Mixed Methods Research Design Philosophical Foundations:

- Pragmatism: Focus on using methods

- Mixed methods research combines that work for the research problem.
quantitative and qualitative methods in a - Transformative perspective: Focuses on
single study to provide a deeper social justice .
understanding of a research problem - Critical realism: Combines objective and
(Creswell & Plano Clark, 2011). subjective assessments.
- Assumes that combining both methods
yields better insights than using either Procedures and Designs:
alone. - Triangulation: Integrates multiple
databases to enhance understanding
Skills and Challenges: (Rossman & Wilson, 1985).
- Requires expertise in both quantitative - Phased designs: Data collected in
(e.g., statistical analysis) and qualitative phases (quantitative → qualitative or vice
(e.g., interviews) methods. versa) to elaborate findings.
- Time-consuming due to extensive data - Visualization: Notation systems (e.g.,
collection and analysis. Morse, 1991) use shorthand labels ( quan ,
- Involves merging, connecting, building, or qual ) to represent the study’s phases and
embedding data, not just analyzing two emphasis.
distinct strands.
Current Trends:
Reasons for Use: - Mixed methods is recognized as a distinct
- Enhances understanding by using both research design .
numerical data ( trends ) and narrative data - Use of software to merge statistical and
( in-depth perspectives ). textual data analysis.
- Useful when one method is insufficient or - Increasing popularity in graduate studies
when seeking alternative perspectives and scholarly literature .
(e.g., experimental outcomes vs. process
details). Key Takeaway:
Mixed methods research provides a
Historical Development: comprehensive and robust approach to
1. Quantitative focus (1930s): Multiple studying complex problems by integrating
forms of quantitative data were collected numerical data with rich qualitative insights,
(e.g., multitrait, multimethod matrix). offering a more holistic understanding than
2. Triangulation (1970s): Jick (1979) either method alone.
combined surveys and interviews, showing
how merging methods strengthens validity. Reflective Period in Mixed Methods
3. Paradigm Debate (1980s-1990s): Research
Debate over whether quantitative and In the past 5–7 years, mixed methods
qualitative methods could coexist due to research has entered a reflective period
differing worldviews. This led to the characterized by three key themes:
acceptance of pragmatism as a unifying 1. Mapping the Field : Scholars like
philosophical approach. Tashakkori & Teddlie (2003) and Creswell
(2011a) have established research
priorities, identified domains of inquiry, and 3. Exploratory Sequential Design :
summarized ongoing discussions. - Qualitative data are collected first ,
2. Constructive Criticisms : Scholars followed by quantitative data to test or
challenge core ideas, including definitions, generalize the qualitative findings.
the integration of quantitative and - Purpose: To build on initial qualitative
qualitative paradigms , and the designs exploration.
used in mixed methods research. - Example: Interview findings are used to
Freshwater (2007) calls for openness to develop a survey instrument.
new ideas.
3. Global Expansion : Mixed methods has Advanced Designs :
expanded across disciplines and countries, 4. Experimental Design : Embeds
with support from major funding agencies qualitative data within a quantitative
like the National Institutes of Health and experiment to understand interventions.
participation in global conferences and 5. Social Justice Design : Focuses on
publications. social change , using mixed methods to
address issues of equity and
--- underrepresented groups.
6. Multistage Evaluation Design : Uses
Types of Mixed Methods Designs mixed methods across multiple phases in
Researchers have identified six major complex studies, such as policy evaluations.
mixed methods designs , categorized as
basic or advanced : ---

Basic Designs : Key Considerations for Mixed Methods

1. Convergent Design : Designs
- Collects quantitative and qualitative data When identifying a mixed methods study,
simultaneously , merges them, and ask:
compares results. 1. Intent : Why are the two data types
- Purpose: To offset weaknesses of one combined? (e.g., to compare, validate, or
data type with the strengths of the other. elaborate data).
- Example: Quantitative survey data are 2. Timing : Are data collected
compared with qualitative interview insights. simultaneously or sequentially ?
- Data collection is often given equal 3. Emphasis : Is one data type given more
priority (e.g., quan = qual). priority than the other, or are they equally
important?
2. Explanatory Sequential Design :
- Quantitative data are collected first , These designs offer flexibility to enhance
followed by qualitative data to explain or the depth and breadth of research by
elaborate on the quantitative findings. merging strengths of both qualitative and
- Purpose: To clarify initial results. quantitative approaches.
- Example: Survey results are followed up
with interviews to understand why certain Explanatory Sequential Design
outcomes occurred.
In the Explanatory Sequential Design , the
researcher collects quantitative data first , Challenges
followed by qualitative data to explain or - Determining which quantitative results to
elaborate on the quantitative findings. This follow up on can be complex.
design is widely used in educational - Requires careful selection of participants
research and is also called the two-phase and questions for the qualitative phase.
model . - Time-consuming and requires expertise in
both quantitative and qualitative methods.
Key Characteristics
1. Intent : Example :
- The primary goal is to explain or refine Ivankova and Stick (2007) conducted a
the quantitative results using qualitative study on student persistence in an online
data. doctoral program.
- Surprising or unexpected quantitative - Phase 1 : Collected quantitative survey
results often prompt the need for deeper data from 278 students.
exploration through qualitative methods. - Phase 2 : Followed up with qualitative
- Even expected results may require case studies of four participants to explore
follow-up to gain more detailed insights. the survey findings in more depth.
This two-phase study provided insights into
2. Priority : key predictors of student persistence by
- Emphasis is placed on quantitative data combining quantitative breadth with
(QUAN) , which forms the major component qualitative depth.
of the study.
- The qualitative component (qual) follows ---
and plays a supportive role.
Exploratory Sequential Design
3. Sequence :
- Quantitative data collection and analysis In contrast, the Exploratory Sequential
occur first , followed by qualitative data Design begins with qualitative data
collection in the second phase. collection , followed by quantitative data to
test or build on the initial qualitative findings.
4. Refinement :
- The qualitative data is used to refine the Key Characteristics
quantitative findings by exploring specific 1. Intent :
cases or probing key results in more detail. - Explores an issue qualitatively to identify
key themes, variables, or constructs before
Advantages using quantitative methods to test or expand
- Clearly delineated phases make it easier on these findings.
for readers and researchers to understand - Useful when existing instruments or
the study. measures are unavailable.
- Combines the breadth of quantitative data
with the depth of qualitative data. 2. Priority :
- No need to merge data simultaneously as - Emphasis is placed on qualitative data
in convergent designs. (QUAL) over quantitative data (quan).
 - The qualitative phase typically involves This study provided insights into the shared
in-depth interviews or observations with a knowledge of teachers and highlighted
small group. variations among them.

3. Sequence : ---
- Phase 1 : Collects qualitative data to
explore and identify variables. Both designs illustrate how mixed methods
- Phase 2 : Uses the qualitative findings research can effectively combine
to develop instruments (e.g., surveys) and quantitative and qualitative approaches to
collects quantitative data from a larger provide a more comprehensive
sample. understanding of complex research
questions.
4. Refinement :
- The quantitative phase tests the initial The Experimental Design in Mixed
qualitative findings to ensure generalizability Methods Research
or develop a typology.
The Experimental Design embeds a mixed
Advantages methods approach within an experiment,
- Allows researchers to develop instruments where qualitative data is integrated at
or frameworks based on real data rather different stages (before, during, or after the
than assumptions. experiment). This design enhances
- Ensures that the study is grounded in traditional experimental research by
participants' experiences and perspectives. incorporating participants' experiences,
perspectives, and contextual factors.
Challenges
- Requires significant time and resources ---
due to the two-phase data collection
process. Key Characteristics
- Researchers must carefully decide which
qualitative data to use for developing 1. Incorporation of Qualitative Data :
quantitative measures. - Before the experiment : Qualitative data
helps design the intervention by tailoring it
Example : to participants' needs (e.g., exploratory
Meijer, Verloop, and Beijaard (2001) studied sequential design).
language teachers’ practical knowledge - During the experiment : Captures how
about teaching reading comprehension. participants experience the intervention
- Phase 1 : Conducted interviews and (e.g., convergent design).
concept mapping with 13 teachers to - After the experiment : Explains or
explore their practical knowledge. elaborates on the quantitative outcomes
- Phase 2 : Used the qualitative data to (e.g., explanatory design).
develop a questionnaire with Likert-type
items, which was then administered to 69 2. Priority of Data Types :
teachers.
 - Quantitative data (QUAN) often takes - Complexity in Data Integration : The
priority, assessing the impact of the qualitative and quantitative data may
intervention. address different questions, making
- Qualitative data (qual) serves as a comparisons difficult.
supportive form, providing context or insight - Potential Influence on Outcomes :
into the processes participants experience. Collecting qualitative data during the
experiment might affect participants'
3. Concurrent or Sequential Data Collection behavior, potentially biasing results.
: - Labor-Intensive Process : Simultaneous
- Both data types can be collected data collection can be demanding,
simultaneously or in sequence, depending especially for a single researcher.
on the research purpose. - Clarity of Purpose : Researchers must
- Each form of data addresses different clearly define the intent of the qualitative
research questions—for example, data to avoid confusion in the study design.
quantitative data measures outcomes,
while qualitative data explores the process. ---

4. Augmentation of Data : Example Study: Brady and O'Regan

- Qualitative data augments the (2009)
quantitative data by offering insights into the
"how" and "why" of participants' Brady and O'Regan (2009) conducted an
experiences, enriching the understanding of experimental mixed methods study on the
the intervention's impact. Big Brothers Big Sisters mentoring program
in Ireland.
---
- Purpose :
Advantages 1. Assess the impact of the mentoring
program on Irish youth.
- Comprehensive Understanding : 2. Examine the implementation and
Combines the strengths of both quantitative process of the program.
(outcome measurement) and qualitative
(process understanding) data. - Methodology :
- Legitimization of Qualitative Data : Allows - Quantitative Component : A randomized
qualitative data to play a supporting role in controlled trial (RCT) with 164 youth,
an otherwise quantitative-focused study, randomly assigned to either the mentoring
enhancing its credibility. program or a control group.
- Flexibility in Timing : Researchers can - Qualitative Component : Interviews with
decide when to incorporate qualitative data mentor-mentee pairs, parents, and staff,
based on their research needs. along with observations and focus groups,
collected during the experiment.
---
- Findings :
Challenges The researchers integrated the
quantitative outcomes with the qualitative
process data , gaining a richer - The study aims to identify and address
understanding of how the mentoring injustices faced by underrepresented
relationship affected youth development. groups.
This mixed methods approach provided a - Researchers often conclude with explicit
comprehensive view of the program's calls for reform or recommendations for
effectiveness and its underlying societal change.
mechanisms.
3. Flexible Integration of Basic Designs :
--- - Incorporates convergent, explanatory, or
exploratory designs within the social justice
In summary, the Experimental Design in framework.
mixed methods research enhances - The framework influences all phases of
experimental studies by integrating the research process, ensuring the study
qualitative data to capture the nuanced remains focused on the overarching social
experiences of participants, offering a justice goal.
deeper understanding of the intervention's
effects while maintaining a focus on 4. Participant Involvement :
measurable outcomes. - Marginalized communities often
participate in the research, ensuring their
The Social Justice Design voices are central to the study.
- Data collection and interpretation
A Social Justice Design in mixed methods prioritize the experiences of those affected
research integrates a transformative by the social issue.
framework (e.g., feminist, racial, ethnic, or
disability perspectives) into basic designs 5. Sequential or Concurrent Data Collection
like convergent, explanatory, or exploratory :
sequential designs. The primary goal is to - Researchers collect both quantitative
address societal inequities and advocate for (e.g., surveys) and qualitative (e.g.,
marginalized groups, with a strong interviews) data, often in a sequential
emphasis on enacting change. explanatory manner.

--- ---

Key Characteristics Example: Buck et al. (2009)

1. Transformative Framework : Buck and colleagues used a feminist lens

- The research is guided by a specific to explore the experiences of 89 African
ideological lens (e.g., feminist or racial American girls in science education:
perspective).
- This framework shapes the research - Quantitative Phase : Assessed attitudes
questions, methodology, data analysis, and toward science using an inventory to collect
conclusions. descriptive data.
- Qualitative Phase : Conducted focus
2. Focus on Social Change : groups to explore the girls' definitions of
science, its importance, and their school 2. Theory Development
experiences. 3. Instrument Design
- Outcome : The study dispelled myths 4. Program Testing and Revision
about girls' attitudes toward science and
called for reform in instructional strategies to Each stage may use different mixed
better connect girls to science. methods designs (convergent, explanatory,
etc.), and the stages build upon each other
--- to address the overall research objectives.

Strengths Example: Nastasi et al. (2007)

- Studied mental health constructs for
- Value-Driven : Based on principles of adolescents in Sri Lanka.
equity and justice, making the research - Conducted research in 12 phases,
purpose-driven and impactful. integrating qualitative and quantitative data
- Holistic Insight : Combines data on to develop culturally relevant mental health
outcomes with in-depth exploration of programs.
participants’ lived experiences.
- Advocacy for Change : Provides a clear ---
call to action, often leading to policy
changes or program reforms. Maria’s Mixed Methods Design

Challenges If Maria starts with a survey followed by

interviews , she is using a sequential
- Integration Complexity : Integrating the explanatory design :
transformative framework with basic mixed
methods designs can be challenging. - Quantitative Phase (Survey) : Collects
- Balancing Objectivity and Advocacy : initial data to identify patterns or outcomes.
Ensuring the research remains rigorous - Qualitative Phase (Interviews) : Explores
while advocating for change. in-depth how participants experienced the
- Potential for Bias : Researchers need to phenomenon.
be mindful of how their advocacy might
influence data collection and analysis. Possible Intent :
To understand both the what (quantitative
--- outcomes) and why (qualitative insights) of
her research topic, perhaps focusing on
The Multistage Evaluation Design participant experiences related to her
fire-resistant mitten project.
A Multistage Evaluation Design is a more
complex approach often used in large-scale Reasons for Using This Design :
projects to evaluate the impact of programs 1. Clarification : Explains quantitative
over time. It involves multiple stages, results in greater depth.
including: 2. Comprehensive Insight : Combines
statistical trends with personal experiences.
1. Needs Assessment
3. Sequential Understanding : Allows for - Rigorous Methods
refinement of research questions based on - Integration of Data
initial findings. - Sequential/Concurrent Collection

--- - Design Types

- Experimental Design
Key Characteristics of Mixed Methods - Convergent, Explanatory, Exploratory
Designs - Qualitative Data before, during, or after
experiment
1. Data Collection and Analysis : - Primary: Quantitative; Secondary:
- Collects both quantitative (numerical) Qualitative
and qualitative (narrative) data. - Social Justice Design
- Transformative Framework (e.g.,
2. Rigorous Methods : Feminist, Racial)
- Ensures both data types are collected - Social Change Focus
and analyzed rigorously. - Call for Reform
- Marginalized Group Participation
3. Integration of Data : - Multistage Evaluation Design
- Combines data in a meaningful way to - Needs Assessment
provide a comprehensive understanding of - Program Development
the research problem. - Formative & Summative Evaluation
- Sequential or Concurrent Phases
4. Sequential or Concurrent Approaches :
- Data can be collected in sequence or - Example Studies
simultaneously, depending on the study's - Buck et al. (2009) : Feminist lens,
goals. Science education, Girls’ Attitudes
- Nastasi et al. (2007) : Mental Health in
Sri Lanka, Multistage Phases

- Maria’s Study
- Sequential Explanatory Design
- Survey → Interviews
- Intent: Clarification, In-depth Exploration
- Strengths
- Holistic Insight
- Advocacy for Change
- Value-Driven
- Challenges
- Integration Complexity
- Objectivity vs Advocacy
- Potential for Bias
Mixed Methods Designs
- Key Characteristics
- Quantitative & Qualitative Data