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Mixed Method Research

Submitted To: Dr. Iram Uzair

Submitted By: Group no 04
Umm-e-Habiba (EDUC71F24S009)
Rabia Abdul Ghafoor (EDUC71F24S022)
Session: MPhil fall 2024-2026 (1st regular)

INSTITUTE OF EDUCATION,
UNIVERSITY OF SARGODHA
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What Is Mixed-Methods Research?

Mixed-methods research involves the use of both quantitative and qualitative methods in a single
study. The results of these separate methods are combined to present a more complete picture of
the phenomenon under study than either method could produce on its own. For some, the
essential feature is that mixed-methods research combines methods of data collection and
analysis from both quantitative and qualitative traditions.

The former favors numerical data and statistical analysis, whereas the later prefers in-depth
information, often in narrative form, frequently obtained through the analysis of written
communications. For others, this description is not specific enough. They insist that other
features, particularly of qualitative methods, be present. These include developing a holistic
picture and analysis of the phenomenon being studied with an emphasis on “thick” rather than
“selective” description. It should be noted that the type of instrument used to collect data is not a
major difference between quantitative and qualitative methodologies. Observation and
interviewing, prominent instruments used in qualitative research are also commonly found in
quantitative studies. It is the manner, context, and sometimes intent that is different.

Some Examples of Mixed Method Research:

 “Combining Qualitative and Quantitative Methodologies in Research on Teachers’ Lives,
Work, and Effectiveness.”
 “Closed and Open-Ended Question Tools in a Telephone Survey about ‘The Good Teacher.’
”
 “Emotions and Change During Professional Development for Teachers: A Mixed Methods
Study.”

Why Do Mixed-Methods Research?

Mixed-methods research has several strengths.

1. Mixed-method research can help to clarify and explain relationships found to exist between
variables.
2. Mixed-methods research allows us to explore relationships between variables in depth. In
this situation, qualitative methods may be used to identify the important variables in an area
of interest. These variables may then be quantified in an instrument (such as a questionnaire)
that is then administered to large numbers of individuals. The variables can then be
correlated with other variables.
3. Mixed-methods studies can help to confirm or cross-validate relationships discovered
between variables, as when quantitative and qualitative methods are compared to see if they
converge on a single interpretation of a phenomenon. If they do not converge, the reasons for
the lack of convergence can be investigated.
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When to use Mixed Method Research?

A mixed methods design is useful to capture the best of both quantitative and qualitative
approaches. For example, a researcher may want to both generalize the findings to a population
and develop a detailed view of the meaning of a phenomenon or concept for individuals. In this
research, the inquirer first explores generally to learn about what variables to study and then
studies those variables with a large sample of individuals. Alternatively, researchers may first
survey a large number of individuals then follow up with a few of them to obtain their specific
language and voices about the topic. In these situations, the advantages of collecting both closed
ended quantitative data and open-ended qualitative data prove advantageous to best understand a
research problem.

Drawbacks of Mixed-Methods Research:

1. Mixed-methods studies are often extremely time-consuming and expensive to carry out.
2. Many researchers are experienced in only one type of research. To conduct a mixed-methods
study properly, one needs expertise in both types of research. Such expertise takes considerable
time to develop.
Solution:
These drawbacks can be avoided if multiple researchers, with differing areas of expertise, work
as a team. However, if a single researcher does not have sufficient time, resources, and skills, he
or she would probably be better off doing a purely quantitative or qualitative study and doing it
well.

A Brief History of Mixed Method Research:

 Mixed-methods research first came into play in the 1950s when some initial interest
developed in using more than one research method in a single study.
 Campbell and Fiske used multiple methods to study validity of psychological traits. They
encouraged others to employ their "multi method matrix" to examine multiple approaches to
data collection in a study. This prompted others to mix methods, and soon approaches
associated with field methods such as observations and interviews (qualitative data) were
combined with traditional surveys (quantitative data) (S. D. Sieber, 1973).
 Recognizing that all methods have limitations, researchers felt that biases inherent in any
single method could neutralize or cancel the biases of other methods. Triangulating data
sources (a means for seeking convergence across qualitative and quantitative methods) were
born (Jick, 1979).
 From the original concept of triangulation emerged additional reasons for mixing different
types of data. For example, the results from one method can 16 help develop or inform the
other method (Greene, Caracelli, & Graham, 1989). Alternatively, one method can be nested
within another method to provide insight into different levels or units of analysis (Tashakkori
& Teddlie, 1998). Or the methods can serve a larger, transformative purpose to change and
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advocate for marginalized groups, such as women, ethnic/racia1 minorities, members of gay
and lesbian communities, people with disabilities, and those who are poor (Mertens, 2003).
These reasons for mixing methods have led writers from around the world to develop
procedures for mixed methods strategies of inquiry and to take the numerous terms found in
the literature, such as multi- method, convergence, integrated, and combined (Creswell,
1994) and shape procedures for research (Tashakkori & Teddlie, 2003).

Worldviews and Mixed-Methods Research:

 Quantitative methods are usually associated with positivism.
 Qualitative methods are usually associated with postmodernism.
 Mixed-methods are usually associated with pragmatism.

Mixed Method Research and Pragmatism:

Pragmatism derives from the work of Peirce, James, Mead, and Dewey (Cherryholmes, 1992).
Recent writers include Rorty (1990), Murphy (1990), Patton (1990), and Cherryholmes (1992).
There are many forms of pragmatism. For many of them, knowledge claims arise out of actions,
situations, and consequences rather than antecedent conditions (as in postpositivism). There is a
concern with applications what works and solutions to problems (Patton, 1990). Instead of
methods being important, the problem is most important, and researchers use all approaches to
understand the problem (see Rossman & Wilson, 1985). As a philosophical underpinning for
mixed methods studies, Tashakkori and Teddlie (1998) and Patton (1990) convey the importance
for focusing attention on the research problem in social science research and then using
pluralistic approaches to derive knowledge about the problem. According to Cherryholmes
(1992). Murphy (1990), (interpretations of these writers) pragmatism provides a basis for the
following knowledge claims:
1. Pragmatism is not committed to any one system of philosophy and reality. This applies to
mixed methods research in that inquirers draw liberally from both quantitative and qualitative
assumptions when they engage in their research.
2. Individual researchers have a freedom of choice. They are "free" to choose the methods,
techniques, and procedures of research that best meet their needs and purposes.
3. Pragmatists do not see the world as an absolute unity. In a similar way, mixed methods
researchers look to many approaches to collecting and analyzing data rather than subscribing
to only one way (e.g. quantitative or qualitative).
4. Truth is what works at the time; it is not based in a strict dual- ism between the mind and a
reality completely independent of the mind. Thus, in mixed methods research, investigators
use both quantitative and qualitative data because they work to provide the best
understanding of a research problem.
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5. Pragmatist researchers look to the 'what" and "how" to research based on its intended
consequences where they want to go with it. Mixed methods researchers need to establish a
purpose for their "mixing," a rationale for the reasons why quantitative and qualitative data
need to be mixed in the first place.
6. Pragmatists agree that research always occurs in social, historical, political, and other
contexts. In this way, mixed methods studies may include a postmodern turn. A theoretical
lens that is reflexive of social justice and political aims.
7. Pragmatists believe (Cherryholmes, 1992) that we need to stop asking questions about reality
and the laws of nature. "They would simply like to change the subject" (Rorty, 1983)
Thus, for the mixed methods researcher, pragmatism opens the door to multiple methods,
different worldviews, and different assumptions, as well as to different forms of data
collection and analysis in the mixed methods study.

Strategies to Design Mixed Method Approach:

While quantitative and qualitative methods may be combined in any way suitable to
address a particular research question, certain mixed-methods designs occur with enough
frequency for us to look at them in detail. Following are the three procedures to design mixed
method approach.
1. Convergent Parallel Mixed Methods Design
2. Explanatory Sequential Mixed Methods Design
3. Exploratory Sequential Mixed Methods Design

Convergent Parallel Mixed Methods Design:

Description of the design: The convergent mixed methods approach is probably the most
familiar of the basic and advanced mixed methods strategies. Researchers new to mixed methods
typically first think of this approach because they feel that mixed methods only consists of
combining the quantitative and qualitative data. In this approach, a researcher collects both
quantitative and qualitative data, analyzes them separately, and then compares the results to see
if the findings confirm or disconfirm each other. The key assumption of this approach is that
both qualitative and quantitative data provide different types of information—often detailed
views of participants qualitatively and scores on instruments quantitatively—and together they
yield results that should be the same.

Data collection: The qualitative data can assume any of the forms, such as interviews,
observations, documents, and records. The qualitative data can be instrument data,
observational checklists, or numeric records, such as census data. The key idea with this design
is to collect both forms of data using the same or parallel variables, constructs, or concepts. In
other words, if the concept of self-esteem is being measured quantitatively, the same concept is
asked during the qualitative data collection process, such as in an open-ended interview.
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Data analysis: The challenge in a convergent mixed methods design is how to actually converge
or to merge the data. There are several ways to merge the two databases. One approach is a side-
by-side comparison. The researcher will first report the quantitative statistical results and then
discuss the qualitative findings (e.g., themes) that either confirm or disconfirm the statistical
results. Alternatively, the researcher might start with the qualitative findings and then compare
them to the quantitative results. Mixed methods writers call this a side-by-side approach because
the researcher makes the comparison within a discussion, presenting first one set of findings and
then the other.

Explanatory Sequential Mixed Methods Design:

Description of the design: The explanatory sequential mixed methods approach is a design in
mixed methods that appeals to individuals with a strong quantitative background or from fields
relatively new to qualitative approaches. It involves a two-phase project in which the researcher
collects quantitative data in the first phase, analyzes the results, and then uses the results to plan
(or build on to) the second, qualitative phase. The overall intent of this design is to have the
qualitative data help explain in more detail the initial quantitative results.

Data collection: The data collection proceeds in two distinct phases with rigorous quantitative
sampling in the first phase and with purposeful sampling in the second, qualitative phase. One
challenge in this strategy is to plan adequately what quantitative results to follow up on and what
participants to gather qualitative data from in the second phase. The key idea is that the
qualitative data collection builds directly on the quantitative results. The quantitative results that
then are built on may be extreme or outlier cases, significant predictors, significant results
relating variables, insignificant results, or even demographics.

Data analysis: The quantitative and the qualitative databases are analyzed separately in this
approach. The quantitative results are then used to plan the qualitative follow-up. One important
area is that the quantitative results cannot only inform the sampling procedure but it can also
point toward the types of qualitative questions to ask participants in the second phase.

Exploratory Sequential Mixed Methods Design:

Description of the design: If we reverse the explanatory sequential approach and start with a
qualitative phase first followed by a quantitative phase, we have an exploratory sequential
approach. An exploratory sequential mixed methods is a design in which the researcher first
begins by exploring with qualitative data and analysis and then uses the findings in a second
quantitative phase. Like the explanatory sequential approach, the second database builds on the
results of the initial database. The intent of the strategy is to develop better measurements with
specific samples of populations and to see if data from a few individuals (in qualitative phase)
can be generalized to a large sample of a population (in quantitative phase).
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Data collection: In this strategy, the data collection would occur in two phases with the initial
qualitative data collection followed by the second quantitative data collection. The challenge is
how to use the information from the initial phase in the second phase. Several options exist. The
qualitative data analysis can be used to develop an instrument with good psychometric properties
(i.e., validity, reliability). The qualitative data analysis will yield quotes, codes, and themes (see
Chapter 8). The development of an instrument can proceed by using the quotes to write items for
an instrument, the codes to develop variables that group the items, and themes that that group the
codes into scales. This is a useful procedure for moving from the qualitative data analysis to
scale development.

Data analysis: In this strategy the researcher analyzes the two databases separately and uses the
findings from the initial exploratory database to build into quantitative measures. This means that
the researcher needs to pay careful attention to the qualitative data analysis steps and determine
what findings to build on.

Several Advanced Mixed Methods Designs:

Three advanced mixed methods designs incorporate the elements of the convergent, explanatory
sequential, and exploratory sequential approaches. Once one has the foundation of the three basic
approaches, they can be included into more advanced strategies that add further elements into the
overall procedures. The embedded mixed methods design nests one or more forms of data
(quantitative or qualitative or both) within a larger design (e.g., a narrative study, an
ethnography, an experiment). For example, 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). It is a popular design within the health
sciences and when investigators test an intervention or program in an applied setting (e.g., in a
school). A second strategy is to incorporate elements of the convergent, explanatory sequential,
or exploratory sequential approaches within a social justice framework to help a marginalized
group. This design is call transformative mixed methods, and the researcher uses a social
justice theory as a framework for a mixed methods study. This theory (e.g., feminist, racial)
frames many aspects of the mixed methods study, such as the research problem, the questions,
the data collection and analysis, interpretation, and the call for action. Finally, another advanced
design is the multiphase mixed methods in which researchers conduct several mixed methods
projects, sometimes including mixed methods convergent or sequential approaches, sometimes
including only quantitative or qualitative studies in a longitudinal study with a focus on a
common objective for the multiple projects. This form of research is popular in the evaluation or
program implementation fields in which multiple phases of the project stretch over time. These
projects may go back and forth between quantitative, qualitative, and mixed methods studies, but
they build on each other to address a common program objective.
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Steps in Conducting - a Mixed-Methods Study

Develop a Clear Rationale for Doing a Mixed-Methods Study:

A researcher should ask himself or herself why both quantitative and qualitative
methods are needed to investigate the problem at hand. If the reasoning is not clear, a mixed-
methods study may not be appropriate.

Develop Research Questions for Both the Qualitative and Quantitative

Methods:

As in all research, the nature of the research question or questions will determine the type of
design to be used. Many research questions can be addressed using either or both quantitative
and qualitative research techniques. For example, suppose a researcher posed this question:
"Why don't Asian-American college students make greater use of college counseling centers?"
He or she might begin by interviewing a sample of Asian- = American college students about
their perceptions of the kinds of students who use these centers. He or she = might then
supplement these interviews with survey information provided by these centers about the pro-
portion of students from different ethnic groups who use the centers. The survey data might
indicate what = degree of underutilization exists, while the interview data might point to student
perceptions that produce this underutilization.

In many instances the formation of a general re- search question can lead to the development of
some individual research hypotheses, some of which may lend themselves to a quantitative
approach and some of which may require a qualitative method. These "lower- level" hypotheses
often can suggest specific analyses (either quantitative or qualitative) that will answer specific
questions. In the previous example, one such hypothesis might be that Asian-American college
students - do in fact underutilize college mental health counseling services, which the survey
data can address. If the survey results indicate that Asian-American college students utilize such
centers less often than do students from other ethnic groups, the reasons can be addressed in the
interviews. You will recall that qualitative re- = searchers often prefer that hypotheses emerge as
a study progresses. This is much more likely to happen with the exploratory design.
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Decide If a Mixed-Methods Study Is Feasible:

Mixed-methods studies, by their very nature, require the researcher or research team to be
experienced in both quantitative and qualitative research methods. It is rare that a single
individual would have all of the requisite skills necessary to conduct a mixed-methods research
study. The key question for anyone contemplating a mixed-method study is this: Do you have the
time, energy, and resources necessary to conduct such a study? If not, can you collaborate with
others who have the skills and expertise you lack? If you lack the necessary skills or resources, it
may indeed be better to re-conceptualize a study as basically a quantitative or qualitative
investigation than to begin a mixed-methods study that cannot be completed within the time
available.

Determine the Mixed-Methods Design Most Appropriate to the Research

Question or Questions:

As we mentioned earlier, there are essentially three mixed-methods designs from which a
researcher can choose. The triangulation design is appropriate when the researcher is trying to
see if quantitative and qualitative methods converge on a single understanding of a phenomenon.
The explanatory de- sign is appropriate if one intends to use qualitative data to expand upon the
findings of a quantitative study (or vice-versa). The exploratory design is appropriate when one
is trying to first identify the relevant variables that may underlie a phenomenon and then later
studying the relationships among these variables, or when in- formation is needed to assist in
designing quantitative instrumentation.

Collect and Analyze the Data:

Data collection and analysis procedures described earlier in this text are applicable and
appropriate to all mixed-methods studies, depending on the particular methods used. The
difference is that two different types of data are collected and analyzed, sometimes sequentially
(as in the exploratory and explanatory designs) and sometimes concurrently (as in the
triangulation design).

Triangulation designs may also involve the con- version of one type of data into the other type.
As we mentioned earlier, the conversion of qualitative data into quantitative data is referred to as
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quantitizing. For instance, interviews may lead a researcher to believe there are three types of
elementary science learners:

1. Manipulators, who like to touch and change objects in their environments;

2. Memorizers, who attempt to memorize rote facts from textbooks; and
3. Cooperative learners, who like to discuss topics with other students in the class.

By counting the number of each type of learner in each of a number of science classes, the
researcher could convert the qualitative data (the learner types) into quantitative data (the
numbers of each type).

Again, as mentioned earlier, the conversion of quantitative data into qualitative data is referred to
as qualitizing. For instance, individuals who share various quantitative characteristics may be
grouped together into types. A researcher might categorize one group of students that is never
tardy, always turns in assigned work, and writes long papers as "obsessive students." By way of
contrast, the researcher might categorize a second group that is frequently tardy, often fails to
turn in assigned work, and writes short papers as "uninterested students."

Write Up the Results in a Manner Consistent with the Design Being Used:

In writing up the results of a mixed-methods study, the ways in which the data were collected
and analyzed are usually integrated in triangulation designs but treated separately for exploratory
and explanatory designs.

Evaluating a Mixed-Methods Study:

Evaluation is necessary for all research, not just mixed- methods research. However, given that
mixed-methods research involves comparing different methods, it is of particular importance
here. Due to the fact that mixed- methods studies always involve both quantitative and
qualitative data and frequently two different phases of data collection, the evaluation of such
studies is often difficult. Nevertheless, each method should be evaluated according to the criteria
we have suggested and used with other methods.

Ask yourself if both qualitative and quantitative data played a role in the conclusions reached. In
good mixed- methods research, these two methods should either complement each other or
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address different sub-questions related to the larger research question addressed by the study.
Sometimes a researcher will collect quantitative or qualitative data, but it will not play a role in
answering any of the important research questions. In these cases, the data is just an add-on
(perhaps because the researcher "likes" that kind of data), and the project is not truly a mixed-
methods approach.

Second, ask yourself if the study contains threats to internal validity (as quantitative researchers
refer to it) or credibility (as qualitative researchers refer to it). Are there alternative explanations
for the findings, beyond those given by the author? What steps have been taken to ensure that the
design is tight and that high levels of internal validity and credibility have been achieved? Some
of the appropriate steps have been described elsewhere in this text in discussions of quantitative
and qualitative research.

Third, ask yourself about the generalizability (as quantitative researchers refer to it) or
transferability (as qualitative researchers refer to it) of the results. Do the results found in the
present study extend beyond the domain studied to other contexts and other individuals? Is the
description of the qualitative results sufficient to determine if they would be useful to other
researchers in other situations? The answers to these questions are essential because a study
without generalizability (external validity) or transferability is of little interest to anyone other
than the study's author.

Ethics in Mixed-Methods Research:

Ethical concerns and questions affect mixed-methods studies just as much as they do any of the
other kinds of research we have described and discussed in this text. Three of the most important
are protecting participant identity, treating participants with respect, and protecting participants
from both physical and psychological harm.

Summary:

In sum, it is apparent that mixed-methods studies are becoming increasingly common in

educational research. Their value lies in combining quantitative and qualitative methods in ways
that complement each other. The strengths of each approach to a large degree mitigate the
weaknesses of the other. While mixed-methods research designs are potentially quite attractive,
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however, they should be approached with the realization that to carry them out well requires
considerable time, energy, and resources. Furthermore, researchers need to be skilled in both
quantitative and qualitative methods, or to collaborate with those who possess the skills they
lack.

Conclusion:

In conclusion, mixed-methods research is a powerful approach that combines quantitative and

qualitative research methods to provide a more comprehensive understanding of complex
research questions. By integrating numerical data with detailed, narrative insights, this approach
enables researchers to examine phenomena from multiple perspectives, adding depth and validity
to their findings. Mixed-methods research is particularly valuable in fields where human
experience, context, and statistical relationships are crucial for a full understanding, such as
education, health sciences, and social sciences.

One of the key strengths of mixed-methods research is its flexibility, allowing researchers to
tailor their approach based on the needs of the study. For example, quantitative data can establish
general trends, while qualitative data provides a nuanced exploration of individual experiences,
revealing the "why" behind statistical patterns. This approach not only strengthens the study's
conclusions but also helps in bridging the gap between theoretical frameworks and practical
application, as findings can be interpreted in a way that is accessible and relevant to both
scholars and practitioners.

However, mixed-methods research also has challenges, including the complexity of designing
and analyzing both types of data within a single study and the requirement for expertise in
multiple methodologies. Despite these challenges, the benefits often outweigh the drawbacks, as
mixed-methods research ultimately leads to richer, more valid results that reflect the
complexities of real-world issues. For researchers seeking a balanced, holistic view of their topic,
mixed-methods research offers an invaluable approach that can significantly enhance the quality
and applicability of their findings.
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Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in
education (8th ed.). McGraw-Hill.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods

approaches (4th ed.). Sage Publications.

Auerbach, C. F., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and
analysis. New York University Press.

Berry, J. W. (2003). Conceptual approaches to acculturation. In K. M. Chun, P. B. Organista, &

G. Marin (Eds.), Acculturation: Advances in theory, measurement, and applied research (pp. 17-
37). American Psychological Association.

Berry, J. W., Trimble, J. E., & Olmedo, E. L. (1986). Assessment of acculturation. In W. J.

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Bradley, R. H., & Corwyn, R. F. (2004). Life satisfaction among European American, African
American, Chinese American, Mexican American, and Dominican American adolescents.
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