RESEARCH SEMINAR

F O R E D U C AT I O N A L
SCIENCES

P R O F. D R . C H A N G Z H U

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MIXED-METHODS
RESEARCH

§ Mixed methods research combines

quantitative and qualitative approaches
by including both quantitative and
qualitative data in one study.

§ Mixed research

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MIXED-METHODS RESEARCH

• Combine quantitative and qualitative methods at all stages of the data

collection and analysis
• Combines depth (qualitative) and breadth (quantitative)
• Overcomes the weaknesses of both methods
• Strengthens validity through triangulation

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THE FUNDAMENTAL PRINCIPLE
OF MIXED RESEARCH

• The researcher should use a mixture or combination of

methods that has complementary strengths and no
overlapping weaknesses.
• There is a logic why mixing quantitative and qualitative
research approaches.
• Mixing should be systematic and well thought out when
planning and designing a research.
 MIXED-METHODS RESEARCH
DESIGNS

Concurrent Sequential
Equal QUAL + QUAL àQUAN
Status QUAN QUAN àQUAL

Dominant QUAL + quan QUAL à quan

Status QUAN + qual qual à QUAN
QUAN à qual
Quan à QUAL
qual→QUAN→qual
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MIXED-METHODS
RESEARCH DESIGNS
• A sequential time order: the qualitative and quantitative
phases are conducted one after the other
• A concurrent time order: the quantitative and qualitative
phases occur at approximately the same time—parallel sub-
studies.
• The choice depends on if the results of one phase will be
needed to inform the next phase and/or when the nature of
the research questions requires that a phase occurs after or
before another phase. A concurrent design can be done
when both kinds of information are needed at roughly the
same time.
MIXED-METHODS RESEARCH
DESIGNS

• QUALàquan model (Exploratory)

• QUAN à qual model (Explanatory)
• QUAN-QUAL model/QUAL-QUAN
model (Triangulation)
• qual→QUAN→qual

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MIXED-METHODS RESEARCH
DESIGNS

• QUAL → quan model (Exploratory)

q Qualitative data are collected first and are more heavily
weighted than quantitative data (phase I)
q An exploratory study comes first with observations or open-
ended interviews to identify concepts or seek for understanding
of a certain phenomenon.
q In a second phase, variables are identified from concepts
derived from the qualitative analyses.
q In phase II, conducts survey or other quantitative methods to
collect data; the validity of the qualitative results can be
enhanced by the quantitative results
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MIXED-METHODS RESEARCH
DESIGNS

• QUAN → qual model (Explanatory)

q Quantitative data are collected first and weighted
more heavily than qualitative data (phase I)
q Based on the findings of the quantitative data,
decides what type of qualitative data is needed in a
second study/ phase 2 as a source of
interpretation/explanation.
q The qualitative data analysis and interpretation can
be used to help explain or elaborate on the quantitative
results.

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MAIN TYPES OF MIXED RESEARCH
DESIGNS

• QUAN-QUAL/ QUAL-QUAN model (Triangulation)

q equally weighted and are collected at the same time in
the same study
q the strengths of one method offsets the weaknesses of
the other method
q the fully integrated QUAN-QUAL approach is the most
challenging
q analyze and discuss if the sources from quantitative and
qualitative data revealed similar findings or not

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MAIN TYPES OF MIXED
RESEARCH DESIGNS
• qual→QUAN→qual
• Dominant status sequential design
• The quantitative paradigm is given major emphasis
• The design occurs in three separate phases
• A qualitative phase: exploratory qualitative
information
• A quantitative phase: primary research question is to
be addressed by a quantitative approach
• A qualitative phase: explanatory information
MAIN TYPES OF MIXED
RESEARCH DESIGNS

• qual→QUAN→qual: an example

Phase I: open-ended questions or interviews/focus groups to

help determine the content of the survey instrument
Phase II: survey instrument to collect quantitative data
Phase III: select typical persons/samples for in-depth
interviews
RESEARCH REPORT WITH
MIXED-METHODS

• The styles of writing: challenging to strike a balance between

the two forms of writing.
• Be clear about the research design, research procedures
• Structure the reporting of results in a logic and meaningful
way
• Can be lengthy, so good structure is important
EXAMPLE ARTICLE

Title: Motivation beliefs of secondary school

teachers
Design: QUAN → qual (explanatory)

Study 1: quantitative: self-efficacy, academic

climate, collective efficacy
Study 2: in-depth semi-structured interviews

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EXAMPLE ARTICLE

Title: Pre-service and beginning teachers’

professional identity
Design: QUAL-QUAN (Triangulation)

QUAL: semi-structured interviews

QUAN: survey questionnaire: value, self-
efficacy, commitment, emotion,
micropolitics

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READING TASK

• Module 5.3 Read research articles and discuss