Download Research Design. MixedMethods

Dr Elham Ahmadnezhad is a researcher at the Department of
Disaster and Emergency Management, National institute of health
research, Tehran University of Medical Sciences. I’m a medical doctor
and now I am studying PhD of Epidemiology. My interest is Disaster
Epidemiology. My Email: [email protected]
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
Briefly History

Why Mixed Methods?

Type of Research designs

Criteria for Choosing a Strategies

Alternative Strategies and Visual Models

Data Collection Procedures

Data Analysis and Validation Procedures

Report Presentation Structure
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
1959: Concept of mixing different methods by Campbell & Fiske.
(Psychologists)

1973: Combined the Qualitative & Quantitative data by S.D. Sieber.

1979:
Converging
or
triangulating
different
Qualitative
&
Quantitative data sources by Jick.

1989-2003: Expanded procedures for Mixed methods By Tashakkori
& Teddli and then Creswell.
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
Quantitative data can reveal generalizable information for a large
group of people
› These data often fail to provide specific answers, reasons,
explanations or examples

Qualitative research provides data about meaning and context
regarding the people and environments of study
› Findings are often not generalizable because of the small
numbers & narrow range of participants

Both methods have strengths and weaknesses
› When used together, these methods can be complimentary
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Quantitative, Qualitative and Mixed Methods
Quantitative
research
Methods
Qualitative
research
Methods
Mixed Methods
Research
Methods
• Experimental
• Narratives
• Sequential
designs
•Phenomenologies •Concurrent
•Non-
•Ethnographies
Experimental
•Grounded theory
designs, such as
•Case Studies
•Transformative
survey
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Four decisions go into selecting a mixed methods strategy
Implement
ation
Priority
No Sequence
Concurrent
Equal
Integration
At data collection
SequentialQualitative
first
Qualitative
At data analysis
At data
interpretation
SequentialQualitative
first
Quantitative
With some
combination
Elham Ahmadnezhad. Mixed Methods
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Theoretical
Perspective
Explicit
Implicit
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
What is implementation sequence of the quantitative and
qualitative data collection in the proposed study?

What priority will be given to the quantitative and qualitative data
collection and analysis?

At what stage in the research project will the quantitative and
qualitative data and finding be integrated?

Will an overall theoretical perspective (e.g., gender, race/ ethnicity,
lifestyle, class) be used in the study?
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Sequential Explanatory Design
QUAN Data Collection
QUAN Data Analysis
Qual Data Collection
Qual Data Analysis
Interpretation of Entre analysis
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Sequential Exploratory Design
QUAL Data Collection
QUAL Data Analysis
Quan Data Collection
Quan Data Analysis
Interpretation of Entre Analysis
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Sequential Transformative Design
QUAL
quan
Vision, Advocacy, Ideology, Framework
QUAN
qual
Vision, Advocacy, Ideology, Framwork
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Concurrent Triangulation Strategy
QUAN
QUAL
QUAN Data Collection
QUAL Data Collection
Qual Data Analysid
Quan Data Analysis
Data Results
Compared
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Concurrent Nested Strategy
Analysis of Findings
Analysis of Findings
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Concurrent Transformative Strategy
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
Identify and be specific about the type of data. Some forms of data
such as interviews and observations can be either quantitative or
qualitative. Although reduction information to numbers is the
approach used in quantitative research, it is also used in qual.
Research.

Recognize that quantitative data often involve random sampling, so
that each individual has no equal probability of being selected and
the sample can be generalized to the larger population. In
qualitative data collection, purposeful sampling is used to that
individuals are selected because they have experienced the central
phenomenon.
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
Relate the procedures specifically to the visual model. For e.g, in a
sequential explanatory model, the general procedures can be
detailed even further. A discussion of this approach might include
describing the use of survey data collection followed by both
descriptive and infertial data analysis in the first phase. Then
qualitative observations and coding and thematic analysis within an
ethnographic design might be mentioned for the second phase.
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It’s related to the type of research strategy chosen for the procedures.
Some of the more popular approaches:

Data transformation: In the concurrent strategies involve creating
codes and themes qualitatively, then counting the number of times
they occur in the text data. This quantification of qualitative data
enables a researcher to compare quantitative results with the
qualitative data. For instance, in a factor analysis of data from a
scale on an instrument, the researcher may create factors or
themes that then can be compared with themes from the
qualitative database.
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
Explore outliers: In a sequential model, an analysis of quantitative data in the
first phase can yield extreme or outlier cases. Follow-up qualitative interviews
with these outlier cases can provide insight about why they diverged from the
quantitative sample.

Instrument development: In a sequential approach, obtain themes and specific
statements from participants in an initial qualitative data collection. In the next
phase, use these statements as specific items and the themes for scales to
create a survey instrument that is grounded in the views of the participants. A
third, final phase might be to
validate the instrument with large sample
representative of a population.

Examine multiple levels: in a concurrent nested model, conduct a survey at one
level (e.g. with families) to gather quantitative results about a sample. At the
same time, collect qualitative interviews (e.g., with individuals) to explore the
phenomenon with specific individuals in families.
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
It is necessary the validation of both qualitative
and quantitative phases of study. Each of
methods
has
the
specific
ways,
for
the
qualitative data, the strategies that will be used
to check the accuracy of the findings need to be
mentioned.
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
For a sequential study, mixed method researcher typically organize
the report of procedures into quantitative data collection and
qualitative data analysis followed by qualitative data and collection
and analysis. Then, in the conclusions or interpretation phase of
the study, the researcher comments on how the qualitative findings
helped to elaborate on or extend the quantitative results.
Alternatively, the qualitative data collection and analysis could
come first followed by the quantitative data collection and analysis.
In either structure, the writer typically will present the project as
two distinct phases, with separate headings of each.
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
In concurrent study. The quantitative and
qualitative data collection may be presented in
separate
section,
but
the
analysis
and
interpretation combines the two forms of data
to seek convergence among the results. The
structure of this type of mixed methods study
does not as clearly make a distinction between
the quantitative and qualitative phases.
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
In a transformative study, the structure typically
involves advancing the advocacy issue in the beginning
of the study and then using either the sequential or
concurrent structure as a means of organizing the
content of the study. In the end of the study, a separate
section may advance an agenda for change or reform
that has developed as a result of the research.
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Creswell, J. W. (2003). Research design. Sage publication.
Tashakkori, A., & Tedllie, C. (2003). Handbook of mixed methods in the
social and behavioral sciences. Thousand Oaks, CA: Sage.
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