TOPIC 6 MIXED METHODLOGIES BASED ON JOHN W

TOPIC 6 MIXED METHODLOGIES BASED ON JOHN W. CRESWELL BOOKS AND SLIDES

Mixed Methodologies books by JWC Published by Sage Publications, Pearson Education (Merrill Educ. )

How would you combine two types of data? Qualitative Quantitative Numeric Data Text Data ◦ This is a sample of a text file of words that might be collected on interview transcripts, observation field notes, or optically-scanned documents. ◦ 234252311234233211153412 314455412143351423155221 535131532251324431242241 554215

Framework for viewing perspectives on mixed methods Quantitative Data Qualitative Data Mixed Methods Method Paradigm Perspective Methodology Use of mixed methods in other designs 4

A mixed methods researcher… ◦ Collects both quantitative and qualitative data ◦ “Mixes” them at the same time (concurrently) or one after the other (sequentially) ◦ Emphasizes both equally or unequally

A definition • Mixed methods research is both a method and methodology for conducting research that involves collecting, analyzing, and integrating quantitative and qualitative research in a single study or a longitudinal program of inquiry. • The purpose of this form of research is that both qualitative and quantitative research, in combination, provide a better understanding of a research problem or 6

Collecting both quantitative and qualitative data Quantitative data ◦Instruments ◦Checklists ◦Records Qualitative data ◦Interviews ◦Observations ◦Documents ◦Audio-visual materials 7

Quantitative and qualitative data analysis Quantitative analysis Qualitative analysis ◦ Use statistical analysis, ◦ Use text and images, §For description §For comparing groups §For relating variables §For coding §For theme development §For relating themes 8

But how do we mix… Converge data: Qual Results Quan Connect data: Qual Quan Results Embed the data: Quan data Qual data 9

Typical situations in which mixed methods is used… ◦ To compare results from quantitative and qualitative research ◦ To use qualitative research to help explain quantitative findings ◦ To explore using qualitative research and then to generalize findings to a large population using quantitative research

WHAT IS THE REASON FOR USING MIXED METHODS? ◦ The insufficient argument – either quantitative or qualitative may be insufficient by itself ◦ Multiple angles argument – quantitative and qualitative approaches provide different “pictures” ◦ The more-evidence-the-better argument – combined quantitative and qualitative provides more evidence ◦ Community of practice argument – mixed methods may be the preferred approach within a scholarly community ◦ Eager-to-learn argument – it is the latest methodology

MIXED METHOD RESEARCH DESIGNS CONCURRENT MIXED METHOD DESIGN SEQUENTIAL MIXED METHOD DESIGN

CONCURRENT MIXED METHODS DESIGNS TRIANGULATION DESIGN QUAN Data & Results Interpretation QUAL Data & Results EMBEDDED DESIGN QUAN Pre-test Data & Results Intervention qual Process QUAN Post-test Data & Results Interpretation 13

SEQUENTIAL MIXED METHOD DESIGNS Explanatory Design QUAN Data & Results Following up Exploratory Design QUAL Data & Results Building to qual Data & Results quan Data & Results Interpretation 14

CONCURRENT TRIANGULATION DESIGN QUAN Data & Results Interpretation QUAL Data & Results 15

Triangulation Design: Characteristics n. Collecting both quantitative and qualitative data n. Collecting these data at the same time in the research procedure n. Analyzing the quantitative and qualitative data separately n. Comparing or combining the results of the quantitative and qualitative analysis n. Example: collect survey data (quantitative) and collect individual interviews (qualitative) and then compare the results 16

Triangulation Design: When is it used? n. When you want to combine the advantages of quantitative (trends, large numbers, generalization) with qualitative (detail, small numbers, in-depth) n. When you want to validate your quantitative findings with qualitative data n. When you want to expand your quantitative findings with some open-ended qualitative data (e. g. , survey with closedand open-ended data) 17

CONCURRENT EMBEDDED DESIGN QUAN Pre-test Data & Results Intervention qual Process QUAN Post-test Data & Results Interpretation 19

Concurrent embedded design: Characteristics ◦ One data collection phase during which both quantitative and qualitative data are collected (one is determined to be the primary method). ◦ The primary method guides the project and the secondary provides a supporting role in the procedures. ◦ The secondary method is “embedded” or “nested” within the predominant method and addresses a different question. 20

Embedded Design: Characteristics n. Collecting both quantitative and qualitative data n. Collecting both types of data at the same time n. Having ONE form of data play a smaller role in the study than the other form of data n. Also, n. Using one form of data to answer one question; the other form another question n. Collecting one form of data at one level of analysis and another at another level of analysis n. Example: You conduct an experiment and during the experiment you gather qualitative interview data. The outcomes of the experiment assessed quantitatively address different questions than the process of the experiment explored qualitatively. 21

SEQUENTIAL EXPLANATORY DESIGN Explanatory Design QUAN Data & Results Following up qual Data & Results Interpretation 22

Sequential explanatory design: Characteristics ◦ Viewing the study as a two-phase project ◦ Collecting quantitative data first followed by collecting qualitative data second ◦ Typically, a greater emphasis is placed on the quantitative data in the study ◦ Example: You first conduct a survey and then follow up with a few individuals who answered positively to the questions through interviews 23

SEQUENTIAL EXPLANATORY DESIGN: WHEN DO YOU USE IT? ◦ When you want to explain the quantitative results in more depth with qualitative data (e. g. , statistical differences among groups, individuals who scored at extreme levels) ◦ When you want to identify appropriate participants to study in more depth qualitatively 24

SEQUENTIAL EXPLORATORY DESIGN 25

Sequential exploratory design: Characteristics ◦ Viewing the study as a two-phase project ◦ Qualitative data collection precedes quantitative data collection ◦ Typically, greater emphasis is placed on the qualitative data in the study ◦ Example: You collect qualitative diary entries, analyze the data for themes, and then develop an instrument based on themes to measure attitudes on a quantitative survey administered to a large sample. 26

SEQUENTIAL EXPLORATORY DESIGN: WHEN DO YOU USE IT? ◦ To develop an instrument when one is not available (first explore, then develop instrument) ◦ To develop a classification or typology for testing ◦ To identify the most important variables to study quantitatively when these variable are not known 27

Phase I Qualitative Research - Year 1 Qualitative Data Collection Qualitative Data Analysis Qualitative Findings Phase II Quantitative Research - Year 2 Quantitative Instrument Development Unstructured Interviews 50 participants 8 observations at the site 16 documents Text Analysis: Using QSR N 6 Development of codes and themes for each site Create approximately a 80 -item instrument plus demographics Administer survey to 500 individuals Quantitative Test of the Instrument Quantitative Results Determine factor structure of items and conduct reliability analysis for scales Determine how groups differ using ANOVA test EXAMPLE: EXPLORATORY SEQUENTIAL DESIGN

MIXED METHOD DATA ANALYSIS

TRIANGULATION DESIGN DATA ANALYSIS QUAN data collection • Separate QUAN and QUAL data analysis QUAL data collection QUAN data analysis • Two options • Data transformation (change QUAL to QUAN or QUAN to QUAL) • Comparison (keep separate and compare/contrast) QUAL data analysis Results 30

EMBEDDED DESIGN DATA ANALYSIS Quantitative Experiment Quan Data collection Pre-test Intervention Quan Data collection Post-test Qualitative Process Data Analysis Pre-test scores Themes/Codes/ Interrelated Themes Post-test scores or gain scores Compare/Describe Results 31

EXPLANATORY SEQUENTIAL DATA ANALYSIS QUAN data analysis Qual data collection (purposeful sampling) • Statistical results • Outlier cases • Extreme cases • • Select cases based on s. d. variables Select cases to represent outliers Select cases to represent extreme cases Select cases to make group comparisons Qual analysis • codes • themes • cases 32

EXPLORATORY SEQUENTIAL DATA ANALYSIS QUAL data analysis Quotes Codes Themes Quan data analysis instrument development Items on a survey Variables on a survey Scales on a survey 33

Additional resources Books: ◦ ◦ ◦ ◦ Creswell, J. W. , & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage. Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3 rd ed. ). Thousand Oaks, CA: Sage Publications. Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco: Jossey-Bass. Mertens, D. M. (2005). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches (2 nd ed. ). Thousand Oaks, CA: Sage Publications. Plano Clark, V. L. , & Creswell, J. W. (2008). The mixed methods reader. Thousand Oaks, CA: Sage. Tashakkori, A. & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage Publications. Tashakkori, A. & Teddlie, C. (Eds. ) (2003). Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage Publications. 34

Additional resources Articles and Chapters: ◦ Caracelli, V. J. , & Greene, J. C. (1993). Data analysis strategies for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 15 (2), 195 -207. ◦ Creswell, J. W. , Plano Clark, V. L. , Gutmann, M. , & Hanson, W. (2003). Advanced mixed methods research designs. In: A. Tashakkori & C. Teddlie (Eds. ), Handbook of mixed methods in social and behavioral research (pp. 209 -240). Thousand Oaks, CA: Sage. ◦ Creswell, J. W. , Plano Clark, V. L. , & Garrett, A. L. (2008). Methodological issues in conducting mixed methods research. In M. M. Bergman (Ed. ), Advances in mixed methods research. London: 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), 255 -274. ◦ Ivankova, N. V. , Creswell, J. W. , & Stick, S. (2006). Using mixed methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3 -20. ◦ Morgan, D. L. (2007). Paradigms lost and pragmatism regained. Journal of Mixed Methods Research, 1, 4876. ◦ Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40, 120 -123. 35