MIXED METHODS RESEARCH: INTEGRATING

QUALITATIVE AND QUANTITATIVE METHODS

Assoc. Prof. Dr. Mohammad Zohir bin Ahmad @ Shaari
REFERENCES
Creswell, J.W. & Clark, V.L.P. 2007. Designing and conducting mixed methods
research. Thousand Oaks: Sage Publications.
Creswell, J.W. 2012. Educational research: planning, conducting and evaluating
quantitative and qualitative research (fourth edition). Upper Saddle River, New
Jersey: Pearson Education
Gay, L.R., Mills, G.E. & Arasian, P. (2012). Educational Research – Competencies
for Analysis and Applications. Boston: Pearson Education International.
Journal of Mixed Methods Research – Sage Publications http://intl-
mmr.sagepub.com/
Networked Digital Library of Theses and Dissertations http://www.ndltd.org/
British Educational Research Association
http://www.bera.ac.uk/mixed-methods-research/
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books
A QUICK REVIEW

Quantitative research Qualitative research

 Deductive approach  Inductive approach

 Objective reality  Participant’s perspectives

 Causal relationships  Describing and understanding

relationships

 Identify and test hypotheses  Emerging questions

 Random selection of participants  Purposive sampling

 DEFINITION
Mixed methods research
 A style of research that uses procedures for conducting
research that are typically applied in both quantitative and
qualitative studies

 is a procedure for collecting, analyzing, and “mixing” both

quantitative and qualitative methods in a single study or a
series of studies to understand a research problem (Creswell
& Plano Clark, 2011).

 is not simply collecting two distinct “strands” of research—

qualitative and quantitative. It consists of merging, integrating,
linking, or embedding the two “strands.” - the data are “mixed”
BASIC ASSUMPTION
the uses of both quantitative and qualitative
methods, in combination, provide a better
understanding of the research problem and
question than either method by itself

THE PURPOSE - is to build upon the synergy

and strength that exists between quantitative
and qualitative methods in order to more fully
understand a given phenomenon than is
possible using either quantitative or qualitative
methods alone
 WHY MIXED METHODS ???
by assessing both outcomes of a study (i.e.,
quantitative) as well as the process (i.e., qualitative),
we can develop “a complex” picture of social
phenomenon (Greene & Caracelli, 1997, p. 7)

when one type of research (qualitative or

quantitative) is not enough to address the research
problem or answer the research questions
 WHY???
e.g: (i) explore the data qualitatively to develop an instrument or to
identify variables to test in a later quantitative study.
(ii) to follow up a quantitative study with a qualitative one to obtain
more detailed, specific information than can be gained from the
results of statistical tests.
(iii) to provide an alternative perspective in a study.
e.g. an experimental study in which the experiment yields useful
information about outcomes, but the additional collection of
qualitative data develops a more in-depth understanding of how the
experimental intervention actually worked
when a policymaker wants both the “numbers” and the “stories”
about an issue
classified according to two major dimensions:

1. Time order (i.e., concurrent versus

sequential)
2. Paradigm emphasis (i.e., equal status versus
dominant status).
THREE TYPES OF DESIGNS
Three characteristics that differentiate types of
mixed methods designs
The priority given to either the quantitative or
qualitative data collection
The sequence of collecting quantitative or
qualitative data
The data analysis techniques used to either
combine the analysis of data or keep the two
types of data separate

Objective 2.1
 THREE COMMON DESIGNS
 QUAL-Quan Model
The exploratory mixed methods design
Qualitative data are collected first and are more heavily
weighted

 QUAN-Qual Model
The explanatory mixed methods design
Quantitative data are collected first and are more heavily
weighted

 QUAN-QUAL Model
The triangulation mixed methods design
Quantitative and qualitative data are collected concurrently
and both are weighted equally
Creswell dan Clark (2007) – four types:

The triangulation design (rb triangulasi)

The embedded design, (rb embedded)
The explanatory design (rb penjelasan)
The exploratory design (rb penerokaan)
The triangulation design (rb triangulasi)

- to obtain different but complementary data on the

same topics to best understand the research
problem

- directly compare and contrast quantitative

statistical results with qualitative finding or to
validate or expand quantitative results with
qualitative data.

- concurrent , one phase design

 QUAN QUAN QUAN
data data results
collection analysis

Compare Interpretation
and QUAN + QUAL
contrast

QUAL QUAL QUAL

data data results
collection analysis

Triangulation design : Convergence Model

Collect data separately , then different results are converged
(pemusatan) by comparing & contrasting the different results
Compare results or to validate, confirm, corroborate
(pembuktian) quan results with qual findings
 QUAN QUAN
data data analysis
collection

Compare and Interpretation

Interrelate two QUAN + QUAL
QUAN data
sets

QUAL QUAL Transform

data data QUAL into
collection analysis quan data

Triangulation design : Data Transformation Model (Transforming QUAL data

into QUAN)
. Collect data separately , after initial analysis – transform data type, *
Quantifying qualitative findings or qualifying quantitative results – data to be
mixed during the analysis stage & facilitate comparison, interrelation & further
analysis.
 QUAN QUAN QUAN
data data results
collection: analysis
survey

Validate QUAN Interpretation

results with QUAN + qual
qual results

qual qual qual

data collection data results
open-ended analysis
survey items
Triangulation design : Validating Quantitative Data Model
Collect data separately , validate & expand on quan findings from survey
by using a few open ended qual questions,
Collect both types of data within one survey instrument.
 Level 1
QUAN
data collection, analysis, results

Level 2
QUAL
data collection, analysis, results Overall
interpretation
Level 3
QUAN
data collection, analysis, results

Triangulation design : Multilevel Model

Different methods (quan & qual) to address different levels . Findings from
each level are merged together into one overall interpretation
The embedded design (rb embedded)

- Provide a supportive, secondary role on the other

data type
- When we need to include qual / quan data to
answer a research question within a largely
quan/qual study
- Either one-phase or two phase
qual before Qual after
intervention QUAN Int QUAN intervention
premeasure postmeasure
Interpretation
based on
QUAN(qual)
Qual during
results
intervention

Embedded design : Embedded Experimental Model

Embedded design : Embedded Experimental Model

is defined by having qualitative data embedded

within an experimental design (such as a true
experiment or a quasiexperiment)
the priority of this model is established by the
quantitative, experimental methodology
can either be - one-phase or a two-phase
approach

http://www.sagepub.com/upm-data/10982_Chapter_4.pdf
ONE-PHASE MODEL

qualitative data can be embedded during the

intervention phase such as when a researcher
wants to qualitatively examine the process of the
intervention in addition to the quantitative outcomes.
also been referred to as a concurrent nested mixed
methods design (Creswell, Plano Clark, et al.,
2003).
Eg: the collection of qualitative data during an
experiment may be to understand the “process” the
participants are going through, whereas the
quantitative data assesses the impact of the
treatment on the outcomes.

http://www.sagepub.com/upm-data/10982_Chapter_4.pdf
 A TWO-PHASE MODEL
qualitative data can come before or after the intervention
(sequential approaches)
are useful when a researcher needs qualitative information
a) before the intervention to :
shape the intervention,
develop an instrument,
select participants, OR
b) after the intervention to
explain the results of the intervention or
follow up on the experiences of participants with certain
types of outcomes.
Eg: Victor, Ross, and Axford (2004) collected qualitative data
(diaries and audiotapes of treatment sessions) to examine
participant perspectives during their intervention trial of a health
promotion intervention for people with osteoarthritis of the knee
http://www.sagepub.com/upm-data/10982_Chapter_4.pdf
http://www.jsedimensions.org/wordpress/content/effecting-change-through-storytelling-2_2013_02/
 QUAN
predictors

QUAN QUAN
predictors outcomes interpretation
based on
QUAN QUAN (qual)
predictors results

qual
process

Embedded design : Embedded Correlational Model

 Embedded design : Embedded Correlational Model

qualitative data are embedded within a

quantitative design.
researchers collect qualitative data as part of
their correlational study to help explain how the
mechanisms work in the correlational model.
Eg: Aikens (2004)- conducting a study of the
factors relating depression and diabetes as
moderated by race. Within his larger correlational
study, he is embedding qualitative interviews about
beliefs and experiences with depression for African
American patients with diabetes to help explain the
predictive relationships.
http://www.sagepub.com/upm-data/10982_Chapter_4.pdf
The explanatory design (rb penjelasan)

- also known as the Explanatory Sequential Design

- two phase design
- Starts with the collection & analysis of quan data
- Subsequently followed by qual phase – connects
to first quan phase

Eg: Aldridge et al.’s (1999) study of classroom

environments. They started with a quantitative
survey study and identified statistically significant
differences and anomalous (ganjil) results. They
then followed up these results with an in-depth
qualitative study to explain why these results
occurred.
http://www.sagepub.com/upm-data/10982_Chapter_4.pdf
QUAN QUAN QUAN Identify qual qual qual Interpretation
Data Data results results data data results qUAN kual
collection analysis for collection analysis
follow-
up

Follow-up Explanation Model (QUAN emphasized)

Identifies specific quan findings that need additional explanation :
statistical differences among group – qual explain

quan quan quan QUAL QUAL QUAL QUAL Interpretation

Data results Participan data data results kuan KUAL
data analysis t selection collection analysis
collecti
on

Participant Selection Model (QUAL emphasized)

quan information to identify & purposefully select participant) for follow up
in-depth qual study.
KUAN KUAN KUAN K-pasti kual kual kual Interpretasi
kutipan analisis dapatan dapatan kutipan analisis dapatan KUAN kual
data data utk data data
susulan
Kutipan
data

Model Penjelasan Susulan (Penekanan kepada kuantitatif)

k/pasti dptn kuan yg khusus eg. Perbezaan statistik antara
kump, ss yg ekstrem @ dptn yg tidak dijangkakan
kuan kuan kuan KUAL KUAL KUAL KUAL Interpretasi
kutipan analisis dapatan Pemilihan kutipan analisis dapatan kuan KUAL
data data peserta data data

Model Pemilihan Peserta (Penekanan kepada kualitatif)

Maklumat quan utk k/pasti peserta (purposefully select
participant) for follow up in-depth qual study.
The exploratory design (rb penerokaan)

 Two phase
 Results of the first phase (qual) – develop &
inform second method (quan).
 To develop & test an instrument /
 identify important variables to study
quantitatively when variables are unknown/
 To generalize results to different groups/
 To test aspects of an emergent theory or
classification/
 Explore a phenomenon in depth and then
measure its prevalence (kelaziman)
 qual qual qual Develop QUAN QUAN QUAN Interpretation
data data results instrum data data results qual QUAN
collection analysis ent collection analysis

Exploratory Design: Instrument Development Model (QUAN emphasized)

Qual & quan methods are connected thr the dev of the inst items

QUAL QUAL QUAL Develop quan quan quan Interpretation

data data results taxonomy data data results QUAL quan
collection analysis or collection analysis
theory
testing

Exploratory Design: Taxonomy Development Model (QUAL emphasized)

To identify important variables, develop classification system/ develop
emergent theory and then use quan phase to test/study these results in
more detail
 kual kual kual Pemben KUAN KUAN KUAN Interpretasi
kutipan analisis dapatan tukan kutipan analisis dapatan kual KUAN
data data instrum data data
en

Exploratory Design: Instrument Development Model (QUAN emphasized)

Qual & quan methods are connected thr the dev of the inst items

KUAL KUAL KUAL Pemben kuan kuan kuan Interpretasi

kutipan analisis dapatan rukan kutipan analisis dapatan KUAL kuan
data data Taksono data data
mi @
penguji
an teori

Exploratory Design: Taxonomy Development Model (QUAL emphasized)

To identify important variables, develop classification system/

develop emergent theory and then use quan phase to
test/study these results in more detail
four key decisions in choosing a mixed methods
design as proposed by Creswell (2011).

 Determine the Level of Interaction Between the

Quantitative and Qualitative Strands
 Determine the Priority of the Quantitative and
Qualitative Strands
 Determine the Timing of the Quantitative and
Qualitative Strands
 Determine Where and How to Mix the
Quantitative and Qualitative Strands
Steps in using
MMD
It is important to note that although the steps in
mixed research are numbered, researchers often
follow these steps in different orders, depending
on what particular needs and concerns arise or
emerge during a particular research study.
For example, interpretation and validation of the
data should be done throughout the data
collection process.
Selecting mixed methods as your research design

(1) Determine whether a mixed design is appropriate

Do you believe that you can best answer your
research question(s) through the use of mixed research?
Do you believe that mixed research will offer you
the best design for the amount and kind of evidence that
you hope to obtain as you conduct your research study?
(2) Determine the rationale for using a mixed design
The five most important rationales or purposes for mixed research:
Tujuan penggunaan kaedah gabungan dalam
kajian:
membuat triangulasi dengan beberapa kaedah kutipan data,
menghuraikan fenomena penerapan pendidikan alam sekitar
dengan lengkap.
membuat huraian lanjut, penambahan, ilustrasi dan penjelasan
tentang dapatan daripada satu kaedah dengan dapatan
daripada kaedah yang lain
menemui paradoks (ss yg bertentangan dgn pendapat umum)
dan percanggahan bagi merangka semula soalan kajian
menggunakan dapatan daripada satu kaedah untuk
membantu kaedah yang lain
mengembangkan ruang lingkup kajian dengan menggunakan
kaedah yang pelbagai.
Selecting mixed methods as your research design

(3) Select the mixed method or mixed model

research design

Remember that you can also build more unique

and/or more complex designs than the ones we
have shown as you plan a study that will help you
to answer your research question(s).

Rujuk tesis…
Selecting mixed methods as your research design

(4) Collect the data

methods of data collection (tests,
questionnaires, interviews, focus groups,
observation (+ video recorded) and secondary
or already existing data (such as personal and
official documents, physical data, and archived
research data).
Selecting mixed methods as your research design

(5) Analyze the data

the quantitative data analysis techniques and
qualitative data analysis techniques
You might want to use the technique of
quantizing (i.e., converting qualitative data into
quantitative data).
You might want to use the technique of
qualitizing (i.e., converting quantitative data into
qualitative data).
Quantitizing means that you convert qualitative data
into quantitative data. For example, you might do counts
of qualitative codes or themes found in text data.
Qualitizing means that you convert quantitative data
into qualitative data. For example, you might put labels
on factors found in the quantitative technique of factor
analysis, or you might convert a frequency table into a
narrative statement about what is occurring in the
quantitative table.
Selecting mixed methods as your research design

(6) Validate the data

Data validation is something that should be done
throughout your research study because if your data are
not trustworthy then you study is not trustworthy (validity
strategies used in quantitative research and validity
strategies used in qualitative research)
You should consider using quantitative and qualitative
validity strategies in your study, and you should mix
these in a way that best works for your mixed research
study.
Selecting mixed methods as your research design

(7) Interpret the data

Data interpretation begins as soon as you enter the
field and data interpretation continues throughout your
research study.
Data interpretation and data validation go hand-in-
hand; that is, you want to make sure that you continually
use strategies that will provide valid data and help you
to make defensible interpretations of your data.
Selecting mixed methods as your research design

(8) Write the research report.

Writing the report also can be started during data
collection rather than waiting until the end.
mixing MUST take place somewhere in mixed research if
it is to truly be mixed research, and your report should
also reflect mixing; that is, as you discuss your results you
must relate the quantitative and qualitative parts of
your research study to make sense of the overall study
and to capitalize on the strengths of mixed research.
TEN CHARACTERISTICS OF MIXED
METHODS DESIGNS
1. The title of the research includes terms that
suggest more than one method is being used
 Mixed methods
 Integrated
 Triangular
 Quantitative – qualitative
2. Both quantitative and qualitative methods are
used in the study

Objective 5.1
TEN CHARACTERISTICS OF MIXED METHODS DESIGNS

3. The researcher describes the kinds of mixed

methods being used
4. The data collection section indicates narrative,
numerical, or both types of data are being
collected
5. The purpose statement or the research questions
indicate the types of methods being used
6. Questions are stated and described for both
quantitative and qualitative approaches

Objective 5.1
 TEN CHARACTERISTICS OF MIXED METHODS DESIGNS

7. The researcher indicates the preference given to

quantitative and qualitative data collection
techniques
8. The researcher indicates the sequencing of
collecting qualitative and/or quantitative data (i.e.,
QUAN-Qual, QUAL-Quan, or QUAN-QUAL)
9. The researcher describes both quantitative and
qualitative data analysis strategies
10. The writing is balanced in terms of quantitative
and qualitative approaches

Objective 5.1
EVALUATING A MIXED METHODS DESIGN
Eight questions

Does the study use at least one quantitative and one

qualitative research strategy?

Does the study include a rationale for using a mixed methods

design?

Does the study include a classification of the type of mixed

methods design?

Does the study describe the priority given to quantitative and

qualitative data collection and the sequence of their use?
EVALUATING A MIXED METHODS DESIGN
Was the study feasible (kebolehlaksanaan) given the
amount of data to be collected and concomitant issues of
resources, time, and expertise?

Does the study include both quantitative and qualitative

research questions?

Does the study clearly identify qualitative and

quantitative data collection techniques?

Does the study use appropriate data analysis techniques

for the type of mixed methods design?