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Mixed Method

This document discusses mixed methods research, which combines quantitative and qualitative data collection and analysis. It defines mixed methods research and outlines its benefits, including gaining a more comprehensive understanding of a topic. The document also describes common mixed methods research designs, such as triangulation, concurrent embedded, and explanatory designs. It discusses analyzing mixed methods data by separately analyzing each data type and then integrating the findings. Mixed methods research allows researchers to explore diverse perspectives and generate meaningful insights.

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19 views7 pages

Mixed Method

This document discusses mixed methods research, which combines quantitative and qualitative data collection and analysis. It defines mixed methods research and outlines its benefits, including gaining a more comprehensive understanding of a topic. The document also describes common mixed methods research designs, such as triangulation, concurrent embedded, and explanatory designs. It discusses analyzing mixed methods data by separately analyzing each data type and then integrating the findings. Mixed methods research allows researchers to explore diverse perspectives and generate meaningful insights.

Uploaded by

ebtihal.husseinhamidh
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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University of Thi-Qar

College of Education for Humanities


Department of English

Mixed Method Research


BY
Khawla Malh Abd

2023
Introduction

Mixed methods research combines both quantitative and qualitative data in a


single study. It allows researchers to gather a more comprehensive
understanding of a research topic by using different approaches to data
collection, analysis, and interpretation. This approach goes beyond the
limitations of using only one method and offers valuable insights by
leveraging the strengths of both quantitative and qualitative data.
Mixed Method Research

A mixed-methods study is one in which both quantitative and qualitative data


are combined in a single study (Bergman, 2008, p. 1). As Hashemi and Babaii
(2013) point out, this definition is limited; true mixed-methods research must
include both quantitative and qualitative data at all stages of a research
project, including data collection, data analysis, and interpretation.

A more useful definition is provided by Tashakkori and Creswell, who


describe it as "research in which the investigator collects and analyzes data,
integrates the findings, and draws inferences using both qualitative and
quantitative approaches in a single study or program of inquiry" (Tashakkori
& Creswell, 2007, p. 4).

Mixed methods research is used for several important reasons, including the
potential for greater validity through triangulation, offsetting the strengths
and weaknesses of different methods, achieving a more comprehensive
understanding, capturing process-related insights, addressing different
research questions, providing better explanations for unexpected results, and
enhancing instrument development, sampling strategies, credibility,
interpretive context, and the illustration of quantitative data (Bryman, 2006).
Types and the Design of Mixed method

Creswell, Plano Clark, and Garrett (2008) propose five common research
designs for mixed-methods studies. These designs differ based on whether
data collection occurs concurrently or sequentially.

1. Triangulation: In this design, researchers collect two sets of data


simultaneously to gain a deeper understanding of the research question. The
two types of data complement each other and provide a more comprehensive
perspective.

Example: A study on the effectiveness of a new teaching method in a


classroom setting could collect quantitative data on students' test scores and
qualitative data through interviews with students to gain insights into their
experiences and perceptions.

2. Concurrent Embedded: This design involves collecting qualitative data


alongside an intervention or treatment to understand participants'
experiences. Quantitative data are simultaneously collected to assess the
impact or effectiveness of the intervention.

3. Explanatory: In this sequential design, qualitative data are collected after


quantitative data to help explain the quantitative results. The qualitative data
provide deeper insights and explanations for the patterns or findings
observed in the quantitative analysis.

Example: A survey is conducted to measure students' satisfaction with an


online learning platform. After analyzing the survey results, qualitative
interviews are conducted with a subset of students to understand the reasons
behind their satisfaction or dissatisfaction.

4. Exploratory: This design starts with qualitative data collection, followed by


the collection of quantitative data. The qualitative data serve as the initial
source of information, and the subsequent quantitative data are used to verify
or generalize the findings from the qualitative analysis.

5. Sequential Embedded: In this design, qualitative data are collected either


before or after quantitative data collection. The qualitative data collected
before quantitative data collection may serve purposes such as instrument
verification or participant selection. Qualitative data collected after
quantitative data collection are often used to explain or provide further
insights into the outcomes.

Data Analyses

Analyzing data from a mixed-methods study involves integrating results


from different types of data, such as qualitative and quantitative data. This
process can be more complex compared to analyzing data from purely
quantitative or qualitative studies. The analysis may include separate analyses
of each data type, followed by techniques to integrate or compare the findings.
The goal is to gain a comprehensive understanding of the research topic by
leveraging the strengths of each data type and generating insights that go
beyond what could be obtained from a single approach.

Jang et al. (2008) conducted a concurrent mixed-methods study on school


success in a Canadian context. They used qualitative data from interviews and
focus groups with principals, teachers, students, and parents, as well as
quantitative data from a survey of principals and teachers. The analysis
involved separate analyses of each data type, followed by techniques to
integrate and compare the findings, resulting in a comprehensive
understanding of school success.
Conclusion

In conclusion, mixed methods research provides a powerful and


comprehensive approach to studying complex phenomena. By integrating
quantitative and qualitative data, researchers can gain a deeper
understanding of research questions, capture a broader range of insights, and
address various aspects of a research topic. The combination of both
approaches allows for a more robust and nuanced analysis, leading to richer
findings and a more holistic understanding of the subject under investigation.
Mixed methods research offers valuable opportunities for researchers to
explore diverse perspectives, enhance validity, and generate meaningful
insights that can inform theory, practice, and policy in various fields of study.
References

Bryman, A. (2006). Integrating quantitative and qualitative research: How is it


done?. Qualitative Research, 6(1), 97-113.

Bergman, M. M. (2008). Advances in mixed methods research: Theories and


applications. London: Sage.

Hashemi, M. R., & Babaii, E. (2013). Mixed methods research: Toward new
research designs in applied linguistics. TESOL Quarterly, 47(1), 137-159.

Tashakkori, A., & Creswell, J. W. (2007). Editorial: The new era of mixed
methods. Journal of Mixed Methods Research, 1(1), 3-7.

Creswell, J. W., Plano Clark, V. L., & Garrett, A. L. (2008).

Jang, E. E., Wagner, C., & Martin, W. E. (2008). Mixed methods research in
education: Theories and examples. In M. Bergman (Ed.), Advances in mixed
methods research (pp. 225–249). London, UK: Sage.

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