Mixed methods research

What is it?
Mixed methods research is a methodology for conducting research that involves collecting,
analysing and integratingquantitative (e.g., experiments, surveys) and qualitative (e.g., focus
groups, interviews) research. This approach to research is used when this integration provides a
better understanding of the research problem than either of each alone.
Quantitative data includes close-ended information such as that found to measure attitudes (e.g.,
rating scales), behaviours (e.g., observation checklists), and performance instruments. The analysis of
this type of data consists of statistically analysing scores collected on instruments (e.g., questionnaires)
or checklists to answer research questions or to test hypotheses.
Qualitative data consists of open-ended information that the researcher usually gathers through
interviews, focus groups and observations. The analysis of the qualitative data (words, text or
behaviours) typically follows the path of aggregating it into categories of information and presenting the
diversity of ideas gathered during data collection.

 
By mixing both quantitative and qualitative research and data, the researcher gains in
breadth and depth of understanding and corroboration, while offsetting the weaknesses
inherent to using each approach by itself. One of the most advantageous characteristics of
conducting mixed methods research is the possibility of triangulation, i.e., the use of several means
(methods, data sources and researchers) to examine the same phenomenon. Triangulation allows
one to identify aspects of a phenomenon more accurately by approaching it from different
vantage points using different methods and techniques. Successful triangulation requires
careful analysis of the type of information provided by each method, including its strengths and
weaknesses.
 
 

When to use it?

Mixed methods research is particularly suited:

 When one wants to validate or corroborate the results obtained from other methods.

 When one needs to use one method to inform another method. For instance, when little
is known about a topic and it is necessary to first learn about what variables to study through
qualitative research, and then study those variables with a large sample of individuals using
quantitative research.

 When one wants to continuously look at a research question from different angles,
and clarify unexpected findings and/or potential contradictions.
 When one wants to elaborate, clarify, or build on findings from other methods. For
instance, if a causal relationship has being established through experimental research but one
wants to understand and explain the causal processes involved through qualitative research.

 When one wants to develop a theory about a phenomenon of interest and then test
it. Usually, qualitative research is more suitable to build theory, while quantitative research
provides a better way of testing theories.

 When one wants to generalize findings from qualitative research.

 
 

Advantages
The use of mixed method research provides a number of advantages, namely:

 Provides strengths that offset the weaknesses of both quantitative and qualitative
research. For instance, quantitative research is weak in understanding the context or setting in
which people behave, something that qualitative research makes up for. On the other hand,
qualitative research is seen as deficient because of the potential for biased interpretations made
by the researcher and the difficulty in generalizing findings to a large group. Quantitative
research does not have these weaknesses. Thus, by using both types of research, the strengths
of each approach can make up for the weaknesses of the other.

 Provides a more complete and comprehensive understanding of the research problem

than either quantitative or qualitative approaches alone.

 Provides an approach for developing better, more context specific instruments. For

instance, by using qualitative research it is possible to gather information about a certain topic or
construct in order to develop an instrument with greater construct validity, i.e., that measures the
construct that it intends to measure.

 Helps to explain findings or how causal processes work.

 
 

Disadvantages and limitations

Mixed method research has some disadvantages and limitations, namely:

 The research design can be very complex.

 Takes much more time and resources to plan and implement this type of research.

 It may be difficult to plan and implement one method by drawing on the findings of
another.

 It may be unclear how to resolve discrepancies that arise in the interpretation of the
findings.

 
 

Types of mixed methods research designs

When deciding what type of mixed methods design to use, it is important to take into account the
overall purpose of the research (e.g., exploration or generalization), the specific research questions,
and the strengths and weaknesses of each design.
The four major mixed methods designs are identified below and compared in terms of their
purposes, strengths and weaknesses. Examples of each design are also described.
 
 

Sequential explanatory design

This design involves the collection and analysis of quantitative data followed by the collection
and analysis of qualitative data. The priority is given to the quantitative data, and the findings are
integrated during the interpretation phase of the study.
 
When to use it?

 To help explain, interpret or contextualize quantitative findings.

 To examine in more detail unexpected results from a quantitative study.

 
Strengths:

 Easy to implement because the steps fall into clear separate stages.
 The design is easy to describe and the results easy to report.

 
Weaknesses:

 Requires a substantial length of time to complete all data collection given the two separate
phases.
 
Example:
The researcher collects data about people’s risk and benefit perceptions of red meat using a survey
and follows up with interviews with a few individuals who participated in the survey to learn in more
detail about their survey responses (e.g., to understand the thought process of people with low risk
perceptions).
 
 

Sequential exploratory design

In this design, qualitative data collection and analysis is followed by quantitative data
collection and analysis. The priority is given to the qualitative aspect of the study, and the findings
are integrated during the interpretation phase of the study.
 
When to use it?

 To explore a phenomenon and to expand on qualitative findings.

 To test elements of an emergent theory resulting from the qualitative research.
 To generalize qualitative findings to different samples in order to determine the distribution of
a phenomenon within a chosen population.
 To develop and test a new instrument

 
Strengths:

 Easy to implement because the steps fall into clear, separate stages.
 The design is easy to describe and the results easy to report.

 
Weaknesses:

 Requires a substantial length of time to complete all data collection given the two separate
phases.
 It may be difficult to build from the qualitative analysis to the subsequent data collection.

 
Example:
The researcher explores people's beliefs and knowledge regarding nutritional information by starting
with in-store interviews and then uses an analysis of the information to develop a survey instrument
that is administered later to a sample from a population.
 
 

Concurrent triangulation
In this design only one data collection phase is used, during which quantitative and qualitative
data collection and analysis are conducted separately yet concurrently. The findings are
integrated during the interpretation phase of the study. Usually, equal priority is given to both types
of research.
 
When to use it?

 To develop a more complete understanding of a topic or phenomenon.

 To cross-validate or corroborate findings.

 
Strengths:

 Provides well-validated and substantiated findings.

 Compared to sequential designs, data collection takes less time.

 
Weaknesses:

 Requires great effort and expertise to adequately use two separate methods at the same
time.
 It can be difficult to compare the results of two analysis using data of different forms.
 It may be unclear how to resolve discrepancies that arise while comparing the results.
 Given that data collection is conducted concurrently, results of one method (e.g., interview)
cannot be integrated in the other method (e.g., survey).

Example:
The researcher uses a survey to assess people’s self-reported food safety practices and also
observes those practices in their natural environment. By comparing the two types of data, the
researcher can see if there is a match between what people think they are doing and what they are
actually doing in terms of food safety practices.
 
 

Concurrent nested
In this design only one data collection phase is used, during which a predominant method
(quantitative or qualitative) nests or embeds the other less priority method (qualitative or
quantitative, respectively). This nesting may mean that the embedded method addresses a
different question than the dominant method or seeks information from different levels. The data
collected from the two methods are mixed during the analysis phase of the project.
 
When to use it?

 To gain broader and in-depth perspectives on a topic.

 To offset possible weaknesses inherent to the predominant method.

 
Strengths:

 Two types of data are collected simultaneously, reducing time and resources (e.g., number
of participants).
 Provides a study with the advantages of both quantitative and qualitative data.
 

Weaknesses:

 The data needs to be transformed in some way so that both types of data can be integrated
during the analysis, which can be difficult.
 Inequality between different methods may result in unequal evidence within the study, which
can be a disadvantage when interpreting the results.

 
Example:
The researcher collects data to assess people’s knowledge and risk perceptions about genetically
modified food by using a survey instrument that mixes qualitative (open-ended) and quantitative
(closed-ended) questions, and both forms of data are integrated and analysed.
 
 
Once a mixed methods research design has been selected, one has to decide which specific
research methods and instruments/measures should be incorporated/mixed in the research
program. This decision should be determined by the overall purpose of the research (e.g.,
exploration, explanation, theory-building, theory-testing, and generalization), the specific research
questions, and the advantages and disadvantages of each research method.
 

Mixed Methods
Research Designs
 .pdf version of this page
The field of mixed methods has only been widely accepted for the
last decade, though researchers have long been using multiple
methods, just not calling them “mixed.” Mixed methods research
takes advantage of using multiple ways to explore a research
problem.
Basic Characteristics
 Design can be based on either or both perspectives.
 Research problems can become research questions and/or
hypotheses based on prior literature, knowledge, experience, or the
research process.
 Sample sizes vary based on methods used.
 Data collection can involve any technique available to
researchers.
 Interpretation is continual and can influence stages in the
research process.
Why Use Mixed Methods?
The simple answer is to overcome the limitations of a single design.
A detailed answer involves:
 To explain and interpret.
 To explore a phenomenon.
 To develop and test a new instrument.
 To serve a theoretical perspective.
 To complement the strengths of a single design.
 To overcome the weaknesses of a single design.
 To address a question at different levels.
 To address a theoretical perspective at different levels.

What are some strengths?

 Can be easy to describe and to report.
 Can be useful when unexpected results arise from a prior
study.
 Can help generalize, to a degree, qualitative data.
 Helpful in designing and validating an instrument.
 Can position research in a transformative framework.
What are some weaknesses?
 Time required.
 Resolving discrepancies between different types of data.
 Some designs generate unequal evidence.
 Can be difficult to decide when to proceed in sequential
designs.
 Little guidance on transformative methods.
Methodologist John Creswell suggested a systematic framework
for approaching mixed methods research. His framework involves
four decisions to consider and six strategies.
Four Decisions for Mixed Method Designs (Creswell,
2003, p. 211)
1. What is the implementation sequence of data collection?
2. What method takes priority during data collection and
analysis?
3. What does the integration stage of finding involve?
4. Will a theoretical perspective be used?
Six Mixed Methods Design Strategies (Creswell, 2003)
1. Sequential Explanatory

 Characterized by: Collection and analysis of quantitative data

followed by a collection and analysis of qualitative data.
 Purpose: To use qualitative results to assist in explaining and
interpreting the findings of a quantitative study.
2. Sequential Exploratory

 Characterized by: An initial phase of qualitative data collection

and analysis followed by a phase of quantitative data collection and
analysis.
 Purpose: To explore a phenomenon. This strategy may also be
useful when developing and testing a new instrument
 3. Sequential Transformative

 Characterized by: Collection and analysis of either quantitative

or qualitative data first. The results are integrated in the
interpretation phase.
 Purpose: To employ the methods that best serve a theoretical
perspective.
4. Concurrent Triangulation

 Characterized by: Two or more methods used to confirm,

cross-validate, or corroborate findings within a study. Data
collection is concurrent.
 Purpose: Generally, both methods are used to overcome a
weakness in using one method with the strengths of another.
5. Concurrent Nested

 Characterized by: A nested approach that gives priority to one

of the methods and guides the project, while another is embedded
or “nested.”
 Purpose: The purpose of the nested method is to address a
different question than the dominant or to seek information from
different levels.
6. Concurrent Transformative

 Characterized by: The use of a theoretical perspective reflected

in the purpose or research questions of the study to guide all
methodological choices.
 Purpose: To evaluate a theoretical perspective at different
levels of analysis.