us a better understanding of research problems than either approach alone.
Mixed methods research has been referred to as an intuitive way of doing research (Creswell & Plano Clark, 2011, p.1).

14. The Nature and Scope of Mixed Methods Research
It is clear that there is a growing demand among many researchers for MMR in a variety of academic disciplines, judging by two key academic journals which address the issue of MMR as can be seen below,
The Journal of Mixed Methods Research
( )
The International Journal of Multiple Research Approaches
( )

15. The Nature and Scope of Mixed Methods Research
Mixed methods research requires us to think about three fundamental questions.
Why Do We Need to Mix Methods?
Do paradigm war affect possible benefits negatively?
What are the best ways of mixing methods?

16. The Purpose of Mixed Methods Research

17. The Purpose of Mixed Methods Research
Sandelowski (2003) explains that there have been two main and yet a little bit contradictory purposes for combining methods:
(1) to verify one set of findings against the other. (triangulation) and
(2) to achieve a fuller understanding of target phenomenon

18. The Purpose of Mixed Methods Research
However, it would be wise to add a very practical purpose for mixing methods, which is;
(3) to reach multiple audiences

19. The Purpose of Mixed Methods Research
Greene et al. (1989) puts forward five purposes of MMR in accordance with its contribution to research design and conduct: triangulation, complementarity, development, initiation and expansion.
These purposes are mainly based on the integration of quantitative-qualitative data and analysis.

20. The Purpose of Mixed Methods Research
An alternative and effective way to ensure research validity, triangulation can be briefly defined as validation through convergence.

21. The Purpose of Mixed Methods Research
Denzin (1978) and Greene et al. (1989) define triangulation as intentional use of more than one method of data collection and analysis when studying a social phenomenon in order to identify differences and corroboration between the results from different methods, thus eleminating the chos in the use of a single method.

22. The Purpose of Mixed Methods Research
Another important purpose of MMR is complementarity, which signifies QUAL-QUAN «division of labour».
Complementarity can be identified as enhancement or clarification purely because qualitative and quantitative substudies represent different pieces of the puzzle. (Padgett, 2008, p.222)
Qualitative and quantitative phases of research can be mixed to achieve complementarity.

23. The Purpose of Mixed Methods Research
Complementarity can be best achieved by conducting each method;
(a) interactively
(b) interdependently and
(c) concurrently (=simultaneously)

24. The Purpose of Mixed Methods Research
When the results from one method or phase of a study are used to help develop/inform another, the purpose of MMR becomes development.
Development refers to sequentially implementation of qualitative and quantitative methods.
(e.g. use of a focus group interview in order to develop items for a questionnaire)

25. The Purpose of Mixed Methods Research
Being another term, initiation means uncovering contradictions and paradox, wth consequent recasting of questions or results from one method in the light of those obtained from another. (Green et al. 1989)
MMR with the purpose of initiation requires the researcher to investigate different methods and perspectives.

26. The Purpose of Mixed Methods Research
Finally, expansion aims to extend the breadth and depth of an inquiry by utilizing from different methods in order to examine different components of a programme, such as its outcome and process.
Greene et al. (1989) claim that expansion is the most flexible of the five purposes due to its frequency of use.

27. The Purpose of Mixed Methods Research
Why do we need to mix the methods? To summarise,
(1) One data source may be insufficient.
(2) A need exists to explain initial results.
(3) A need exists to generalise exploratory findings.
(4) A need exists to enhance a study with a second method.
(5) A need exists to best use a theoritical perspective.
(6) A need exists to understand a research objective through multiple research phases.

28. The Compatibility of Different Research Paradigms

29. … much research in the ‘real world’ does not fit into neat categorisations of ‘qualitative’ and ‘quantitative’ and also does not appear to be too concerned with the epistemological (=philosophy of knowledge) issues that so exercise some commentators.
Harden and Thomas (2005, p.257)

30. The Compatibility of Different Research Paradigms
The crucial point to make here is that researcher’s world view, research methodology and the way s/he interprets the research study should be consistent.
Principled mixing is seen as the key to achieve consistency in forming up MMR. This means researchers should collect multiple data by the help of various strategies, approaches and methods in such a way that results are complementary and well-organised.

31. Main Types of Mixed Methods Designs

32. Main Types of Mixed Methods Designs
Types of MMR can be categorised into two seperate divisions : typological and exemplar-based organizations.

33. Main Types of Mixed Methods Designs
As Johnson and Christensen (2004, p.418) puts,
(a) ‘QUAL’ or ‘QUAN’ means qualitative research.
(b) ‘QUAN’ or ‘quan’ symbolizes quantitative research.
(c) CAPITAL LETTERS shows priority or increased weight.
(d) Lowercase letters means lower priority or weight.
(e) A plus sign (+) represents a concurrent collection of data.
(f) An arrow sign (→) represents a sequential collaction of data.

34. Main Types of Mixed Methods Designs
If a research study has only two components, being qualitative and quantitaive, there are three categories in sequence and dominance dimensions.
(1) qualitative first,
(2) quantitative first or concurrent,
and qualitative dominant,
(3) quantitaive dominant or equal status

35. Let’s review some concepts
QUAL +QUAN
QUAL + quan
QUAN → qual
QUAL→QUAN
QUAN→QUAL
QUAL → quan

36. Let’s review some concepts
qual → QUAN
QUAN → qual
quan →QUAL

37. Main Types of Mixed Methods Designs
Examplar-based typology consists ofhas eight components,
(1) Questionnaire survey with a follow-up interview or retrospection ( QUAN → qual )
(2) Questionnaire survey facilitated by preceding interview ( qual → QUAN )
(3) Interview study with follow-up questionnaire survey (QUAL → quan )

38. Main Types of Mixed Methods Designs
(4) Interview study facilitated by preceding questionnaire survey (quan → QUAL)
(5) Concurrent combinations of qualitative and quantitative research
(QUAL/qual → QUAN/quan )
(6) Experiments with parallel interviews (QUAN → quaL )

39. Main Types of Mixed Methods Designs
(7) Longitudinal study with mixed methods components (QUAN + QUAL)
(8) Combining self-report and obervational data
(QUAL + QUAN)

40. Issues and Challenges Facing MMR and Researchers

41. Issues and Challenges Facing MMR and Researchers
The Question of Skills
The Question of Time and Resources
The Question of Convincing Others

42. Thanks for listening!

43. References
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of qualitative research. Thousand Oaks, CA: Sage.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3).
Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA; Sage.
Johnson, R., Onwuegbuzie, A. and Turner, L. (2007) “Toward a definition of mixed methods research”, Journal of Mixed Methods Research, Vol.1, Issue 2: 123.
Creswell, J. W.,& Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.

44. References
Sandelowski, M. (2003). Tables or tableaux? The challenges of writing and reading mixed methods studies. Thousand Oaks, CA: Sage .
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. New York: McGraw–Hill.
Padgett, D. K. (2008). Qualitative methods in social work research (2nd ed.). Los Angeles, CA: Sage.
Harden A, Thomas J. Methodological issues in combining diverse study types in systematic reviews. Internal Journal of Social Research Methodology. 2005; 8: 257.
Johnson, R. B., & Christensen, L. B. (2004). Educational research: Quantitative, qualitative, and mixed approaches. Boston, MA: Allyn and Bacon.