MIXED-METHOD

RESEARCH
MAYLON D. MANALOTO
School Head
 FRAMING RESEARCH
CONCEPT, SUBSTANCE
AND OPERATION
 RESEARCH AS A CRAFT

Craft – a branch of skilled work or an art,

trade, or profession requiring special skill
and knowledge.
Equip with the tools of the trade Introduce and practice the elements of an
Effective approach to research

Give some basic material to work Achieve a solid grounding in the relevant
Literature in your topic area

Help you think and work Develop the habits of mind and research
Required for an independent research

Provide a solid starting point Develop a capstone proposal that will

To your independent work Ensure success.
 Types of Research Problems and Matching Methods or Designs

Type of Research Problem Types of Methods

• Need to see if a treatment is effective Experimental Design

• Need to see what factors influence on outcome Correlation Design

• Need to identify broad trends in a population Survey Design

• Need to describe a culture-sharing group Enthnography Design

• Need to generate a theory of a process. Grounded Theory Design

• Need to tell the story of an individual Narrative Design

WHAT RESEARCHES ARE NEEDED?

QUANTITATIVE
APPROACH

APPROACHES TO
RESEARCH
QUALITATIVE MIXED METHODS
APPROACH APPROACH
QUANTITATIVE APPROACH

THE INVESTIGATOR PRIMARILY USES

QUANTIFIABLE CLAIMS FOR
DEVELOPING KNOWLEDGE,
EMPLOYS STRATEGIES OF INQUIRY
SUCH AS EXPERIMENTS AND
SURVEY, AND COLLECTS DATA ON
PREDETERMINED INSTRUMENTS
THAT YIELD STATISTICAL DATA.
 QUALITATIVE APPROACH
One in which the inquirer often makes
knowledge claims based primarily on
constructivist perspectives

It also uses strategies of inquiry such as

narratives, phenomenology, ethnographies,
grounded theory studies, or case studies.
THE RESEARCHER COLLECTS OPEN-ENDED,
EMERGING DATA WITH THE PRIMARY
INTENT OF DEVELOPING THEMES FROM THE
DATA
DESCRIPTIVE RESEARCH
 Seek answer to who, what, where and how questions
 Describes a given situation or a given state of affairs
 In terms of specified factors.
 To describe what is prevalent regarding:
 a group of people, a community, a phenomenon
 a situation, a program and outcome
TYPES OF DESCRIPTIVE RESEARCH

1. DESCRIPTIVE-SURVEY. “This approach is appropriate

wherever the object of any class vary among themselves and
one is interested in knowing the extent to which different
conditions obtain among these objects.” (Good and Scates,
1972).

2. DESCRIPTIVE-NORMATIVE SURVEY “The term normative is

sometimes used because surveys are frequently made to
ascertain the normal or typical condition or practice or compare
local test results with a state or national norm”. (Good and
Scates, 1972).

3. DESCRIPTIVE- COMPARATIVE . “Comparative survey where

the researcher considers at least two entities and establishes a
formal procedure for obtaining criterion data on the basis of
which he can compare and conclude which of the two is better”.
(De Jesus et al., 1984).
4. DESCRIPTIVE- EVALUATIVE The purpose of this
type is to appraise carefully the merit of the current
study.

5. DESCRIPTIVE-CLASSIFICATION. “The method

is employed in natural sciences subjects such as
Botany, Zoology, Biology, Ichthyology, Conchology and
the like. The specimens collected are classified from
Phylum to species”. (Calmorin, 2001).

6. DESCRIPTIVE-STATUSA quantitative technique

which determines the current conditions in a group of
cases chosen for study which employed problem
solving approach that seeks to answers questions to
real facts relating to existing situations.
7. DESCRIPTIVE-ANALYSIS The purpose of this
type is to determine the individual parts and units
integrated into an internal system. It will determine
the structure, composition that occur as units within
the larger structure.

8. CORRELATIONAL STUDY. This method

determines the relationship between two variables, X
and Y, if the relationship is perfect, very high, high,
moderate, slight or negligible.

9. LONGITUDINAL SURVEY. This design involves

much time allotted for investigation of the same
subjects of two or more points in time.
INTERVENTION OR EXPERIMENTAL RESEARCH

 Evaluates the effect or outcome of a

particular Intervention or treatment
 Studies the “cause and Effect”
relationship between
 Certain factors or phenomenon under
controlled Condition/s
Writing Problem Statements

 Tells what will be (or was)

done
 Identifies variables and
relationships to be studied
Designing & Writing the Statement of the Problem

• The research problem

• Justification for the problem (based on past

research and practice)

• Shortcoming of the past research or practice

• The importance or significance of the problem

(1)From Topic to Research Problem

• Problems are inevitable ingredients of

human existence. We perceive problems,
we experience problems, and to certain
extents, we cause and create problems
• Ironically, research problems don’t come
that easy. Most starting researchers often
suffer from “problem blindness.”
• Not all problems, therefore, are
researchable
Identifying Research Topics

DECONSTRUCT
IDEAS

IDENTIFY
CONCEPTS

FORMULATE
PROPOSITIONS

IDENTIFY THE
RESEARCH
TOPIC
From Observations to Concepts
• Observations: • Concepts
It is a human being’s natural tendency to
deal with stress. Coping is a term used
when an individual learns to adjust.
Teachers actually employ strategic Stress Level
planning when trying to cope with
stress. This may be true since teachers
are professionals. This is considered to
be the safest manner of approaching
any uncertain situation.
Coping
Mechanism
From Concepts to Propositions

Concepts: Propositions:

•Stress Level •Stress Level influence

Coping Mechanism
•Coping Mechanism is
•Coping related to Stress Level
Mechanism
From Propositions to Research
Topics
Propositions: Research Topics:

•Stress Level influence • TheInfluence of Stress

Coping Mechanism Level in the Coping
Mechanism of Teachers

•Coping Mechanism is
•Correlates of Coping
related to Stress Level Mechanism and Stress
Level
• Example:
• MANAGEMENT BEHAVIOR OF SCHOOL HEADS IN THE DIVISION
OF MABALACAT CITY
• Statement of the Problem
The main concern of this study is to find out the management behavior of school
heads in the Division of Mabalacat City, during the school year 2019-2020.
There are three things you need to know first in order to address the
general problem:
First, you need to know the indicators of management behavior
Second, you need to know the relationship of leadership and climate on the
management behavior of the school heads.
Third, you give the implications on management system of schools derived
from the findings of the study?
From the above, start formulating the specific questions
Therefore, your specific problems can be stated as:
1. How may the management behavior of the school heads in the Division
of Mabalacat City be described in terms of:
1.1 Leadership
1.1.1 support,
1.1.2 team building,
1.1.3 work facilitation,
1.1.4 goal emphasis,
1.1.5 encouragement of participation,
1.2 Climate
1.2.1 decision-making,
1.2.2 communication, and
1.2.3 goal commitment,
2.Is there a significant relationship
between leadership and climate on
the management behavior of school
heads?
3. What are the implications of the
findings to the management system of
the public schools?
• Reflecting on the problems will generate more questions.
You have to entertain these in order to complete the parts
of the whole.
• For instance, will you be expecting that there will be a
relationship on the management behavior in terms of
leadership and climate?
• Of course not! The literature review will identify the factors
that can cause a relationship. This is the time for you to
consider what moderator variables you will use. Once you
have chosen the variables, factor these into the specific
problems
 Topics
1.Definition of terms
2. Extensive Discussion on Quantitative
Research
3.Purposes of MMR
4. Major designs of MMR
5. Summary of MMR
Mixed-Method Research
 Research design consisting of one complete method
with additional supplementary strategies drawn from a
second different method (Munhall, 2012)

 Use of both qualitative and quantitative approaches in a

single study (Holloway & Galvin, 2017)

 As a method, involves collecting, analyzing, and

integrating quantitative and qualitative research in a
single study or a longitudinal program of inquiry
(Creswell,2011)
Mixed-Method Research
Central premise- the use of
quantitative and qualitative
approaches, in combination, provides
a better understanding of research
problems than either approach alone
Theoretical ●
Direction of the inquiry that guides
the use of the appropriate
drive methodological core

Theoretical Overall inductive or deductive

●

direction of a research program

thrust
Examples
1. QUAL + quan= qualitative core
component (inductive theoretical thrust)
with a quantitative supplemental component
2. QUAN qual= Quantitative core
component (deductive theoretical thrust) with
a qualitative supplemental component
 Purposes (Munhall,2012)
1. To illustrate different aspects of a phenomenon; illustrate
the complexity of the social world
2. To illuminate a problem from different angles, gaining
different types of information
3. To obtain input from both quantitative and qualitative
perspectives for enriching knowledge-base of a particular
field
4. To translate research to clinical or practice settings
Reasons for using MMR
(Creswell, 2011)
On Init A
e ial seco
res nd
dat met
a ults hod
res nee is
our d need
ed
ce to to
ma be enha
y furt nce
not a
her prim
be exp ary
eno lai met
ugh ned hod
How to choose an appropriate mixed
methods design
–Level of interaction between two strands:
independent or interactive.
–Relative priority: equal/unequal priority
–Timing: concurrent, sequential, or combination of
those two
–Where or how to mix the strands: point of
interface and mixing strategies
Point of interface: a point where the two
strands are mixed
– Data collection: quan or qual results build to
the subsequent collection of qual or quan data.
– Data analysis: transform one type of data into
other type of data and analyze combined data.
– Interpretation: comparing or combining
results from both methods.
 Major Designs
1.Convergent parallel design
2.Explanatory sequential design
3. Exploratory sequential design
4.Embedded design
5.Transformative design
6.Multiphase design
 1.Convergent Parallel Design

Quantitative data
collection and
analysis
Compare or
Interpretation
relate
Qualitative data
collection and
analysis
Point of
interface
 Convergent Parallel Design

 Order of two types of data collections: survey first

then focus group or one-on-one interview.
 Merged data analysis strategies
a. Side-by-side comparison (in a results or
discussion section or a summary table)
b. Data transformation merged analysis: transform
one type of data (qual) into the other type of data
(quan)
 Convergent Parallel Design
 Interpreting merged results
–Look for similarity and convergence
–How to handle discrepancy?
•State the limitations of the study
•Revisit two types of data
•Could collect additional data
Convergent Parallel Design
• Challenges
1. Needs both quantitative and qualitative
expertise
2. Consequences of having different samples
and different sample size when merging two
data sets
3. How to merge two types of data
4. How to deal with the situation in which
quantitative and qualitative results contradict
each other.
 2. Explanatory Sequential Design

Qualitative
Quantitative data
data collection Follow collection Interpretatio
and up with and n
analysis analysis

Point of
interface
 Explanatory Sequential Design
Samples: different or same group of people in both
studies?
• The participants in the qualitative study should
be those who participated in the quantitative study.
From the start, inform participants the possibility
of second data collection
Sample sizes: equal or unequal
• Qualitative study uses smaller sample
 Explanatory Sequential Design
Decide what quantitative results to follow up
• Unclear
• Unexpected
• Significant/non-significant results
• Outliers or extreme cases
 Explanatory Sequential Design
How to select participants for qualitative study
• Individuals who volunteer to participate in
interviews (weaker connection between two
phases)
• Systematic approach: based on
quantitative results and select participants best
able to fit in qualitative study (IRB issue).
 Explanatory Sequential Design
Select qualitative sample
 Participants who are representative of
different groups
 Participants with extreme scores.
 Participants who differed in their scores on
significant predictors
 Explanatory Sequential Design
Interpreting connected results
–Conclusion is about whether the follow up
qualitative data provided a better understanding
of the research problem than simply the
quantitative results
 Explanatory Sequential Design
Challenges
1. Time consuming
2. IRB issue
3.Decisions about which quantitative results
need further explanation.
4. Decisions about who to sample and what
criteria used for sample selection for
qualitative study
3. Exploratory Sequential Design

- Also referred to as instrument

development design. The purpose of
this design is to generalize qualitative
findings to a larger sample.
 Exploratory Sequential Design
Reasons for using this design
1. Instruments are not available
2. The variables are not known
3. There is no theory or model as a
guide
 Exploratory Sequential Design Diagram

Qualitative Quantitative
data data
collection Builds collection Interpretat
and to and
ion
analysis analysis

Point of
interface
4. EMBEDDED DESIGN
5. TRANSFORMATIVE DESIGN
Defining the problem and searching
the literature

Flowchart of the
Identifying the research design
Basic
Considerations
Identifying data sources and for Designing a
selecting participants Transformative
Design
Identifying or Constructing Data
Collection Instruments and
Methods

Analyzing, interpreting, reporting,

and using results
6. MULTIPHASE DESIGN
 SUMMARY Of MMR

 MMR, uses both qualitative and quantitative

methods within a single research project.
 MMR often has its basis in pragmatism and takes a
practical empirical approach.
 The complexity of this research needs expert
researchers and a considerable time span and
resources.
 Example of MMR
 Emerging Challenges Encountered and Coping Mechanisms of Teachers: Basis
for a Proposed Transition Management Program
Statement of the Problem:
The main objective of this research was to propose a Transition Management
Program.
In analyzing the challenges and coping mechanism of the teachers, the following
questions were answered:
1. How may the demographic profile of the teacher-participants be described in
terms of:
1.1 age;
1.2 grade level taught; and
1.3. length of service in the private school?
2. What are the challenges encountered by the teachers in transition?
3. What coping mechanisms were utilized by the teacher-
participants in dealing with the transition to the system in the public
school?

4. Is there a significant difference between the demographic profile,

the challenges and the coping mechanisms of the participants?

5. Based on the findings, conclusions and recommendations drawn

from the study, what transition program for teachers may be
proposed?
 WORKSHOP

Based on your specialization and interest,

formulate research topic in a quantitative form then
formulate the statement of the problem. Identify the
research design, the participants and sampling
technique.
 • People are often unreasonable, irrational, and self-centered.  Forgive them
anyway.
•             If you are kind, people may accuse you of selfish, ulterior motives.
 Be kind anyway.
        If you are successful, you will win some unfaithful friends and some
genuine enemies.  Succeed anyway.
     If you are honest and sincere people may deceive you.  Be honest and
sincere anyway.
     What you spend years creating, others could destroy overnight.  Create
anyway.
If you find serenity and happiness, some may be jealous.  Be happy anyway.
The good you do today, will often be forgotten.  Do good anyway.
Give the best you have, and it will never be enough.  Give your best anyway.
In the final analysis, it is between you and God.  It was never between you and
them anyway.