Transcript 17_Mixed Methods Designs

Chapter 17
Mixed Methods Designs
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
By the end of this chapter,
you should be able to:
Define mixed methods research and identify when to
use mixed methods designs
Describe the development of mixed methods
research
Identify types of mixed methods designs
Identify key characteristics of mixed methods
research
List the steps in conducting a mixed methods study
List criteria useful to evaluate a mixed methods study
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.2
What Is Mixed Methods Research?
A mixed methods research design is
a procedure for collecting, analyzing,
and “mixing” both quantitative and
qualitative research and methods in a
single study to understand a research
problem.
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.3
When to Use Mixed Methods Designs
When both quantitative and qualitative data,
together, provide a better understanding of your
research problem than either type by itself
When one type of research (qualitative or
quantitative) is not enough to address the
research problem or answer the research
questions
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.4
When to Use Mixed Methods Designs
(cont’d)
To incorporate a qualitative component into an
otherwise quantitative study
To build from one phase of a study to another
– Explore qualitatively then develop an instrument
– Follow-up a quantitative study qualitatively to
obtain more detailed information
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.5
How Mixed Methods Research
Developed
Mixing forms of quantitative data
– Campbell and Fiske (1959) multitrait,
multimethod approach)
– Developing valid psychological traits using
multiple methods
Expanding into triangulation of quantitative and
qualitative (Jick 1979 merger study)
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.6
How Mixed Methods Research
Developed (cont’d)
Debating the integration of worldviews and
methods (late 1980s, early 1990s)
Developing procedures for designs including
visualization of the design and notation
procedures (Morse 1991)
Advocating for a distinct design (Greene &
Caracelli 1997; Tashakkori & Teddlie 1998)
Books written on mixed methods designs
(e.g., Creswell & Plano-Clark 2007)
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.7
Identifying a Mixed Methods Study in
the Literature
The title includes words such as “mixed
methods” or “multimethod,” etc.
Data collection section indicates both qualitative
and quantitative data were collected.
Purpose statement and/or research questions
indicate that the researcher intends to collect
both quantitative and qualitative data during the
study.
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.8
Identifying a Mixed Methods Study in
the Literature (cont’d)
Priority or weight: Qualitative, quantitative, or
both equally
Sequence of collecting quantitative and
qualitative data is indicated
Analyze both data sets
– Combined in one analysis (integrated)
– Separate analysis
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.9
A Notation System for Designs
Study #1 QUAL
+
QUAN
+ indicates the simultaneous or concurrent collection
of quantitative and qualitative data
Study #2 QUAN
qual
Shows sequential collection of
quantitative and qualitative data
NOTATION USED
Uppercase letters indicate a priority or increased
weight for quantitative and/or qualitative data.
Lowercase letters indicate a lower priority or weight
for either quantitative and/or qualitative data.
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.10
Mixed Methods Designs:
Triangulation Design
Researcher gives priority to both quantitative
(QUAN) and qualitative (QUAL) data.
Researcher collects both quantitative and
qualitative data concurrently.
Researcher compares the results from the
quantitative and qualitative analyses to
determine if the two data bases yield similar or
dissimilar results.
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.11
Mixed Methods Designs:
Explanatory Design
Researcher places priority on quantitative
(QUAN) data collection and analysis.
Researcher collects quantitative data first in
the sequence.
Researcher uses the qualitative data to
explain the results of the quantitative data.
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.12
Mixed Methods Designs:
Exploratory Design
Research emphasizes qualitative (QUAL)
data rather than quantitative (quan) data.
Researcher has a sequence of data collection
that involves collecting qualitative data
followed by quantitative data.
Researcher plans on the quantitative data to
build on or explain the initial qualitative
findings.
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.13
Types of Mixed Methods Designs
I. Triangulation Mixed Methods Design
QUAN
Data and Results
+
Interpretation
QUAL
Data and Results
II. Explanatory Mixed Methods Design
QUAN
Data and Results
Follow-up
qual
Data and Results
III. Exploratory Mixed Methods Design
QUAL
Data and Results
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Building
quan
Data and Results
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.14
Key Characteristics of
Mixed Methods Designs
Rationale for the design
Collecting quantitative and qualitative data
Priority
Sequence
Data analysis matched to design
Diagram of the procedures
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.15
Key Characteristics of
Mixed Methods Designs: Rationale
Rationale
– Test findings of first phase
– Explain results of first phase in more detail
– Provide a more complete understanding than either
quantitative or qualitative alone
Collecting both quantitative and qualitative data
– Numeric data
– Text data
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.16
Key Characteristics of Mixed Methods
Designs: Priority and Sequence
Priority
– Equal weight
– QUAN carries more weight than qual
– QUAL carries more weight than quan
Sequence
– Collect both quantitative and qualitative data at the
same time
– Collect quantitative data first, followed by qualitative
data
– Collect qualitative data first, followed by quantitative
data
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.17
Key Characteristics of Mixed Methods
Designs: Analysis and Diagram
Analysis matched to design (“mixing”)
– Data analysis strategies for triangulation design
– Data analysis strategies for exploratory design
– Data analysis strategies for explanatory design
Diagram of procedures
– Use notation system
– Identify priority
– Identify sequence
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.18
Examples of Visual Diagrams
I. Triangulation Mixed Methods Design
QUAN
(Data and
Results)
+
QUAL
(Data and
Results)
Interpretation
II. Embedded Mixed Methods Design
QUAN
Data and Results
QUAN
(Data and
Results)
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Interpretation
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.19
Examples of Visual Diagrams (cont’d)
III. Explanatory Mixed Methods Design
QUAN
(Data and
Results)
Follow-up
qual
(Data and
Results)
IV. Exploratory Mixed Methods Design
QUAL
(Data and
Results)
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Building
quan
(Data and
Results)
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.20
Steps for Conducting
a Mixed Methods Study
Develop quantitative
and qualitative research
questions
Step 4
Identify the data
collection strategy and
type of design Step 3
Identify a rationale
for a mixed methods
study
Step 2
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Priority
Sequence
Visualization
Determine if a mixed
methods study is
feasible
Step 1
Collect quantitative
and qualitative data
Step 5
Analyze data
separately or
concurrently
Step 6
Write the report as a
one- or two-phase
study
Step 7
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.21
Evaluating a Mixed Methods Study
Does the study employ at least one quantitative
method and one qualitative method?
Is it called a mixed methods (or similar term)
study?
Is there a rationale for why the author intends to
mix the methods in a single study and what will
be gained in the process?
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.22
Evaluating a Mixed Methods Study
(cont’d)
Does the author indicate the type of mixed
methods study being presented? Alternatively,
can you identify the type from reading the
rationale or from a visual figure depicting the
flow of the data collection activities?
Does the author mention the priority given to
quantitative and qualitative data and the
sequence of their use in the study?
Is the study feasible, given the data to be
collected and the amount of money, time, and
expertise required?
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.23
Evaluating a Mixed Methods Study
(cont’d)
Have research questions been written for both
quantitative and qualitative methods in the
study?
Have quantitative and qualitative data
collection procedures been clearly identified?
Are the procedures for data analysis consistent
with the type of mixed methods study being
presented?
Is the written structure of the study consistent
with the type of mixed methods study being
presented?
John W. Creswell
Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
17.24