Chapter-16

Mixed Methods Designs

This chapter tells us about: 

◆ Definition of mixed methods research

◆ when to use it, how it developed

◆ Types of mixed methods designs.

◆ Key characteristics of mixed methods research.

◆ Potential ethical issues in mixed method research

◆ Steps used in conducting mixed method research.

◆ Criteria for evaluating a mixed methods study

Definition
A mixed methods research design is a procedure for collecting, analyzing, and “mixing” both quantitative and
qualitative methods in a single study or a series of studies to understand a research problem (Creswell & Plano Clark,
2011).

 Provide a better understanding of the research problem and question than single method
 To use it, one should have an understanding of both research methods
 This is an advanced method/technique but time-consuming (research team), requires extensive data collection
and analysis,

Note: It is not simply collecting data by two distinct ways (qualitative and quantitative). It consists of merging,
integrating, linking, or embedding the two “strands.” In short, the data are “mixed” in a mixed methods study.
 When Do You Conduct a Mixed Methods Study?
 When you have both data forms which together, provide a better understanding of research problem than one method
 If you seek to build on the strengths of both quantitative and qualitative data

 Quantitative data provides numbers to assess the frequency/magnitude of trends about a large number of people.
However, qualitative data provides actual words of people which offers many different perspectives provide a complex
picture of the situation

 when one type of research (qualitative or quantitative) is not enough to address the research problem or answer the
research questions. More data is needed to extend, elaborate on, or explain the first database.

 when you want to provide an alternative perspective in a study

 To have both a condensed understanding of a problem as well as the detail.

Example: when a policymaker wants both the “numbers” and the “stories” about an issue.

 Practical level

 Mixed methods studies are increasingly being published in the scholarly literature.
 Students use mixed methods research to learn and experience this form of research design,to be well-informed
about the latest research
 How Did Mixed Methods Research Develop?

 We can trace this evolution through several phases

Mixing Forms of Quantitative Data

Since the 1930, educational and social science investigators were collecting multiple methods of data (Sieber, 1973).
In 1959, Campbell and Fiske introduced the multitrait, multimethod approach, stimulating interest in employing
multiple methods in a single study. Their interest was not in mixed methods research rather they sought to develop
valid psychological traits by collecting multiple forms of quantitative data.

To develop these traits, they suggested a process whereby researchers would collect multiple measures of multiple
traits and assess each measure by at least two methods.

At a broader level, the use of multiple methods to measure a trait encouraged other researchers to collect more than
one type of data, even if this data was only quantitative, such as peer judgment scores and word association tests.  
 

 
 Combining Quantitative and Qualitative Data

Soon others were collecting multiple forms of data, but now it consisted of quantitative and qualitative data. By 1973,
Sieber suggested the combination of in-depth case studies with surveys, creating a “new style of research” and the
“integration” of research techniques within a single study (p. 1337). A few years later, Jick (1979) used the combination of
surveys, semi structured interviews, observations, and archival materials to provide a “rich and comprehensive picture” (p.
606) of anxiety and job insecurity during organizational mergers.

Jick’s (1979) study was more than an examination of mergers; his article used the merger study to illustrate the procedure
of triangulating data (The three points to the triangle are the two sources of the data and the phenomenon). This
improvement in inquiries would come from blending the strengths of one type of method and neutralizing the weaknesses
of the other.  

Questioning the Integration of Worldviews and Methods

Further developments on procedures, however, had to wait for several years.

 Can we combine quantitative and qualitative researches when they drew on different philosophical assumptions.
specific worldview—the “compatibility” ( Tashakkori & Teddlie, 1998 ) Worldviews are the broad philosophical
assumptions researchers use when they conduct studies. (Objectivity and Subjectivity)
 Logic of this argument led to the conclusion that mixed methods research was untenable because a single worldview did
not exist for the inquiry.
 American Evaluation Association’s annual meetings (Reichardt & Rallis, 1994), some said that those who argued for the
incompatibility of worldviews and methods created a false dichotomy (Reichardt &
Cook, 1979) that does not hold under close inspection. For example, there is an “objective” reality (e.g., the classroom).
But under close inspection there is also a “subjective” reality (e.g., we see different things as we look at a classroom).

 Others contended that mixed methods research has its own philosophical worldview: pragmatism. The pragmatists, for
example, believe philosophically in using procedures
that “work” for a particular research problem under study and that you should use many methods when understanding a
research problem

 In addition, the dialectical position, embraced by Greene and Caracelli (1997), recommends that researchers report the
multiple worldviews they hold—thus honouring worldviews as important—and also collect both quantitative and qualitative
data. Other philosophies have emerged as a foundation for mixed methods research, such as the transformative research
perspective advancing the need for addressing issues of social justice for underrepresented groups (Mertens,
2009).

 
 Developing Procedures for Mixed Methods Studies
 Another factor that quieted the debate was the increased interest in the procedural aspects of conducting
mixed methods research. Authors explored the “purposes” of mixed methods research, identified
alternative designs to use, The idea of triangulation had already introduced one purpose for mixing methods—
to integrate multiple databases to understand a phenomenon and research problem (Rossman & Wilson, 1985).

 Other reasons soon emerged. You could collect data separately in two phases so that data from one source could
enhance, elaborate, or complement data from the other source (Greene, Caracelli, & Graham, 1989).

 the use of a notation system designed by Morse (1991). This system, shown in Figure 16.1, is a way to portray
the procedures in mixed methods designs.
Advocating for a Distinct Design
With emerging procedures, a notation system, and specific designs, the discussion has turned to viewing mixed methods
research as a separate and distinct design.

we now add mixed methods research or incorporate this form of research into these designs. Advocates for mixed methods
research have written entire chapters and books on its use in the social and health sciences (Creswell, 2009; Creswell &
Plano Clark, 2011; Greene, 2007 ; Tashakkori & Teddlie, 1998, 2011).

In addition, refinements continue in the process of data analysis in mixed methods research (Caracelli & Greene, 1993), the
use of computer programs for merging quantitative statistical programs with text analysis programs (Bazeley, 2000, 2010),
and the identification and discussion of numerous mixed methods studies reported in the scholarly literature (e.g., Creswell
& Plano Clark, 2011; Greene et al., 1989).

Reflective Period
In the last 5 to 7 years, mixed methods have entered a new historical period in its evolution.
about two major themes: a current assessment or mapping of the field and the emergence of constructive criticisms.
that have challenged the nature of mixed methods research. more basic concerns about a definition and language for mixed
methods, to philosophical issues of “mixing” paradigm.
These controversies signal a healthy development for mixed methods research. For example, the controversial discussion
by Freshwater (2007) asks for a greater openness to new ideas in mixed methods and to challenge accepting key ideas
without reservation.
 WHAT ARE THE TYPES OF MIXED METHODS DESIGNS?
Before examining the types of designs, it might be helpful to reflect on useful strategies for identifying a mixed methods
study reported in the published literature. One strategy is to ask the following questions to help you identify a study as mixed
methods research: 
 Is there evidence in the title?
 Is there evidence in the data collection section?
 Is there evidence in the purpose statement or the research questions?
 What priority or weight does the researcher give to the quantitative and qualitative collection?
 What is the sequence of collecting the quantitative and qualitative data?
 How does the researcher actually analyze the data?
 Where in the study does the researcher “mix” the data?

The two forms of data might be combined, linked, or mixed during data collection, between data collection and data
analysis, during data analysis, or in the interpretation of a study.
Using these four questions, you can locate and identify most mixed methods designs commonly used. six mixed methods
designs, with the first four as the basic designs in use today and the last two as complex designs that are becoming
increasingly popular (Creswell & Plano Clark, 2011).
The designs are: 

◆ the convergent parallel design

◆ the explanatory sequential design
◆ the exploratory sequential design
◆ the embedded design
◆ the transformative design
◆ the multiphase design
 1-The Convergent Parallel Design
The purpose of a convergent (or parallel or concurrent) design is to simultaneously collect both quantitative and qualitative data,
merge the data, and use the results to understand a research problem.

A basic rationale for this design is that one data collection form supplies strengths to offset the weaknesses of the other form, and that a
more complete understanding of a research problem results from collecting both

Example: quantitative scores on an instrument from many individuals provide strengths to offset the weaknesses of qualitative
documents from a few people. Alternatively, qualitative, in-depth observation of a few people offers strength to quantitative data that
does not adequately provide detailed information about the context in which individuals provide information (e.g., the setting).

Process: The researcher gathers both datas, analyzes both datasets separately, compares the results, analysis and makes an interpretation
as to whether the results support or contradict each other.

This comparison may occur in several ways.

Approaches to describe the quantitative and qualitative results are side by side in a discussion section
of a study. to actually merge the quantitative and qualitative data in a single table. For each major topic in the study, the researcher could
array the quantitative results and the qualitative themes in columns that match
each topic. A third approach is to transform one of the datasets so that they can be directly compared with the other dataset. For instance,
qualitative themes identified during interviews are “quantified” and given a score as to their frequency.
The strength of this design is that it combines the advantages of each form of data; that is, quantitative data provide for
generalizability, whereas qualitative data offer information about the context or setting.
 2-The Explanatory Sequential Design
perhaps the most popular form of mixed methods design is explanatory sequential mixed methods design
(also called a two-phase model; consists of first collecting quantitative data and then collecting
qualitative data to help explain or elaborate on the quantitative results. The rationale for this approach is
that the quantitative data and results provide a general picture of the research problem; more analysis,
specifically through qualitative data collection, is needed to refine, extend, or explain the general picture.

The difficulty in using this design, however, is that the researcher needs to determine what aspect of the
quantitative results to follow up on. This follow-up means deciding on the participants to sample in the
second qualitative phase as well as the questions to ask in this follow-up phase that builds on the initial
quantitative phase. Also, this design is labour intensive, and it requires both expertise and time to collect
both quantitative and qualitative data.

 
 3-The Exploratory Sequential Design
the mixed methods researcher begins with qualitative data and then collects
quantitative information to explore a phenomenon, and then collecting quantitative data to explain relationships found
in the qualitative data. A popular application of this design is to explore a phenomenon, identify themes, design an
instrument, and subsequently test it.
Typically, in these designs, the researcher presents the study in two phases, with the first phase involving qualitative data
collection (e.g., interviews, observations) with a small number of individuals, followed by quantitative data collection
(e.g., a survey) with a large, randomly selected number of participants.
The intent of the researcher is for the quantitative data results to refine and extend the qualitative findings by testing out
an instrument or survey developed using the qualitative findings or by testing a typology or classification that developed
from the qualitative findings. In both cases, the initial qualitative exploration leads to detailed, generalizable results
through the second quantitative phase.
One advantage of this approach is that it allows the researcher to identify measures actually grounded in the data
obtained from study participants. The researcher can initially explore views by listening to participants rather than
approach a topic with a predetermined set of variables.
the Disadvantage of requiring extensive data collection as well as the time required for this process is long. The
testing of an instrument adds considerably to the length of time this design requires to be implemented.
 4-The Embedded Design
It is similar to both the parallel and the sequential design, with some important differences. The purpose of the
embedded design is to collect quantitative and qualitative data simultaneously or sequentially, but to have one form of
data plays a supportive role to the other form of data. The reason for collecting the second form of data is that it
augments or supports the primary form of data.

For example, during a quantitative experiment, the researcher may collect qualitative data to examine how
participants in the treatment condition are experiencing the intervention. Also, the researcher may collect qualitative
data either before or after the experiment to help support the experimental study. Collecting data before the experiment
can help to design an intervention that is tailored to the participants. Collecting data after the experiment can help to
explain and follow up on the quantitative outcome results.

As another example, during a correlational study, the researcher may gather secondary qualitative data to help
understand the reasons for the correlational results. The strength of this design is that it combines the advantages
of both quantitative and qualitative data.
 5-The Transformative Design
The intent of the transformative mixed methods design is to use one of the four designs (convergent,
explanatory, exploratory, or embedded), but to encase the design within a transformative framework or
lens

This framework provides an orienting lens for the mixed methods design. It informs the overall purpose
of the study, the research questions, the data collection, and the outcome of the study. The intent of the
framework is to address a social issue for a marginalized or underrepresented population and
engage in research that brings about change.

Strength of this design is that it is value-based and ideological

The typical frameworks found in mixed methods are feminist, racial, ethnic, disability, perspectives.

A strong key to a good transformative mixed methods study is whether the research calls for reform or
changes at the end of the study. This call may be an explicit request for change or steps that will be
required to bring about change.
 6-Multiphase Design
Like the transformative design, the multiphase design is a complex design that builds on the basic convergent,
explanatory, exploratory, and embedded designs. Multiphase
mixed methods designs occur when researchers or a team of researchers examine a problem or topic through a
series of phases or separate studies. The groups of phases or studies are considered to be a mixed methods design
and the intent of the design is to address a set of incremental research questions that all advance one
programmatic research objective.

The phases or studies may employ a combination of concurrent or sequential designs and this form of design is
popular in large-scale health research and in evaluation research.

The strength of this design lies in the use of multiple projects to best understand an overall program objective.
Challenges include forming a research team that can work comfortably together given diverse method orientations,
making sure that the phases or studies link together, and having all of the studies provide insight into an overall
project objective. Typically, one phase or project leads to another and, in this sense, the phases or projects build
on (Or inform) each other throughout the study.

Example: Health issues and related information

 WHAT ARE THE KEY CHARACTERISTICS

OF MIXED METHODS DESIGNS?

Mixed methods designs can be distinguished from other types of designs in several ways.
In reviewing the following six characteristics, consider incorporating them into your plan for a study if you
intend to conduct a mixed methods study.

◆ Include collecting quantitative and qualitative data

◆ Consider priority

◆ Consider sequence

◆ Match the data analysis to a design

◆ Diagram the procedures

 Provide a Rationale for the Design
Readers and those who review mixed methods studies need to know why you are mixing methods. Mixed methods researchers
include a justification or rationale for the use of both quantitative and qualitative data. One justification is that collecting
quantitative data in a second phase is important to test the qualitative explorations of the first phase of the

study (i.e., exploratory design). Alternatively, a reason for conducting a mixed methods study might be that you seek to explain in
more detail through qualitative research the initial quantitative statistical results (i.e., explanatory design) or one form of data
plays a supporting role to the other database (i.e., embedded design). Another justification results from combining the “best” of both
quantitative and qualitative research (i.e., convergent design).

Whatever the rationale, mention this rationale early in a study, such as in the introduction.

Include Collecting Quantitative and Qualitative Data

clearly indicate that you are collecting both quantitative and qualitative data. Methods of data collection are typically associated with
either numbers or numeric data and words or text and image data. Mixed methods researchers collect both quantitative and qualitative
data.

A broader picture of data forms is shown in Table 16.1.

Researchers use different methods to collect different forms of data. Include specific forms of both quantitative and qualitative
data and incorporate this discussion into the methods or procedure section of the study.
 Consider Priority (Weightage)
Advance a priority for the collection of quantitative and qualitative data. Three options are available for prioritizing data:

◆ Quantitative and qualitative data are of equal weight.

◆ Quantitative data is of greater weight than qualitative data.
◆ Qualitative data is of greater weight than quantitative data 

Priority Researchers place more emphasis on one type of data than on other in research and the written report.
This emphasis may result from personal experience with data collection, the need to understand one form of data before
proceeding to the next, or the audience reading the research. Whatever the reason, in examining a mixed methods study for
priority, ask the following questions:
◆ What do you emphasize more in the purpose statement—exploration or prediction of outcomes?
◆ Which data collection process—quantitative or qualitative—do you give the most
attention to (e.g., number of pages in a report) in the “Methods” and “Results” sections?
◆ Which data collection process do you examine in the most depth (e.g., detailed statistical analysis or multiple-layered
thematic analysis)?
 Consider Sequence
Sequence of data collection using may be
◆ You collect both quantitative and qualitative data at the same time
◆ You collect quantitative data first, followed by qualitative data
◆ You collect qualitative data first, followed by quantitative data
◆ You collect both quantitative and qualitative at the same time as well as in sequence
If the purpose of the study is to explain quantitative results further with qualitative data (i.e., explanatory design) or to
develop an instrument from qualitative data (i.e., exploratory design), the procedures should clearly indicate this sequence.  

Match the Data Analysis to a Design

One of the most difficult challenges is how to analyze data collected from qualitative and quantitative research. This is
more than simply to link or intersect data and numbers, To examine options for data analysis, reflect back on the type of
design and the options for analysis within each design. An overview of these options for the four primary mixed methods
designs are presented in Table 16.2.
This list is not comprehensive and should not limit the creative potential of a mixed methods researcher;
 
 Convergent Design Analysis
The standard approach is to converge or compare in some way quantitative data (e.g., scores) and qualitative data (e.g., text).
One way is to provide a discussion—in a side-by-side analysis—about the themes emerging from the data and how they
support or refute the statistical analysis.
Another approach is to combine the qualitative and quantitative data to arrive at new variables or new themes for further
testing or exploration.
Some mixed methods researchers quantify qualitative data to compare the data directly with statistical results.
Alternatively, the researcher might analyze the questionnaires, develop themes (or scales) that reflect issues surrounding
campus art, and compare the themes to those generated by campus personnel during the qualitative interviews.
A final approach is to directly compare the quantitative results and the qualitative
findings in a table, a joint display. This was one of the analytic procedures used by Lee and Greene (2007) in which they
arrayed quotes that showed both convergent and divergent findings from their quantitative data.

Explanatory Design Analysis

A popular approach is to collect quantitative data and look for extreme cases to follow up in a qualitative phase.
Alternatively, within an explanatory design, the researcher might seek to explain the results in more depth in a qualitative
phase of the study.
Less frequently seen within the explanatory design is typology development through quantitative data collection and the use
of this typology as a framework for identifying themes in a qualitative database.
 Exploratory Design Analysis
In this design, the substantial qualitative data collection becomes a means for developing or locating quantitative instruments;
forming categorical information for later quantitative data collection; or developing generalizations from a few initial
qualitative cases. Perhaps the most popular use is to generate an instrument well grounded in the qualitative data from
participants in a study.
As an alternative to this approach, the researcher might have identified the themes and located an instrument using the library
resources. In addition, you might combine categories of information from an exploratory qualitative data collection with
continuous data in a statistical analysis. Unusual or extreme-case individuals in these categories might serve as the basis for
extensive analysis across a population.

Embedded Design Analysis

In the embedded design analysis, the analyses of the quantitative and qualitative data are kept separate because the two
datasets often reflect different questions. Thus, in an experiment, the outcome analysis is conducted for the quantitative
data and the process qualitative data is analyzed for themes. In both the experimental and the correlational examples, results
of the two databases can be interpreted together—how one reinforces the other or complements the other.
When a sequential design is used with the embedded design, researchers will use one form of analysis (e.g., qualitative data
collected and analyzed before an experiment) to inform the quantitative phase or qualitative phase of the study.

 
 Diagram the Procedures

Mixed methods researchers often provide a visualization or diagram of their design

depicting the procedures. A visualization is a figure like the examples of Figure 16.2 that

indicates the process of data collection. It consists of labelling the quantitative and

qualitative data, indicating the sequence of activities (using arrows or plus signs), and

emphasizing the priority (using lowercase or uppercase letters). By including this

visualization, the researcher helps readers identify the sequence of data collection, an

important aid when collecting multiple forms of data. The notation system by Morse

(1991), described in Figure 16.1, can be useful in developing this visualization.

 WHAT ARE SOME POTENTIAL ETHICAL ISSUES IN MIXED
METHODS RESEARCH?
The sampling in a mixed methods transformative design needs to consider the dangers of grouping all participants
together in a general category that may stereotype them. The data collection should not further marginalize groups of
participants, and the data decisions need to benefit involving community members and be aware of the cultural issues
involved. The data findings need to be linked to social action.
Since mixed methods research combines quantitative and qualitative research, ethical considerations need to attend to
typical ethical issues that surface in both forms of inquiry. Quantitative issues relate to obtaining permissions,
protecting anonymity of respondents, not disrupting sites, and communicating the purposes for the study. In
qualitative research, these issues relate to conveying the purpose of the study, avoiding deceptive practices, respecting
vulnerable populations, being aware of potential power issues in data collection, respecting indigenous cultures, not
disclosing sensitive information, and masking the identities of participants. In mixed methods basic designs, some ethical
issues may arise that are unique to each type of design:
◆ In a convergent design, the quantitative and qualitative sample sizes may be different. Care needs to be taken to not
minimize the importance of a sample because of its size.
◆ In an explanatory design, researchers may use a large quantitative database for the initial phase of the research. In order to
follow up on these individuals with qualitative interviews, there needs to be an identifier linked to the quantitative database.
 Steps in processing a Mixed Methods Design 
Step 1. Feasibility for Mixing Methods

First of all, check and determine whether it is feasible to conduct mixed methods research.

Step 2. Identify a Rationale for Mixing Methods

Assuming that a study is feasible, you need to consider why you are collecting both quantitative and qualitative data. The
rationale for the four designs should provide a good starting point. Be explicit in this rationale, and include it early in your
research plan or report.

Step 3. Identify a Data Collection Strategy

Identifying your rationale for the study will lead to planning your procedures for collecting data. You need to know:

◆ The priority you will give to quantitative and qualitative data

◆ The sequence of your data collection, if you do not plan to collect the data concurrently

◆ Specific forms of quantitative data (e.g., attendance records) and qualitative data (e.g., pictures) you will collect
Step 4. Develop Quantitative, Qualitative, and Mixed Methods Questions
With the specific design in mind, next develop your research questions. Depending on the type of design, you can identify
these questions prior to a study or they may emerge during the study. For instance, in a two-phase design, the questions
for your second phase cannot be specifically identified early in the study—they will emerge as the study progresses.
Alternatively, for a convergent design, you can present the questions before data collection and specify them in detail.
If you can identify both quantitative and qualitative questions, pose both sets of questions (For institutional review boards,
create tentative questions). Typically, researchers present both exploratory questions and analytic-variable questions in a
mixed method study.
Quantitative questions specify the relationship among independent and dependent variables. Qualitative questions are
open ended and nondirectional in nature and seek to describe the phenomenon.
In a convergent design, the mixed methods question could be “Do the two databases (quantitative and qualitative)
converge and present consistent findings or diverge and show contradictory findings?” For an explanatory design, we
might ask, “How does the qualitative follow-up data help us to better understand the quantitative first phase results?”
For an exploratory design, the question might be, “Is the instrument we develop in the second phase (as a result of
exploring in the first phase) a better instrument than those available to measure the variables?” For an embedded
design, the question might be: “How do the qualitative findings provide support and enhanced understanding for the
quantitative results?” For a transformative design, the question might be: “How can the social issue be better addressed
using results from both quantitative and qualitative findings?”
A multiphase design would have a combination of these questions introduced in different phases or projects in the line of
inquiry.
Step 5. Collect Quantitative and Qualitative Data
Collecting data in a mixed methods study follows rigorous quantitative procedures and persuasive qualitative procedures.
For a mixed methods study, the sequence in which you collect the data will depend on the type of design. However, in all
designs, this phase of the research will be lengthy and requires good organization of the information. Statistical programs and
text analysis programs can provide useful systems for storing, managing, and recording the data.
Step 6. Analyze Data Separately, Concurrently, or Both
The data analysis will also relate to the specific type of mixed methods design you are using. You can analyze
quantitative data separately from qualitative data, as in the explanatory and exploratory designs, or integrate the data
analysis, as in the convergent design. Specific techniques have emerged for data analysis, as discussed in Table 16.2.
Step 7. Write the Report as a One- or Two-Phase Study or a Multiple-Phase Study
The final step in a mixed methods study is to write a scholarly report of the project. Some variations are seen in the writing
structure of mixed methods studies, as outlined here:
◆ The report is written in two phases. The report contains one section to specify the problem and the literature. Then, the
sections of data collection, analysis, and interpretation, two phases—one quantitative and one qualitative—are used for each
section.
◆ The report integrates the quantitative and qualitative phases of the study in each section. The problem statement, for
example, contains a need to explore (qualitative) and to predict or explain outcomes (quantitative). The research questions
are posed as both quantitative and qualitative questions, and the data collection is in one section displaying an integration of
quantitative and qualitative forms. The data analysis is an attempt to converge the two databases, and you form the results
and interpretation into information that sheds light on the research problem. This structure results in a convergent design.
 HOW DO YOU EVALUATE A MIXED METHODS STUDY?
mixed methods research needs to be consistent criteria for a good qualitative and quantitative study. In addition, there are
specific aspects that people reading, evaluating, and conducting a study might consider.

◆ Describes that mixed methods is the best approach to answer the research questions because neither qualitative nor
quantitative is adequate as an approach.

◆ Incorporates both qualitative and quantitative data collection and analysis.

◆ Explicitly combines or mixes the two datasets.

◆ Uses rigorous quantitative and persuasive qualitative procedures of data collection and analysis.

◆ Frames the study within one of the mixed methods research designs.

◆ Provides a diagram of the procedures to clarify the timing, priority, and mixing within the study.

◆ Signals to the reader that the study is using mixed methods (e.g., in the title, purpose statement, and methods sections) to
indicate their awareness of this research