Mixed Methods Procedures

Learning objectives

What
What is
is the
the mixed
mixed method
method
1 Checklist
Checklist of
of Questions
Questions for
for Designing
Designing aa Mixed
Mixed Methods
Methods Procedure
Procedure
Main
Main reasons
reasons for
for using
using mixed
mixed methods
methods

2 Mixed methods
Mixed in social
methods and
in social human
and sciences
human sciences

Definition
Definition and
and terminology
terminology of
of mix
mix method
method
3 Background
Background ofof methodology
methodology
Why
Why choosing
choosing mixed
mixed methods?
methods?
Challenges
Challenges to
to design
design

2
 Learning objectives

What are the different Types of Mixed Methods

Designs
44
Differences between Mixed methods
research designs

Description of the Convergent Mixed Methods Design

Data collection
Data analysis and integration
55
The challenge
Interpretation
Validity

Description of the Explanatory Sequential Mixed Methods Design

Data collection
66 Challenge
Data analysis and integration
Interpretation
3
Validity
 Learning objectives
Description of the Exploratory Sequential Mixed Methods Design
Data collection

7 Challenge
Data analysis and integration
Interpretation
Validity

types of complex designs

Mixed methods experimental design
8 Case study design
Participatory-social justice design
evaluation design

Factors Important in Choosing

9 a Mixed Methods Design

4
 Outline

Section 1 Mixed Methods Procedures

Components of
Section 2 Mixed Methods Procedures

Section 3 Describe Mixed Methods Research

Section 4 Types of Mixed Methods Designs 5

 Outline

Section 5 Convergent Mixed Methods Design

Explanatory Sequential
Section 6 Mixed Methods Design

Exploratory Sequential
Section 7 Mixed Methods Design

Several Complex Mixed

Section 8 Methods Designs
6
 Factors Important in Choosing
Section 9 a Mixed Methods Design

7
 I Erudition
Arousing motivation
https://youtu.be/1OaNiTlpyX8
John W. Creswell, PhD, is a professor of family
medicine and co-director of the Michigan Mixed
Methods Research and Scholarship Program at
the University of Michigan. He has authored
numerous articles and 28 books on mixed
methods research, qualitative research, and
research design
https://youtu.be/q4OFHOg3Azc
9
Another clip about Mix method
 Section 1

Mixed Methods Procedures

 What is mix method?

• Mixing or integration of quantitative and

qualitative data bring us a new methodology
called mixed methods research.
• In this way we can utilize the strength of both
at the same time.

quantitative qualitative

11
Checklist of Questions for Designing a Mixed Methods Procedure
Is a basic definition of mixed methods research provided?
Are the reasons (or justification) given for using both quantitative and
qualitative data in your study?
Does the reader have a sense for the potential use of mixed methods
research?
Are the criteria identified for choosing a mixed methods design?
Is the mixed methods design identified?
Is a visual model (a diagram) presented that illustrates the research
strategy?
Are procedures of data collection and analysis mentioned as they relate to
the chosen design?
Are the sampling strategies for both quantitative and qualitative data
collection mentioned for the design?
Are specific data analysis procedures indicated for the design?
Are the procedures for validation mentioned for the design and for the
quantitative and qualitative research?
Is the narrative structure of the final study or dissertation or thesis
mentioned, and does it relate to the type of mixed methods design being
used?
12
Main reasons for using mixed methods

 Generalizability: Qualitative research usually has a smaller sample

size, and thus is not generalizable. In mixed methods research, this
comparative weakness is mitigated by the comparative strength of “large
N,” externally valid quantitative research.
 Contextualization: Mixing methods allows you to put findings in
context and add richer detail to your conclusions. Using qualitative data to
illustrate quantitative findings can help “put meat on the bones” of your
analysis.
 Credibility: Using different methods to collect data on the same subject
can make your results more credible. If the qualitative and quantitative
data converge, this strengthens the validity of your conclusions. This
process is called triangulation.
13
 Section 2

Components of
Mixed Methods Procedures
Mixed methods in social and human sciences

 occupational therapy
 interpersonal communication
 AIDS prevention
 Dementia caregiving
 Occupational health
 Mental health

15
 Section 3

Describe Mixed Methods

Research
 Mixed Methods in details

 Definition (core characteristics):

includes both qualitative (open-ended) and
quantitative (closed-ended) data
Includes: data collection, data analysis,
and interpretation
 Terminology
integrating, synthesis, quantitative and
qualitative methods, multimethod, mixed
research,
17
 Mixed Methods in details

 Background of methodology
its originating around the late 1980s in
these fields: evaluation, education,
management, sociology, and health
sciences
 Why choosing mixed methods?
utilize strength of drawing on both
qualitative and quantitative research and
minimizing the limitations of both
approaches. 18
 Mixed Methods in details

 Challenges to design:
need for extensive data collection
the time intensive nature of analyzing both
qualitative and quantitative data
requirement for the researcher to be
familiar with both quantitative and
qualitative forms of research.

19
 Mixed methods research

Mixed methods can help you gain a more

complete picture than a standalone
quantitative or qualitative study, as it
integrates benefits of both methods.

20
 Section 4

Types of Mixed Methods Designs

Mixed methods research

Convergent
parallel
designs

Exploratory
sequential

Explanatory
sequential

22
Differences between Mixed methods

research designs

The differences between them relate to the:

the timing of the importance

aim of the
the data given to each
research
collection data type

23
 Section 5

Convergent Mixed Methods Design

 Description of the design
 In this single-phase 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

25
 Data collection
 In qualitative:
 interviews, observations, documents, and records
 In quantitative:
 instrument data, observational checklists, or
numeric records, such as census data

26
 Data analysis and integration

 First, analyze the qualitative database

by coding the data and collapsing the
codes into broad themes.
 Second, analyze the quantitative
database in terms of statistical results
 Third comes the mixed methods data
analysis.

27
 The challenge

 How to merge qualitative and quantitative

data:
side-by-side comparison

data transformation

joint display

28
 The challenge
 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
 data transformation:
 transforming qualitative codes or themes into quantitative
variables and then combining the two quantitative
databases
 joint display:
 The basic idea is for the researcher to jointly display both
forms of data—effectively merging them—in a single visual
and then make an interpretation of the display
29
 Interpretation

 Typically the comparison does not yield

a clean convergent or divergent
situation, and differences exist on a few
concepts, themes, or scales. When
divergence occurs, steps for follow-up
need to be taken. The researcher can
state divergence as a limitation in the
study without further follow-up. This
approach represents a weak solution. 30
 Validity

 quantitative validity
 qualitative validity
 use the same concepts for both the
quantitative and qualitative arms of the
research study, but we acknowledge
that some researchers use the
convergent design to associate
different qualitative and quantitative
concepts. 31
 Convergent Mixed Methods

Quantitative data
collection and analysis

Compare
or Interpretation
relate

qualitative data
collection and analysis

32
 Section 6

Explanatory Sequential
Mixed Methods Design
 Description of the design
 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 data collection
project:
 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.
34
 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.
 Challenge
 plan adequately what quantitative results to follow up
on and what participants to gather qualitative data
from in the second phase.
 whether the qualitative sample should be individuals
that are in the initial quantitative sample
35
 Solution for challange

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.

they are the same individuals,

because the intent of the design is to follow up
the quantitative results
and explore the results in more depth. 36
 Data analysis and integration

 The quantitative and the qualitative

databases are analyzed separately in
this approach.
 Then the researcher combines the two
databases by the form of integration
called connecting the quantitative
results to the qualitative data collection
 Thus, the quantitative results are then
used to plan the qualitative follow-up 37
 Interpretation

 first-phase results:
reporting the quantitative
 second phase results
reporting the qualitative
 third form of interpretation:
how the qualitative findings help to explain
the quantitative results

38
 Section 7

Exploratory Sequential
Mixed Methods Design
 Description of the design

 First:
 begins by exploring with qualitative data and
analysis
 Second:
 builds a feature to be tested (e.g., a new survey
instrument, experimental procedures, a website, or
new variables)
 Third:
 tests this feature in a quantitative

40
 Data collection

 the data collection would occur at two

points in the design:
1. the initial qualitative data collection
2. the test of the quantitative feature in the
third phase of the project.
 Challenge:
How to use the information from the initial
qualitative phase to build or identify the
quantitative feature in the second phase.
41
 solution

 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
 moving from qualitative data analysis to scale
development (the quantitative feature developed
in the second phase).

42
 is the sample for the qualitative phase same
for the quantitative phase?

 No. because the qualitative sample is typically much

smaller than a quantitative sample needed to
generalize from a sample to a population.
Sometimes mixed methods researchers will use
entirely different samples for the qualitative (first
phase) and quantitative components (third phase) of
the study. However, a good procedure is to draw
both samples from the same population but make
sure that the individuals for both samples are not the
same
43
 Data analysis and integration

 analyzes
 the two databases separately
 uses the findings from the initial exploratory
database to build into a feature that can be
analyzed quantitatively
 integration
 using the qualitative findings (or results) to
inform the design of a quantitative phase of
the research such as the development of a
measurement instrument or new variables 44
 Interpretation

 interpret the mixed methods results in

a discussion section of a study
First: report the qualitative findings, the
development or design of the feature to be
tested
Second: report the quantitative test in the
final phase of the study

45
 Validity

 Concerning:
 Developing a good instrument is not easy
 develop an instrument or measures that do not
take advantage of the richness of the qualitative
findings.

It is best to have the sample of qualitative participants

provide information for scale, instrument, or variable (or
website) design, but the same individuals should not
complete the follow-up instruments. This sample
strategy, therefore, differs from the sampling strategy
needed for an explanatory sequential design. 46
 Section 8

Several Complex Mixed Methods

Designs
 types of complex designs

 Intersecting a secondary method (mixed

methods) within a primary quantitative
or qualitative research design
 Intersecting mixed methods within
another methodology
 Intersecting mixed methods within a
theoretical framework.

48
 four examples of complex designs

four examples of complex

designs

Mixed
Participatory
methods
Case study -social Evaluation
experimental
design justice design
(intervention)
design
design.

49
 Mixed methods experimental design

 involves the researcher collecting and

analyzing both quantitative and qualitative
data and integrating the information within
an experiment or intervention trial
 adds qualitative data collection into an
experiment so that the personal experiences
of participants can be included in the
research.

50
 Case study design

 The mixed methods case study design

involves the use of one or more core
design within the framework of a single
or multiple case study designs

51
 Participatory-social justice design

 The mixed methods participatory-social

justice design is a mixed methods
design in which the researcher adds a
core design within a larger
participatory and/or social justice
theoretical or conceptual framework

52
 evaluation design

 The mixed methods evaluation design

consists of one or more core designs
added to the steps in an evaluation
procedure typically focused on
evaluating the success of an
intervention, a program, or a policy

53
 Section 9

Factors Important in Choosing

a Mixed Methods Design
 Choice based on:
• outcomes expected or intent.
• integrating the data together.
• the timing of the data collection
• the emphasis placed on each database
• type of design most suited for a field
• a single researcher or team

55
 References

 Fajari, L. E. W. (2020). Student critical thinking skills and learning motivation in

elementary students. In Journal of Physics: Conference Series (Vol. 1440, No.
1, p. 012104). IOP Publishing. DOI 10.1088/1742-6596/1440/1/012104
 George, T. (2022, December 02). Mixed Methods Research | Definition, Guide
& Examples. Scribbr. Retrieved December 8, 2022, from
https://www.scribbr.com/methodology/mixed-methods-research/
 John W. Creswell, J. David Creswell(2018). Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches 5th Edition, sage.
 Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis:
A methods sourcebook. Sage publications
 Prastiti, T. D. (2020, June). The analysis of the implementation of scientific
approach 5M to improve the elementary students’ critical thinking skills in
solving a fraction sorting problem. In Journal of Physics: Conference
Series (Vol. 1563, No. 1, p. 012045). IOP Publishing. DOI:10.1088/1742-
6596/1440/1/012104. 56
 References

 Sari, Y. R. (2020, June). The analysis of implementation of multi source based

learning media to improve the elementary students’ critical thinking skills in
solving addition and subtraction problems. In Journal of Physics: Conference
Series (Vol. 1563, No. 1, p. 012043). IOP Publishing. DOI 10.1088/1742-
6596/1563/1/012043
 Wijaya, A. M. Y., & Prastiti, T. D. (2020, February). The analysis of learning
materials implementation using inquiry based learning method to enhance
student’s critical thinking skills in solving two dimensional problem. In Journal
of physics: conference series (Vol. 1465, No. 1, p. 012065). IOP Publishing.
DOI 10.1088/1742-6596/1465/1/012065

57
Thank you 58