Group 08:

Mixed methods
research
Group members:
Huỳnh Nguyễn Tường
Vi
Trần Thảo Trang
Nguyễn Ngọc Sang
Table of contents

01 Definition of mixed-
methods research
02 Reasons for using
mixed-methods and
drawbacks

03 Types of Mixed- 04 Steps in Conducting a

Mixed-Methods Study
Methods Designs

05 Evaluation and Ethics

in Mixed-Methods
Research
 Students’ perceptions of Kahoot!: An exploratory
mixed-method study in EFL undergraduate
classrooms in the UAE
(Alawadhi and Abu-Ayyash, 2021)

Iranian EFL teachers’ conceptions of research:

An explanatory mixed methods approach
(Mehrani, 2016)

The Autonomy of Indonesian EFL Students: A Mixed

Method Investigation
(Melvina, Lengkanawati and Wirza, 2021)
 What Is Mixed-
01 Methods Research?

Research study that combines quantitative and qualitative

methods to answer a research question.

QUANTITATIVE QUALITATIVE

(Fraenkel et al., 2012)

 When is mixed methods
01 research conducted?
• When we both have quantitative and qualitative data.

• When we wish to build on the strengths of both types of

data
- Quantitative: “outcome of study”
- Qualitative: “the process” (p.37)

• When one type of research is not enough to explain or to

answer the question.

• When we want to provide alternative perspectives of a

study.
(Creswell, 2015)
 What are the reasons for using
02 Mixed - Methods Studies?

• To explain and interpret relationships found to exist

between variables.

• To explore relationships between variables in depth.

• To interpret a phenomenon.
 What are the drawbacks of
02 Mixed-Methods Studies?

• Time-consuming and expensive to carry out.

• Many researchers are experienced in only one type

of research.

• The resources, time, and energy required to do a

mixed-methods study may be prohibitive for a single
researcher to undertake.
03 Types of Mixed-Methods Designs

The exploratory The explanatory The triangulation

design design design
03 THE EXPLORATORY DESIGN
(Source: Adapted from Creswell and Plano Clark, 2006)

Qualitative study Quantitative study Combine and

(higher priority) (lower priority) interpret results

Time
Rationale;
• to explore a phenomenon/to identify important themes
• to develop and test a particular type of instrument
 Example of study: Students’ perceptions of Kahoot!: An
03 exploratory mixed-method study in EFL undergraduate
classrooms in the UAE (Alawadhi and Abu-Ayyash,
2021)
Research aims: to examine undergraduate student perceptions of Kahoot!, a game-based
interactive platform in an English language course at a federal higher education
institution in the UAE.

Research design:
• The qualitative phase of data collection involved using semi-structured interviews
to understand Emirati students’ general perception of Kahoot!.
• In addition, quantitative evidence was collected through an online survey to find out
which variables identified in the interviews were experienced by the majority of
undergraduate students using Kahoot!
03 THE EXPLANATORY DESIGN
(Source: Adapted from Creswell and Plano Clark, 2006)

Quantitative study Qualitative study Combine and

(higher priority) (lower priority) interpret results

Time

Rationale; require additional information to flesh out the results

 Example of study:
03 Iranian EFL teachers’ conceptions of research:
An explanatory mixed methods approach (Mehrani, 2016)
Research aims: to examine the general characteristics of educational research and the
features of good quality research, from the perspectives of teachers.

Research design: This design is characterized by the collection and analysis of

quantitative data (questionnaires items) followed up with the collection and analysis
of qualitative data (interviews). It allows a substantial amount of data to be collected
efficiently and in a standardized manner, while allowing the researcher to examine the
teachers’ conception of research through multiple perspectives.
03 THE TRIANGULATION DESIGN
(Source: Adapted from Creswell and Plano Clark, 2006)

Qualitative study
(equal priority)
Combine and
interpret results
Quantitative study
(equal priority)

Time

Rationale; the strengths of the two methods will complement each other and
offset each method’s respective weaknesses.
 Example of study: The Autonomy of Indonesian EFL
03 Students: A Mixed Method Investigation
(Melvina, Lengkanawati and Wirza, 2021)
Research aims: to scrutinize undergraduate EFL students’ learning autonomy in a state
university in Indonesia.

Research design:
To collect data, there are two stages. The first stage is to collect quantitative data by
distributing questionnaires to the participants. Then, the second stage is to obtain
qualitative data through a semi-structured interview. Data gained from the
questionnaires and interviews were analysed separately. The results of the qualitative
analysis were used to triangulate the quantitative findings.
04 Steps in conducting a mixed-methods study
Step 1: Develop a rationale

Step 2: Develop research questions

Step 3: Check the feasibility to do the research
Step 4: Choose the most appropriate mixed-
methods design
Step 5: Collect and analyze the data

Step 6: Write up the results

04 Step 1: Develop a rationale

Consider Why I need both types of quantitative and

qualitative methods

Be explicit in the rationale

04 Step 2: Develop research questions
Research questions for both qualitative and
quantitative techniques.

Research questions can contain sub-questions 

guide the data analysis and explore the main
research question in detail.

Research questions lead to the formation of

possible research hypothesis
04 Step 3: Check the feasibility
to do the research
Consider the time, energy, and necessary
resources

Collaborate with those who have the skills and

expertise.

Re-conceptualize the study if the aforementioned

requirements are insufficient
04 Step 4: Choose the appropriate design

The triangulation design  converse on the

single understanding of a phenomenon

The explanatory design  Use qualitative data

to expand upon the findings of quantitative
study.

The exploratory design  identify the relevant

variables of a phenomenon, then study the
relationships among these variables
04 Step 5: Collect and analyze the data
Ways of collecting data in both quantitative and
qualitative methods can be applicable and
appropriate. (Ex: Surveys, interviews, observations,
…)

Data can be analyzed subsequently or concurrently

04 Step 6: Write up the results
The integrated results will be reported in
triangulation design

The results will be treated separately in the

exploratory and explanatory design.

 The results should be written up consistently with

the design.
05 Evaluating mixed-methods research
Evaluate the use of each method (quantitative or
qualitative) based on the researcher’s suggested
criteria

Check the role of quantitative and qualitative data in

the conclusion
Consider possible threats to:
+ internal validity (ex: selection bias, regression effects,
or mortality)
+ credibility (ex: instrument reliability and validity,….)
+ external validity
+ transferability (true/applicable in other contexts)
05 Ethics in Mixed-Methods Research
Protect participant identity

Treating participants with respect

Protect participants from both physical and

psychological harm
Thank you!