THEME 1 : PLANNING EDUCATIONAL RESEARCH

1.1. What is Educational Research?

Educational research is a type of systematic investigation that applies empirical methods to

deal with challenges in education. It adopts rigorous and well-defined scientific processes in
order to gather and analyze data for problem-solving and knowledge advancement (Winch et
al., 2015).

The American Educational Research Association defines educational research as follows:

"Education research is the scientific field of study that examines education and learning
processes and the human attributes, interactions, organizations, and institutions that shape
educational outcomes" https://www.aera.net/About-AERA/What-is-Education-Research

Educational research is defined as the activity that focuses on the development of a science
of behavior in educational contexts. Its ultimate goal is to provide knowledge that will allow
teachers to accomplish their goals using the most effective methods.

EDUCATION .- The process of facilitating learning or acquisition of knowledge, skills, values,

beliefs and habits.

RESEARCH.- Search for truth, reason or discovery of new knowledge.

EDUCATIONAL RESEARCH.- The scientific field of study that examines education and
learning processes and the human attributes, interaction, organization and institutions that
shape educational outcomes. The purpose is to gain a better understanding of educational
issues with a view to improve its efficiency.

Figure 1. Definition of Educational Research

1.2. Purpose of Educational Research

The aim of educational research is to increase the existing knowledge by addressing

different problems in pedagogy. Those devoted to educational research also seek to improve
teaching and learning practices in areas such as, learner-motivation, curriculum
development, teaching methodologies and classroom management.

Educational Research "... aims to bring a scholarly lens—the curiosity, the inquiry, the rigor,
the disciplinary variety—to what happens in the classroom... [It] begins with intellectual
curiosity, is conducted deliberately and systematically, is grounded in an analysis of some
evidence, and results in findings shared with peers to be reviewed and to expand a
knowledge base" (Chick 2018).

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The reasons for undertaking educational research are:

• Examine classroom practices through a systematic process of inquiry.

• Identify successes and failures in learning and teaching practices with the idea of
improving them.

• Build theory relating to educational approaches.

• Disseminate experiences about teaching and learning processes.

In the same vein, Dr. Rushon (2013) from the University of Huddersfield explains other
reasons for educational research such as, to explore issues, to shape policies and to
improve practices.

1.2. Purpose of Educational Research

1.3. Importance of Educational Research

Freedman (2011) expressed that research can reveal insight into issues we didn't know
existed„ and can bring up issues we hadn't thought about asking. Research is critical not only
for identifying problems but also for developing solutions and making decisions regarding the
best strategies to do (Rosen, 2015).

Here are some reasons why research is necessary and valuable in education: It is a tool for
building knowledge Doing research offers teachers information, theories and evidence that
contribute to developing knowledge in a field of study. Creswell (2012) mentions that
educators pursue research with the purpose of gaining a deeper understanding of the
problems, confirming or disconfirming results of previous studies and providing data about
people and contexts that have not been recently studied. Suppose that you decide to
research how elementary schoolchildren learn vocabulary in English. Prior research shows
different strategies used to learn vocabulary in other countries. Your study might replicate
some of those studies but would test results with new participants at a different location. Your
study would contribute to knowledge by expanding your understanding of the topic. It helps
improve practice Teachers, as agents of knowledge and change, have to evaluate the
practice in their classroom in order to enhance their teaching to the benefits of their students
(Morales, 2016). Teachers identify the problem, reflect on it, and try to solve it. When
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teachers take into consideration their teaching practices and are able to identify and
acknowledge the issues and concerns of their students (Morales, 2016). Teachers identify
the problem, reflect on it, and try to solve it. When teachers take into consideration their
teaching practices and are able to identify and acknowledge the issues and concerns of their
classrooms; they become empowered and independent to solve school issues on their own
Ulla (2018). Through research; those who are involved in teacher education programs are
ready to make decisions regarding the teaching practices in schools. They know how to read
research studies, to locate useful conclusions from them, and to apply the findings to their
own unique situations. Teacher trainers today know about the academic capabilities of
students, the characteristics of good teacher training programs; the most common practices
in teacher training programs; the needs and challenges that teachers and students face in
their daily practice.

Research equips educators with new ideas to apply them in their classrooms. For example, a
teacher working with children immigrants may find that small-group interaction that focuses
on using cultural objects from the various countries may improve the acquisition of the
English language more effectively.

It provides directions for policy makers

Research also provides policy makers with information regarding issues that are complex
and comprehensive report study is needed to facilitate for decision-making process. Policy
makers may range from Ministry of Education personnel, teachers, local school board
members and administrators; and they discuss and take positions on educational issues that
can affect the community. For these individuals, research that is based on data-based offers
results that can help them weigh various perspectives (Creswell 2012).

1.4. Ethics in Educational Research

Whatever the specific nature of their work, social researchers must take into account the
consequences of the research on participants, and act in such a way as to preserve their
dignity as human beings: responsibility to participants. Ethics in educational research
focuses on creating awareness among researchers about how their decisions could
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potentially affect human beings and the environment (Shawa 2017). Ethics are closely
related to morals that must be considered in the context of working with humans. Educators
around the world face new challenges which force them to balance local, national, and global
norms and morals as well as ethical values in the process of educating. (Gluchmanova,
2014).

All steps of the research process imply ethical practices. Practicing ethics is a complex
matter that involves much more than merely complying with guidelines such as those from
professional associations or institutions where research takes place. Ethics has become a
more pervasive idea from the beginning of the research to its final completion and
dissemination. Ethics should be a primary consideration rather than an afterthought, and it
should be at the forefront of the professional's agenda that has decided to undertake
research (Hesse-Bieber 2016)

Informed consent is the most important ethical principle. The basic idea is that it is research
participants' decision to take part in the research after weighing the risks and benefits
associated with their participation. This means that they must be informed about and
understand what their participation in the research involves.

Privacy is the second central principle in the conception of the ethical issues of research, in
addition to autonomy. The two ways for protecting it are anonymity (not gathering identity-
specific data) and confidentiality (not revealing identity-specific data). Petrov& et.al (2014)
highlight the importance of maintaining confidentiality of participants' identities, and that any
violations of this should be made with the agreement of the participants. The idea of
anonymity is that information provided by participants should reveal their identity at all.

1.5. An overview of the steps in the process of Research

Educational research is a cyclical process where one stage connects the next. As with any
research project, new information and learning at each stage influences previous and
subsequent steps which can lead to changes in the research question and the research
design. This following figure reflects stages in the Educational Research Process.

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1.5.1. Identifying a Research Problem:

You begin a research study by identifying a topic to study: this is typically an issue or
problem in education that needs to be resolved. Identifying a research problem consists of
specifying an issue of interest, developing a justification for studying it for a specific audience
that will read the report.

The formulation of research problem constitutes the starting point and the most important
phase of any research process as it serves as the foundation of a research effort. The
success or failure of the research undertaking will depend on the appropriateness in both the
selection and formulation of the research problem (Akhidime 2017).

By specifying a "problem," you limit the subject matter and focus attention on a specific
aspect of study. Consider the following example: students are not able to conned to the
content and are not involved in classroom activities. Formally, these problems are part of
section called the "statement of the problem," and this section includes the topic, the
problem, a justification for the problem, and the importance of the research. Let's analize the
following scenario:

Juan plans to study about bullying in adolescents at a school. He notices various problem in
his own classroom. He starts analyzing the problem: aggressive and abusive behaviors
among teenager students. He has to justify the problem by providing evidence about the
importance of this problem and documenting how his study will provide new insight into the
problem.

1.5.2. Reviewing the Literature

A review of literature in educational research will provide foundation of knowledge on the

chosen topic by informing you about existing studies in the area. The literature review will
help you compare and contrast what you are doing in the context of the research as well as
how your research is different or original from what others have done. This will help you
justify why you need to carry out this particular research (Lingard 2018). Thus, literature
review is essential in helping you frame and guide your research in the direction you may not
have thought of by providing insights and different perspectives on the research topic.

Reviewing the literature involves locating summaries, books, journals, and indexed
publications on a topic; selectively choosing which literature to include in your review; and

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then summarizing the literature in a written report. The skills needed for reviewing the
literature will develop with time and practice. You can learn how to locate journal articles and
Education and discipline-specific databases, and evaluate the quality of research on your
topic, and summarize it (Creswell 2012)

Let's examine Juan's approach to reviewing the literature. He needs to conduct a literature
review which involves searching reliable sources on bullying in schools and other violent and
aggressive behaviors. He consults the library catalog at his university and plans to search
several databases. In order to review the literature; he needs to learn how to cite the
references appropriately to avoid plagiarism.

1.5.3. Specifying a Purpose for Research

The purpose for research consists of identifying the aim of the study and it has to be
narrowed it into specific research questions or hypotheses that you plan to answer in your
research study.

The purpose statement contains the major focus of the study, the participants in the study,
and the location or site of the study. The research question has to be as specific as possible.
It should be written in such a way that the answer can be stated in a number or a descriptive
report (Patin() et al. 2016).

Let's check with Juan. He now needs to identify the purpose of his study and write down
questions related to the problem, carefully review his list of questions under themes, take
only the questions that are related to his main area of interest, narrow the focus to only those
specific questions which can be reasonably tackled within the project. Juan will need to write
a good purpose statement and the research questions.

1.5.4. Collecting Data

Evidence will permit to provide answers to your research questions and hypotheses. To
obtain these answers, you engage in the step of collecting or gathering data. Collecting data
includes identifying and selecting participants for the research, obtaining their permission for
intervention, using different methods to gather information such as, interviews, observations,
surveys, etc. This step will produce a collection of data (test scores, frequency of behaviors)
or words (responses, opinions, quotes).

Data collection methods are important because the way the information is collected and the
explanations that can generate will be essential for answering

Lets see how Juan will address data collection. At this point in the research process, Juan
has to think about where he will conduct his study about bullying, who will participate in the
study, what ethical considerations will be taken into account; what data will be collected, and
which method to gather data will be appropriate.

your research questions and this will also make your research more reliable (Paradis et al.
2016).

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1.5.5. Analyzing and Interpreting Data

Analyzing and interpreting the data involve drawing conclusions about the findings. This will
be represented in tables or figures and become part of the report analysis. The report
analysis and interpretation are part of the sections called Findings and Discussions.

How will Juan analyze and interpret the data in his research? If Juan gathers information
through a survey design, he will need to enter the questionnaire responses into a computer
program, choose a statistical procedure, conduct the analyses, report the results in tables,
and interpret the results. If he conducts face-to-face interviews, he will collect audiotapes of
students, parents, teachers talking about violent behaviors and bullying at school and
transcribe these tapes to obtain a written record. Juan will need to analyze his data and
make an interpretation to answer his research questions. He will interpret the meaning of the
data supporting with the suggestions found in past studies.

1.5.6. Reporting and Evaluating the Results

Reporting research involves structuring the report in a format acceptable to the chosen
audiences. This also includes writing the report in such a way that is sensitive to all readers.
The structure for the research report will vary for each audience, from a formal format for
theses and dissertations to a more informal document for school reports. In all types of
reports, however, it is essential to be respectful and to avoid discriminating language on the
basis of gender, sexual orientation; race, or ethnic group. Evaluating research means
assessing the quality of a study using standards established by individuals in education.
Since it is difficult to measure knowledge while it is being generated, the best thing to do is to
ask experts in the field, in a process called "expert review" to evaluate research (National
Academy of Sciences (US) 2001).

Unfortunately, there are no standards for evaluating educational research in the academic
research community. There is still a need of determining some means to evaluate the quality
of studies in the educational fields, especially published reports presented to school and
educational agencies audiences.

Let's look at how Juan thinks about how he will organize his final report for his school
committee. He should have a general idea about what the major sections of the study will be
and how he will present his data analysis and interpretation. He will need to decide if his
research will be published in a journal or will become an informative report only which may
include recommendations. Whatever the audience and structure for the report, he must use
respectful and non-discriminatory language.

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1.5.6. Reporting and Evaluating the Results

1.6. Quantitative and Qualitative Approaches Review.

Quantitative research is the process of collecting and analyzing numerical data. The purpose
is to find patterns and averages, make predictions, test causal relationships, and generalize
results to larger populations through the representation of data expressed as numbers.

Qualitative research is a behavioral research method that relies on non-numerical data

derived from observations and recordings that approximate and characterize phenomena. In
other words, it's concerned with understanding human behavior from the perspective of the
subject.

1.6.1. Characteristics of Quantitative Research

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1.6.2. Process of data collection, analysis and interpretation in Quantitative Research

In quantitative research, the investigator identifies a research problem based on a trend in a

specific field of study or the need to explain why something is happening. Describing a trend
means that the research problem can be answered by conducting a study in which the
researcher seeks to establish the overall tendency of responses from people and to find out
how this tendency varies among those people. For example, you might try to learn how
students describe their attitudes toward a certain subject. Results from this study can inform
how a large population views that issue and the diversity of these views. In addition,
quantitative research problems usually require explanations on how one variable affects
another. Variables are an attribute (e.g., attitude toward the school, subjects, etc.) or
characteristic of individuals (e.g., gender; age) that researchers previously determine.

As far as literature review is concerned, in quantitative research you will search for
substantial literature review since it plays a major role in justifying the need for the research
problem and providing relevant input for a the purpose and research questions for the study.
The importance of the research problem needs to be justified appropriately by using different
literature from reliable sources.

In quantitative research, the research question must be specific, clear and measurable. It
should not address broad issues. It is not a topic but is a particular question in a topic: it
needs to be specific, clear, well-defined, and to the point. It should permit the researcher to
look closely at the phenomena in order to have a better understanding.

Before quantitative data collection, it is important to select the participants for the study. This
selection includes identifying the population and specifying sample. It is important to
determine how the participants and the sample size will be chosen and the appropriate
sample. Obtaining permission from the participants to be involved in the study is an issue
that researchers must not forget. Permissions may be needed from authorities of institutions
or organizations; individuals at specific locations, participants (and their parents, for minor
children), etc.

1.6.3. Characteristics of Qualitative Research

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1.6.4. Process of data collection, analysis and interpretation in Qualitative Research

Qualitative research leads the researcher to explore a research problem without knowing the
variables. Qualitative researchers are interested in understanding the meaning people have
constructed regarding the phenomenon. Literature might provide little information or might
not appropriately address the phenomenon; that is why it is necessary to learn more from
participants through exploration. A central phenomenon is the key concept, idea, or process
studied in qualitative research. For example, a research problem about the difficulties in
teaching children with dyslexia requires both an exploration (because we need to better know
how to teach these children) and an understanding (because of its complexity) of the process
of teaching and learning.

Although literature review in qualitative inquiry helps justify the study, it plays a minor role at
the beginning of the study since it may not facilitate major direction for the research
questions. The reason for this is that the researcher relies more on the views of participants
in the study rather than on the information provided in the literature. For example, one
qualitative researcher who studied bullying in the schools cited several studies at the
beginning of the research to provide evidence for the problem but did not use the literature to
specify the research questions. Instead, this researcher attempted to answer in the research
the most general, open question possible, "What is bullying?," and to learn how students
constructed their view of this experience.

In qualitative research, the purpose is to develop an in depth exploration of a central

phenomenon instead of generalizing to a population. Thus, the qualitative researcher
purposefully or intentionally selects individuals and sites (this is called purposeful sampling)
in order to have a deeper understanding of the phenomenon. There are many different
purposeful sampling strategies, and qualitative researchers need to select one or more
based on their intent of the sampling. Similar to quantitative research, it is necessary to
anticipate field issues and ethical concerns such as obtaining permissions at different levels
to have access to sites, individuals, etc. In gaining permission, qualitative researchers are
sensitive to the potentially intrusive nature of their research and abide by the terms of the
agreement (consent form).

1.6.4. Process of data collection, analysis and interpretation in Qualitative Research

In qualitative research, the purpose statement and the research questions are stated so that
the researcher gives more weight to the views of the participants and is able to learn from
participants. When collecting data, the researcher develops forms, called protocols. These
forms facilitates to record data as the study proceeds as they contain general questions so
that the participants can provide answers to the questions The questions often change as
others may emerge during the study. Examples of these forms include an interview protocol,
which consists of four or five questions, or an observational protocol; in which the researcher
records notes about the behavior of participants.

Qualitative researchers conduct a preliminary analysis of the data by reading through it to

obtain a general sense of the data. Major analysis of qualitative data consists of coding the
data. The process of coding is one of reducing a text or image database to descriptions and
themes of people, places, or events. It involves examining the text database line by line,
asking oneself what the participant is saying, and then assigning a code label to the text
segments. The data analysis reflects description and themes as well as the interrelation of
themes. In addition, you discuss your role or position in a research study, called being

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reflexive. This means that you reflect on your own biases, values, and assumptions and
actively write them into the research.

1.6.4. Process of data collection, analysis and interpretation in Qualitative Research

Qualitative researchers represent their findings in visual displays that may include figures,
diagrams, comparison tables, and demographic tables. They report findings in narrative
discussions comprising many forms, such as a chronology, questions, or commentary about
any changes that the participants experience. From the reporting of findings, researchers
make interpretations of the meaning of the research based on advancing personal views,
making comparisons between the findings and the literature, and suggesting limitations and
future research

In reporting qualitative research you employ a wide range of formats to report your studies. A
study may begin with a long; personal narrative told in a descriptive form similar to an
objective, scientific report generated in quantitative research. With such variability; it is not
surprising that the standards for evaluating qualitative research also are flexible. Good
qualitative reports, however; need to be realistic and persuasive to convince the reader that
the study is an accurate and reliable.

1.6.4. Process of data collection, analysis and interpretation in Qualitative Research

Self- assessment

1. Educational research applies empirical methods to deal with educational with

the purpose of their efficiency.

-. Reasons/managing

-. Issues/improving

-. Characteristics/decreasing

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2. Which is not a reason for pursuing educational research?

-. Examine classroom practices through a systematic process of inquiry.

-. Disseminate problems of school issues related to teaching processes.

-. Explore issues, to shape policies and to improve practices.

3. Research is necessary and valuable in education because....

-. It is a tool to gain a deeper understanding of the problem.

-. It helps educator to make decisions regarding the teaching practices.

-. Both options

4. Ethics in educational research focuses on

-. creating awareness among researchers about how their decisions could potentially affect
human beings and the environment.

-. providing a guide to researchers so they carry out the research without complaints.

-. complying with guidelines such as those from professional associations or institutions

where research takes place.

5. The idea of an informed consent is ....

-. To have participants' decision to take part in the research after weighing the risks and
benefits associated with their participation.

-. To inform the participants about the risks and benefits of the research.

-. To maintain constant communication between the researcher and the participants.

6. The starting point and the most important phase of any research process is..

-. the formulation of research problema

-. the purpose of the research

-. literature review

7. One of the aims of literature review is ....

-. Give researchers the understanding and insight they need to place their topic within a
logical frame.

-. Provide historical or informational material from sources, such as websites.

-. Describe and evaluate academic references used in the research.

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8. In which part of the process of research will this question be answered: Who will
participate in my research?

-. Purpose of the research

-. Data collection

-. Research Question

9. One characteristic of quantitative research is ....

-. non-numerical data derived from observations and recordings

-. data are collected through measuring things

-. data analysis reflects description and themes as well as the interrelation of themes

10. One characteristic of qualitative research is ....

-. develop an in depth exploration of a central phenomenon instead of generalizing to a

population

-. analyze the data to address the research questions or hypotheses using mathematical
procedures

-. instruments such as survey questionnaires; standardized tests are used

TEME 2: INTRODUCTION TO MIXED METHODS RESEARCH

2.1. The development of Mixed Methods Research

What is Mixed Methods Research?

A mixed methods research design is a procedure for collecting, analyzing, and "mixing" both
quantitative and qualitative research methods in a single study to understand a research
problem (Creswell, J.W. 2009).

"Mixed methods research is the type of research in which a researcher combines elements of
qualitative and quantitative research approaches (e.g., use of qualitative and quantitative
viewpoints, data collection, analysis, techniques) for the purposes of depth of understanding
and corroboration" (Johnson et al., 2007, p. 123).

Its central premise is that the use of quantitative and qualitative approaches in combination
provides a better understanding of research problems that either approach alone. The

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researcher collects and analyses data and integrates the findings, draws inferences using
both qualitative and quantitative methods in a single study (Niglas, 2009). When using this
design, it is important to understand both quantitative and qualitative research.

2.1. The development of Mixed Methods Research

The main points of mixed methods research are explained by Dr. John Creswell from the
University of Nebraska (USA) in the following video presentation:

2.1.1. How did Mixed Methods research develop?

In 1959; Campbell and Fiske introduced the multitrait, multimethod approach, stimulating
interest in using multiple methods in a single study. Campbell and Fiske's interest was not in
mixed methods research; rather, they aim to develop valid psychological traits by collecting
multiple forms of quantitative data. To develop these traits, they suggested a process
whereby researchers would collect multiple measures of multiple traits and assess each
measure by at least two methods. When they correlated scores and placed them into a
matrix, a multimethod, multitrait matrix resulted.

By 1973; Sieber suggested the combination of in-depth case studies with surveys. He ended
up creating a "new style of research" and the "integration" of research techniques within a
single study. Mew years later, Jick (1979) used the combination of surveys, semistructured
interviews, observations, and archival materials to provide a "rich and comprehensive
picture" of anxiety and job insecurity in organizations. His article used the combined study to
illustrate the procedure of triangulating data. Triangulation, a term drawn from naval military
science, is the process where sailors use multiple reference points to locate the exact
position of an object at sea (Dick, 1979). Applied to research, it meant that investigators
could improve their inquiries by collecting and integrating different kinds of data from the
same phenomenon. A triangulation has to aims. Firstly, it is anticipated that mixing will lead
to results of greater validity than using only one method (Johnson eta!, 2007). Qualitative
data may help to interpret quantitative model results and quantitative results can verify
explorative findings from qualitative research. Secondly, comparisons between qualitative
and quantitative results may reveal further research needs.

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Further developments on procedures, however, had to wait for several years. The issue was
whether quantitative and qualitative research could be combined because each approach
drew on different philosophical assumptions and also needed to use a specific worldview;
that is the "compatibility (Tashakkori & Teddlie, 1998 ) between worldviews and methods.
Worldviews are beliefs and values that guide action (Cuba, 1990). Others have called them
paradigms (Liconln & Guba, 2000), epistemologies and ontologies (Crotty, 1998), or broadly
conceived research methodologies (Neuman, 2000). Worldviews are considered as a
general orientation about the world and the nature of research that a researcher holds.
These are: postpositivism, constructivism, advocacy/participatory, and pragmatism. The
types of beliefs held by individual researchers will often lead to embracing a qualitative,
quantitative, or mixed methods approach in their research. The major elements of each
worldview are presented in the following table:

The elements for each worldview differ, and they are reflected in different philosophical
assumptions in terms of ontology, epistemology, axiology, methodology, and rhetoric. Those
who argued for "incompatibility" said that quantitative methods (e.g., student scores on an
instrument) belonged to one worldview, whereas qualitative methods (e.g., an observation of
students) apply to another worldview. The logic of this argument led to the conclusion that

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mixed methods research cannot be justified since a single worldview did not exist for a study.
In fact, many researchers on both sides of the issue argued strongly that the two methods
(often referred to as "paradigms") could not be combined. For example, for example,
Rossman & Wilson (1985) referred to those who stated that paradigms could not be mixed
as purists, those who could adapt their methods to the particulars of a situation, they called
situationists; and those who believed that multiple paradigms could be utilized in research,
they called pragmatists. Although the question of mixing paradigms still exists, pragmatism
has been embraced by researchers as the best philosophical foundation for mixed-methods
research because inquirers draw liberally from both quantitative and qualitative assumptions
when they engage in their research. The worldview method argument brought lots of debate
during the late 1980s and early 1990s, especially at national conferences such as the
American Evaluation Association's annual meetings (Reichardt & Rallis, 1994), but it was
diminished because categorizing some methods as "belonging" to one worldview more than
another creates an unrealistic situation. Later, researchers explored the "purposes" of mixed
methods research, identified alternative designs to use, and specified a notation system and
visual models for these designs. Greene J.C., et al. (1989) mention that investigators could
coiled quantitative and qualitative data separately in two phases so that data from one
source could enhance, elaborate, or complement data from the other source. In more
complicated designs, the data collection could extend from two to three phases (Miles &
Huberman, 1994 ) or be collected from multiple levels in an organization, such as the district,
school, teacher, and student (Teddlie & Tashakkori, 2009 ). The following figure displays the
procedures in mixed methods designs where a researcher places an emphasis on both
quantitative and qualitative data and integrates or combines the data in the study:

2.2. When to use a Mixed Method research

In general, you conduct a mixed methods study when you have both quantitative and
qualitative data that can provide a better understanding of your research problem.
Quantitative data, such as scores on instruments, produce specific numbers that can be
statistically analyzed, can be useful information if you need to describe trends about a large
number of people. However, qualitative data, such as open-ended interviews that have
actual words of people in the study, offer many different perspectives on the study topic.

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Conducting a mixed methods study is also appropriate when one type of research
(qualitative or quantitative) is not enough to address the research problem or answer the
research questions. More data is needed to extend, elaborate on, or explain the first
database. An example of this would be an experimental study that provides useful
quantitative information, but the additional collection of qualitative data develops a more in-
depth understanding of how the experimental intervention actually worked (Greene, J. C., et
al., 1989).

2.3. Characteristics of a Mixed Method design

The core characteristics of a well-designed mixed methods study identified by Creswell and
Plano Clark (2011) are:

1. Collecting and analyzing both quantitative (closed-ended) and qualitative (open-ended)

data based on research questions

2. Using rigorous procedures in collecting and analyzing data appropriate to each method's
procedure, such as ensuring the appropriate sample size for quantitative and qualitative
analysis.

3. Integrating the data during data collection, analysis, or discussion.

4. Using procedures that implement qualitative and quantitative components either

concurrently or sequentially, with the same sample or with different samples.

5. Framing the procedures within philosophical worldviews and theoretical models.

2.4. Advantages and limitations

Creswell and Plano Clark (2011) state that using a mixed methods study has several
advantages:

• Enables a greater degree of understanding of a specific study than if a single approach

were adopted.

• Compares quantitative and qualitative data. Mixed methods are especially useful in
understanding contradictions between quantitative results and qualitative findings.

• Fosters collaboration, networking and the use of multiple world views by encouraging the
interaction of quantitative, qualitative, and mixed methods multidisciplinary teams of scholars.

• Provides methodological flexibility by being adaptable to many study designs, such as

observational studies and randomized trials, to explain more information than can be
obtained in only quantitative research.

• Collects rich, comprehensive data by integrating quantitative and qualitative data. For
example, sports stories frequently integrate quantitative data (scores or number of errors)
with qualitative data (descriptions and images of highlights) to provide a more complete story
than either method would alone.

Dr. John W. Creswell explores how the use of both Qualitative and Quantitative research
methods can provide a more complete picture of a problem.

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On the other hand, Mixed methods research has its limitations:

• Increases the complexity of evaluations. Mixed methods studies require careful planning to
describe all aspects of research, including the study sample for qualitative and quantitative
processes, timing and the plan for evaluating and integrating data.

• Relies on a multidisciplinary team of researchers when conducting high-quality mixed

methods studies. The team must be open to methods that may not be their area of expertise
(Wisdom, et al., 2012). • Demands greater resources and time than those needed to conduct
a single method study. • Requires expertise from researchers in both methods. it is critical
that researchers are aware of their skills sets and whether they are able to cope with the
demands of a mixed methods approach (Creswell & Plano Clark, 2011).

2.5. Types of Mixed Methods Design

Creswell (2012) identifies the mixed methods designs commonly used in educational
research.

• the convergent parallel design

• the explanatory sequential design

• the exploratory sequential design

• the embedded design

2.5.1. The Convergent Parallel Design

A basic rationale for this design is that one data collection form supplies strengths to cope
with the weaknesses of the other form, and that a more complete understanding of a
research problem results from collecting both quantitative and qualitative data.

The purpose of a convergent (or parallel or concurrent) mixed methods design is:

• obtain more complete understanding from two data bases

• corroborate results from different methods

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MIXED METHODS
• compare multiple levels within a system

• provide valid and well-substantiated conclusions about a single phenomenon.

The researcher:

• collects quantitative and qualitative data simultaneously

• analyzes the two data sets separately on the same phenomenon

• compares and contrasts the different results from the analysis of both datasets.

• makes an interpretation as to whether the results support or contradict each other.

• mixes the two databases by merging the results during interpretation (and sometimes
during data analysis)

For example, the mixed methods researcher collects both the quantitative and qualitative
data concurrently or simultaneously during the study. Qualitative documents and
observations about what the students learn in preschool are reviewed, at the same time that
the researcher collects quantitative data on student behavior using a checklist. The mixed
methods researcher compares the results from quantitative and qualitative analyses to
determine whether the two databases provide similar results.

This design is chosen if researchers....

• want to compare results or to validate, confirm, or corroborate quantitative results with

qualitative findings.

• need to collect both types of data in one visit to the field

• both types of data have equal value for understanding the research problem

• have quantitative and qualitative research skills

• Can manage extensive activities individually or with a team

Strengths:

• It combines the advantages of each form of data that is, quantitative data provide for
generalizability, whereas qualitative data offer information about the context or setting.

• It enables a researcher to gather information that uses the best features of both quantitative
and qualitative data collection.

• It is an efficient design, in which both types of data are collected during one phase of the
research almost at the same time.

• Each type of data can be collected and analyzed separately and independently, using the
techniques traditionally associated with each data type.

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MIXED METHODS
Challenges:

• Much effort and expertise is required; particularly because of the concurrent data collection
and the fact that equal weight is usually given to each data type.

• Researchers may face the question of what to do if the quantitative and qualitative results
do not agree. These differences or discrepancies can be difficult to resolve and may require
the collection of additional data.

• Researchers need to consider the consequences of having different samples and different
sample sizes when converging the two data sets.

• It can be very challenging to converge (integrate) two sets of very different data and their
results in a meaningful way.

Dr. Jaroslaw Kriukow. Research Consutant. summarizes the Convergent Parallel Design.

2.5.2. The Explanatory Sequential Design

This design is also called a two-phase model (Creswell & Plano Clark; 2011). The rationale
for this approach is that the quantitative data and results provide a general picture of the
research problem; more analysis, specifically through qualitative data collection; is needed to
refine, extend, or explain the general picture (Creswell, et a1.,2003).

The purpose is that qualitative data helps explain or build upon initial quantitative results

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MIXED METHODS
The researcher:

• Starts by collecting and analyzing quantitative (QUAN) data

• Collects and analyzes qualitative data in a second phase as a follow-up to the quantitative
results

• Connects the phases by using the quantitative results to shape the qualitative research
questions; sampling, and data collection

This design is chosen if researchers....

• know important variables and instruments are available

• have participants available for second data collection

• have time to conduct two phases

• have limited resources and need to collect and analyze one data type at a time

• have new questions that emerged from quantitative results and research and research
problem are quantitatively oriented.

Strengths:

• Its two-phase structure is straightforward to implement.

• It captures the best of both quantitative and qualitative data in order to obtain quantitative
results from a population in the first phase, and then refine or elaborate these findings
through an in-depth qualitative exploration in the second phase.

• It provides the opportunity to address an issue through the use of numbers and words and
approaching their study with methods with which researchers feel most comfortable.

• The final report can be written in two phases, making it straightforward to write and
providing a clear delineation for readers.

• It appeals to quantitative researchers, because it often begins with a strong quantitative

orientation.

Challenges:

• Two phases require lengthy time to implement. Appropriate time and budget must be
allocated for the qualitative phase.

• It requires both expertise and time to collect both quantitative and qualitative data.

• Researchers need to decide what results to follow up. This follow-up means deciding on the
participants to sample in the second qualitative phase as well as the questions to ask in this
follow-up phase that builds on the initial quantitative phase.

• Researchers must decide criteria for selecting participants for both phases, that is, to use
the same sample for both phases, or to draw participants from the same population for the
two phases.

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MIXED METHODS
Dr. Jaroslaw Kriukow. Research Consutant, explains about the Explanatory Sequential
Design.

2.5.3. The Exploratory Sequential Design

This design is to explore a phenomenon, identify themes; design an instrument, and

subsequently test it.

The purpose of an exploratory sequential mixed methods design involves the procedure of
first gathering qualitative data to explore a phenomenon, and then collecting quantitative data
to explain relationships found in the qualitative data.

The researcher:

• emphasizes the qualitative data (QUAL) more than quantitative data (quan)

• has a sequence to data collection that includes collecting qualitative data first followed by
quantitative data

• plans on the quantitative data to build on or explain the initial qualitative findings. The intent
of the researcher is for the quantitative data results to refine and extend the qualitative
findings by testing out an instrument or survey developed using the qualitative findings.

This design is chosen if

• the researcher and research problem are qualitatively oriented. It is best suited for exploring
a phenomenon (Creswell; Plano Clark, et al., 2003).

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MIXED METHODS
• important variables are not known and existing instruments are not available for the
population under study or there is no guiding framework or theory.

• the researcher wants to generalize results to different groups or to test aspects of an

emergent theory or classification (Morse & Niehaus, 2009)

• or to explore a phenomenon in depth and then measure its prevalence (Neuman; 2000).

Strengths:

• It allows the researcher to identify measures actually grounded in the data obtained from
study participants.

• The researcher can initially explore views by listening to participants rather than
approaching a topic with a predetermined set of variables.

• The separate phases make this design straightforward to describe, implement, and report.

• The inclusion of a quantitative component can make the qualitative approach more
acceptable to quantitative-biased audiences.

• This design is easily applied to multiphase research studies in addition to single studies.

Challenges:

• The two-phase approach requires considerable time to implement. It requires from

researchers to recognize this factor and build time into their study's plan.

• It also asks researchers to make decisions about the most appropriate qualitative data
(e.g., quotes, codes, themes) to use in the follow-up quantitative phase of the study.

• Researchers should discuss whether the same individuals will become as participants in
both the qualitative and quantitative phases.

Dr Jaroslaw Kriukow. Research Consutant. explains about the Exploratory Sequential

Design.

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MIXED METHODS
2.5.4. The Embedded Design

The Embedded Design is a mixed methods design in which one data set provides a
supportive, secondary role in a study based primarily on the other data type (Creswell, Plano
Clark, et al., 2003). The premises of this design are that a single data set is not sufficient,
that different questions need to be answered, and that each type of question requires
different types of data

The purpose of the embedded design is to coiled quantitative and qualitative data
simultaneously or sequentially, but to have one form of data play a supportive role to the
other form of data. The reason for collecting the second form of data is that it supports the
primary form of data. The Embedded Design mixes the different data sets at the design level,
with one type of data being embedded within a methodology framed by the other data type
(Greene & Caracelli, 2003). Hence, it includes the collection of both quantitative and
qualitative data, but one of the data types plays a supplemental role within the overall design.

The researcher

• gives priority to the major form of data collection (e.g., often QUAN) and secondary status
to the supportive form (e.g., often qual) of data collection.

• collects both quantitative and qualitative data during a single study simultaneously or
sequentially.

• uses the secondary form of data to provide additional sources of information not provided
by the primary source of data.

This design is chosen if researchers....

• need to include qualitative or quantitative data to answer a research question within a

largely quantitative or qualitative study.

• need to embed a qualitative component within a quantitative design; as in the case of an

experimental or correlational design. In the experimental example; the investigator includes
qualitative data for several reasons, such as to develop a treatment; to examine the process
of an intervention or the mechanisms that relate variables; or to follow up on the results of an
experiment.

Strengths:

• It can be used when a researcher does not have sufficient time or resources to commit to
extensive quantitative and qualitative data collection because one data type is given less
priority than the other.

• This design may be logistically more manageable for graduate students because one
method requires less data than the other method.

• May require less time and fewer resources

• It may improve the larger design with supplemental data

• It allows teams' approach well

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MIXED METHODS
Challenges:

• It may be difficult to decide the purpose of collecting qualitative (or quantitative) data as part
of a larger quantitative (or quantitative) data as part of a larger quantitative (or qualitative)
study.

• It can be difficult to integrate the results when the two methods are used to answer different
research questions.

• It may be complicated for certain researchers to be clear about the intent of the secondary
database.

• There is also the possibility that introducing qualitative data collection during an experiment
(or correlational study) will influence the outcomes.

Self- assessment

1. One strength of mixed research method is

-. two types of data are collected simultaneously; reducing time and resources.

-. The results are more reliable with both methods.

-. Data are analyzed separately to confirm results.

2. Mixed methods research is

-. the combination and integration of qualitative and quantitative methods in order to better
understand a research problem in a study.

-. the combination of two qualitative methods or two quantitative methods in a study.

-. a methodological triangulation of qualitative and quantitative methods.

3. ……. suggested the combination of in-depth case studies with surveys, and the
"integration" of research techniques within a single study.

-. Campbell and Fiske (1959)

-. Sieber (1973)

-. Jick (1979)

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MIXED METHODS
4. When is it appropriate to use the mixed method approach?

-. when one type of research (qualitative or quantitative) is not enough to address the
research problem or answer the research questions.

-. when a researcher has a lot of data and want compare the results obtained about the
research problem.

-.when a researcher wants to analyze the problem based on more evidence obtained from
qualitative and quantitative methods.

5. One limitation of mixed methods research is

-. It provides methodological flexibility by being adaptable to many study designs.

-. It requires careful planning to describe all aspects of research, including the study sample
for qualitative and quantitative processes.

-. It uses rigorous procedures in collecting and analyzing data appropriate to each method's
procedure.

6. ......... Postpositivism, constructivism, transformative, and pragmatism are examples

of .......

-. worldviews

-. models

-. designs

7. In this design, the qualitative and quantitative data are collected and analyzed
during a similar time frame.

-. Convergent design

-. Explanatory design

-. Embedded design

8. This design is characterized by an initial qualitative phase of data collection and

analysis, followed by a phase of quantitative data collection and analysis.

-. Exploratory design

-. Explanatory design

-. Convergent design

9. This is a design in which one data set provides a supportive, secondary role in a
study based primarily on the other data type

-. Convergent design

-. Explanatory design

-. Embedded design

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MIXED METHODS
10. In this design data are collected over the period of time in two consecutive phases.
Thus, a researcher first collects and analyzes the quantitative data. Qualitative data
are collected in the second phase of the study.

-. Exploratory design

-. Explanatory design

-. Convergent design

TEMA 3: MIXED METHODS RESEARCH DESIGN

3.1. Determine if a Mixed Methods study is feasible

There are a few considerations related to feasibility that all researchers should consider
before beginning a research project. Although some practical issues may not emerge or pose
a potential challenge until after the research process has started, time spent attending to the
practical aspects or considerations early on will help minimize complications and will
contribute to the identification of an appropriate research question.

CONSIDERATION QUESTIONS TO ASK YOURSELF

> Are you likely to be able to access to
participants or data you need to actually
conduct the research?
Access to participants data
> Are the sensitivities of ethical
considerations involved likely to be
challenging or easily overcome?

If access is given:
> Are the intended participants likely to give
Consent or be able to give their informed consent?

> Will they be willing or be able to

cooperate?
> Are your personal skills, motivations,
beliefs and commitments compatible with the
sort of research you are intended to carry
out?
Personal and professional
considerations > Do you have the right level of expertise I
gathering both qualitative and quantitative
data and working knowledge of the different
Noes of designs that will help you make
appropriate decisions about what to
prioritized?

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MIXED METHODS
 > Can the project actually be done (is it
manageable) within the allocated time?

> Are participants likely to be able to give up

Time their time to collect extensive information, as
required?

> Have you factored in time for the following

up and writing up and contingency time for if
certain things don't go as planned?
> Are the resources and materials you need
(human and material) within the scope of
your research finding?

Cost and resources > Will the research incur printing or

administrative support costs?

> Will the participants have access to the

resources they need (e.g. software or
appropriate venues) to participate?
> Is there someone available who can
Supervision adequately supervise the research or
provide expert guidance?
> Can and will this type of research actually
Value make any difference /have an added value?

Table 1. Considerations for a research project feasibility

3.2. Identifying a rationale for Mixing Methods

Provided the study is feasible, you should consider and be prepared to answer questions of
why you are collecting both quantitative and qualitative data, why both types of data are
necessary, and how the study will be enhanced as a results of doing do. As Burton (2002)
points out, the central question of why one chooses a Mixed Methods Research approach is
at the forefront of the decision for this research approach. It should be weighed to what
extent a mixed-methodical approach has advantages over a mono-methodically oriented
approach. That means, a researcher should initially reflect on the specific strengths and
weaknesses of qualitative research approaches and quantitative research approaches, and
to what extent a Mixed Methods Research approach can make use of the strengths and
compensate for the weaknesses.

Mixed methods researchers argue that it is necessary for the research process to use both
exploratory and confirmatory methods. Johnson & Onwuegbuzie (2004) describe Mixed
Methods research as the third paradigm between quantitative and qualitative research,
building on the philosophy of pragmatism. The idea behind this approach is that the
combination or integration of quantitative and qualitative methods can compensate for the
weaknesses and build on the strengths of the respective research approaches (Johnson &
Onwuegbuzie, 2007).

Rather than reinforcing the idea that qualitative and quantitative are starkly different
approaches, Table 2 illustrates the potential contribution of each to constructing a well-

28
MIXED METHODS
designed mixed method study. While it is often argued that one reason to use mixed
methods is to offset the weaknesses of each method, the following table emphasizes the
potential gains of using both qualitative and quantitative approaches in a single study.

Phases of the Research Quantitative Qualitative

Process
Variable oriented loffers Case oriented loffers depth!
breadthl
Process oriented
Desig Addresses what and
whyquestions Process Can also address how
oriented questions

Data collection Numbers Words

Sampling Allows for generalizabitity Can pursue negative case or

exemplary case

Deductive Context bound

Confirmatory Inductive and sometimes

emergent
Analysis Used to test theory
Exploratory

Used to produce or modify

theory

Inferences Interpretations that extend Interpretations that extend

the data the data

Table 2. Potential contribution of Qualitative and Qualitative Approaches to a Mixed Methods study.
Creamer, E. (2018) An introduction to Fully Integrated Mixed Methods Research. Sage Publications
Inc. p. 9.

Greene; Caracelli; and Graham's (1989) present five rationales for conducting a mixed
research study:

Purpose Explanation

Triangulation Seeks convergence. correspondence and

corroboration of results from different
methods.

Cornplementarity Seeks elaboration. enhancement, illustration

and clarification of the results from one
method with the results from the other
method

Development Seeks to use the results from one method to

develop or inform the other method.

Initiation Seeks the discovery of paradox and

contradiction, new perspectives and new
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MIXED METHODS
 frameworks and the recasting of questions
or results from one method with questions
and results from the other method.

Expansion Seeks to extend the breadth and range of

inquiry by using different methods for
different inquiry components.

Table 3 Greene, Caracelli, and Graham's List of Purposes for Mixed Research Johnson, R.B. &
Christensen. L. (2014) Educational Research: Quantitative, Qualitative and Mixed Approaches. 5th ed.
SAGE.

Dr. Debra Rose; from the Center for Research Quality; explains a rationale for choosing a
mixed methods design for a research.

3.3. Identifying the appropriate mixed methods design to guide data

If the rationale for the choice of mixed methods research is clear, then the question arises as
to how the qualitative and quantitative methods are to be related to each other. How the
researcher can compose and arrange the components of the research process is a question
of the research design. According to Schoonenboom & Johnson (2017); we can take into
count some considerations in choosing a particular mixed.

3.3.1. The theoretical drive of a research question

This indicates whether answering a research question is more qualitatively and quantitatively
driven or equally qualitatively and quantitatively driven. This can help determine which
component of the research quantitative and qualitative data is dominant in the research
process.

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MIXED METHODS
3.3.2. Choice based on the outcomes expected

This indicates whether answering a research question is more qualitatively and quantitatively
driven or equally qualitatively and quantitatively driven. This can help determine which
component of the research quantitative and qualitative data is dominant in the research
process.

Reasons for Choosing Expected Outcomes Recommended Mixed

Mixed Methods Methods Design
Comparing different Merging the two databases Convergent parallel mixed
perspectives drawn from to show how the data methods design
quantitative and qualitative convergent or diverge.
data.
Explaining quantitative A more in-depth Explanatory sequential
results with qualitative data understanding of the mixed methods design
quantitative results
Developing better A test of better measures for Exploratory sequential mixed
measurement instruments a sample of a population methods design
Understanding experimental An understanding of Embedded mixed methods
results by incorporating participant views within the design
perspectives of individuals context of an experimental
intervention

Table 3. Choice of Mixed methods Research based on outcomes Adapted from Creswell, J.W. (2014)
Research design Quantitative, Qualitative and Mixed methods approaches.

3.3.3. Choice based on the timing of the components

This refers to how both components are dependent on each other in the context of the
research process (Morse & Niehaus, 2009). The simultaneity or the dependency of the
components can be described in two ways: whether the research design is concurrent
(parallel) or sequential. In sequential research designs, the two components are conducted
at different times and one component can build on the results of the other component. In
concurrent research designs, both components are conducted simultaneously.

Notation System for a Mixed Methods Study

Study *1 QUAL + QUAN

Study *2 QUAN qual

+ indicates the simultaneous or concurrent collection of quantitative and qualitative data

shows the sequential collection of quantitative and qualitative data

Uppercase letters indicate a scanty or increased weight for ether the quantitative or qualitative data.

Lowercase letters indicate a lower priority or weight for other the quantitative or qualitative data.

Figure 1: Notation system for a Mixed Methods Study Creswell, John W. (2012). Educational
Research: planning, conducting, and evaluating Quantitative and Qualitative research. 4th ed.
Pearson.

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MIXED METHODS
A sequential design (QUAN -) QUAL) follows a quantitative study with a qualitative study in
order to explain or expand the results of the quantitative study. The researcher could also
collect and analyze quantitative survey data from students to identify significant predictors of
mathematics anxiety. Finding a surprising association between mathematics anxiety and
high mathematical achievement. The researcher could conduct qualitative focus group
interviews with high achieving students to explain this rather unexpected result (e.g., finding
that these students feel high achievement pressure). The convergent (or concurrent) design
(QUAN + QUAL) seeks for the mutual complementation or validation of results (Cresswell &
Plano Clark. 2018). The basic idea is to compare the two results with the intent of obtaining a
more complete understanding of a problem. to validate one set of findings with the other, or
to determine if participants respond in a similar way if they check quantitative results and if
they are asked open- ended qualitative questions. The two databases are essentially
combined.

3.3.4. Choice based on the methods of quantitative and qualitative

This refers to the procedure that a researchers physically uses to obtain research data from
research participants. There are six major methods of data collection used by educational
researchers.

Figure 2. Methods of data collection in Educational Research

Researchers can have their participants fill out an instrument or perform a behavior design to
measure their ability or degree of a skill (tests); researchers can have participants fill out self-
report instruments (questionnaires), researchers can talk to the participants in person or over
the phone (interviews), researchers can discuss issues with multiple research participants at
the same time in a small-group setting (focus groups); researchers can examine how
research participants ac in natural and structured environment (observation); and research
can used data that participants construct during a study and date came from an earlier time
for a different purpose that the current research problem at hand (constructed, secondary,
and existing data)

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MIXED METHODS
One can use quantitative, qualitative and mixed forms of the different major methods of data
collection. The mixed form of one method of data collection method is called intramethod
mixing (e.g. a mixed questionnaire) and the mixing or use of two or more methods of data
collection is called intermethod mixing. The researcher must pay particular attention to the
construction of the data collection instrument to make sure it works well. The fundamental
principle of mixed research provides a logic for strengthening the evidence produced by a
research study.

3.3.5. Choice Based on a Single Researcher or Team

A final practical reason for a choice of a design depends on whether a single researcher or a
team of researchers conducts a study. If the investigator is a single researcher, the
sequential strategies of an explanatory sequential or exploratory sequential approach are
best because the investigation can be divided into two manageable tasks rather than multiple
data collection and analysis procedures. The study can be projected out over a period of time
rather than collecting multiple forms of data at the same time as in a convergent approach
(Creswell; 2014).

In the following video; Dr. John W. Creswell presents an example of an application of a

mixed method research design with some methods of data collection

3.4. Developing Mixed Methods Questions

In a mixed methods study, researchers typically delineate research questions that pertain
specifically to the analysis of quantitative data and ones that pertain specifically to the
analysis of quantitative data. Separate questions are appropriate when the mixed-methods
study focuses on the significance and differences in quantitative and qualitative methods and
not on the study's integrative component (Tashakkori & Teddlie, 2010). Researchers also
have the option to develop a single mixed-methods research question. According to
Tashakkori and Teddlie (2010), this suggests an integrative process or component between
the study's quantitative and qualitative research methods.

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MIXED METHODS
3.4.1. What kind of Research Questions does Mixed Methods

First, the main feature of each mixed method research approach is that a Mixed Methods
study essentially consists of two or more research "components" (Schoonenboom &
Johnson, 2017) or "strands" (Teddlie & Tashakkori, 2009) from different methodological
perspectives (in most cases qualitative and quantitative). Secondly, in the context of a mixed
method research approach, the components must be related to each other; in the
terminology of mixed method research, this means combining components with each other if
the goal of the research is to mutually complement findings of each. Alternatively, it means
integrating the components if the goal is the mutual validation of the research results. This
combination or integration is always a function of the research question and the purpose of
the study. Both components should provide insights into a superordinate (integrated)
research question which should therefore be formulated in such a way that the components
can also focus on corresponding sub-questions and provide insights that can be related to
the

3.4.2. What aspects should be considered when writing mixed methods research
questions?

Write separate quantitative questions or hypotheses and qualitative questions and follow
them with a mixed methods question. These could be written at the beginning of a study or
when they appear in the project if the study unfolds in stages or phases. This highlights the
importance of both the qualitative and quantitative phases of the study as well as their
combined strength, and thus is probably the ideal approach. Write a mixed methods question
that reflects the procedures or the content. The following is an example of a mixed methods
questions from a procedural perspective:

How do the interviews with teachers, the principal, and university consultants help to explain
any quantitative differences in achievement for middle school and junior high students? The
mixed methods question might have been written from a content orientation, for example.
How do the themes mentioned by the teachers help to explain why middle school children
score lower than the junior high students? The following is an example of a mixed methods
question focused on the intent of mixing, to integrate the qualitative interviews and the
quantitative data, the relationship of scores and student performance:

To what extent and in what ways do qualitative interviews with students and faculty members
serve to contribute to a more comprehensive and nuanced understanding of this predicting
relationship between the scores and student academic performance, via integrative mixed
methods analysis? (Lee & Greene, 2007)

This approach would enhance the viewpoint that the study intends to lead to some
integration or connection between the quantitative and qualitative phases of the study (i.e.,
the sum of both parts is greater than each part).

The following is a combination example from mathematical education research: In a research

project, a researcher developed and carried out a teacher professional development (PD)
module for the promotion of certain skills. The researcher is now interested in the results of
the training. An integrated research question could therefore be "How does this intervention
within mathematics teacher PD affect the attitudes and competences of teachers?" This
question could be addressed quantitatively if the number of teachers that participated in the
PD module is adequate. For this purpose, for example, the researcher may use a

34
MIXED METHODS
questionnaire on specific attitudes or self-efficacy before and after the module, if he or she
believes that attending the module has contributed to change, such as the willingness to
apply the content in forthcoming lessons.

The previous question could also be addressed qualitatively if the researcher is interested in
what other effects the attendance to the PD module had, especially effects that might not
have been anticipated. Qualitative partial research questions can then be, for example:
"Which aspects of the PD module were particularly helpful for teachers to learn X? What
other impact(s) did the course have?" These questions could be addressed with in-depth
interviews with some participating teachers, focusing on qualitative evaluation methods such
as content analysis. When combining both findings, a broader spectrum of the PD module's
impact is considered and the results complement each other. Quantitative findings may be
enhanced by results from case analyzes (for example, to find out what might be the reason
why some teachers, despite attending the PD module, do not show attitude changes).

3.5. Reviewing the Literature

Conducting a literature review is a means of demonstrating the author's knowledge about a

particular field of study, including vocabulary, theories, key variables and phenomena, and its
methods and history. Conducting a literature review also informs the student of the influential
researchers and research groups in the field (Randolph, 2009).

Literature reviews:

• report on knowledge and ideas that have been established on a particular topic, including
their strengths and weaknesses while they allow you to discover the agreed academic
opinion as well as disagreements on the topic.

• position your research project by building a theoretical framework within the body of
literature and thereby provide perspective for the reader.

• understand the relationship between the various contributions, identify and (if
possible) resolve contradictions, and determine gaps or unanswered questions.

• justify your choice of research design: for instance, your choice of qualitative over
quantitative approaches or both.

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MIXED METHODS
• clarify how your work fills a gap in the scholarly literature.

• help develop skills in identifying and analyzing unbiased and valid data on various topics or
fields of study.

Literature reviews are meant to help you to:

3.5.1. Literature Review for Mixed Methods Research

Mixed methods literature reviews are distinct in that they summarize and integrate findings
from qualitative, quantitative, and mixed methods studies via qualitative and/or quantitative
methods. The literature review must be consistent with the major type of strategy and the
qualitative or quantitative approach most prevalent in the design.

For a mixed methods study, it is important to write a review of the literature that contains
sections about the literature related to major independent variables, major dependent
variables, and studies that relate the independent and dependent variables. According to
Creswell (2009), a literature review can be composed of five components:

1. An introduction.- it introduces the review by telling the reader about the sections included
in it. This passage is a statement about the organization of the section.

2. Topic 1 (about the independent variable).- it addresses the scholarly literature about the
independent variable or variables. Remember to address only the literature about the
independent variable.

3. Topic 2 (about the dependent variable).- it incorporates the scholarly literature about the
dependent variable or variables. With multiple dependent variables, write subsections about
each variable or focus on a single important dependent variable.

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MIXED METHODS
4. Topic 3, (studies that address both the independent and dependent variables).- it includes
the literature that relates the independent variable(s) to the dependent variable(s). This
section should be relatively short and contain studies that are extremely close in topic to the
proposed study.

5. A summary.- it highlights the most important studies, captures major themes, suggests
why more research is needed on the topic, and advances how the proposed study will fill this
need.

3.5.2. Steps in conducting a Literature Review

Step 1. Select a topic

• Select a topic you can manage in the time frame you have to complete your project.

• Establish your research questions and organize your literature into logical categories
around the subject/ topic areas of your questions. Your research questions must be specific
enough to guide you to the relevant literature.

• Identify key words that can be useful in locating academic sources. Make sure you
understand the concept of "broader" and "narrower" terms. The narrower your topic, the
easier it will be to limit the number of sources you need to read in order to get a good survey
of the literature.

Step 2. Identify and evaluate sources

Use a variety of resources - books, journals and documents that contain useful information
and ideas on your topic. Do not rely solely on electronic full-text material which is more easily
available. Make sure the sources you use are reliable, and read any landmark studies and
major theories in your field of research. These are scholarly journals which go through a
rigorous process of peer review and quality assessment by several researchers or subject
specialists in the academic community before they are accepted for publication. You can find
out how many times an article has been cited on Google Scholar — a high citation count
means the article has been influential in the field, and should certainly be included in your
literature review. The scope of your review will depend on your topic and discipline: in the
sciences you usually only review recent literature, but in the humanities you might take a
long historical perspective (for example, to trace how a concept has changed in meaning
over time).

Step 3. Read and analyze

As you read, design a literature map by grouping the sources into the themes and sub-
themes of your topic. The map will provide a visual picture of groupings of the literature on
the topic (independent and dependent variables) and will also show how that particular study
can contribute to the literature and your research. As you analyze your sources, draft
summaries of the most relevant articles. For this, it is important to keep track of these
sources with citations to avoid plagiarism. It can be helpful to make an annotated
bibliography, where you compile full citation information and write a paragraph of summary
and analysis for each source. This helps you remember what you read and saves time later
in the process. In addition, make sure you use an appropriate style guide, such as the
American Psychological Association (APA) style to write citations appropriately.

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MIXED METHODS
Step 4. Write the literature review

You can organize the review in many ways; for example, you can center the review
historically (how the topic has been dealt with over time); or center it on the theoretical
positions surrounding your topic (those for a position vs. those against, for example); or you
can focus on how each of your sources contributes to your understanding of your project. For
a literature review in mixed methods studies, it is recommended to take into account the five
components presented by Creswell (2009) and described in this section. The general format
for presenting a literature review is as follows:

• an introduction which explains how your review is organized.

• a body which contains the headings and subheadings that provide a map to show the
various perspectives of your argument. In other words the body contains the evaluation of
the materials you want to include on your topic.

• a summary

SELF- ASSESSMENT

1. The following aspects should be considered for a research project feasibility.

-. Access to data, time, resources, consent

-. Research design, time, type of data, instruments

-. Access to data, number of participants, resources

2. The combination of quantitative and qualitative methods compensate the and of

both research approaches.

-. Strengths/weaknesses

-. Difficulties/facilities

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MIXED METHODS
-. Issues/drawbacks

3. Which design corresponds the following: QUAL + QUAN

-. Concurrent research design

-. Sequential research design

-. Simultaneous research design

4. When writing mixed methods research questions, the researcher has to consider
that.

-. The components must be related to each other

-. The questions must be written all together

-. The questions must have a procedural perspective

5. Archives, student reports, scores, financial records are examples of

-. existing data

-. constructed data

-. structured data

6. Which of the following is not a factor for choosing a particular mixed methods
design?

-. Choice based on outcomes expected

-. Choice based on the type of research background

-. Choice based on a single researcher or team

7. Which of the following statements does not reflect the true purpose of a literature
review in mixed methods research?

-. Justify the researcher's choice of research design.

-. Provide a summary of what others author say about the topic.

-. Identify the main methodologies and research techniques that have been used.

8. One important aspect that researchers need to avoid during the process of
literature review is

-. committing plagiarism

-. making an annotated bibliography

-. locating academic sources only

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MIXED METHODS
9. One recommendation when writing mixed methods research questions is

-. Write questions that reflect content orientation only.

-. Write separate quantitative and qualitative questions and follow them with mixed methods
question.

-. Write questions in such a way that the components lead to sub questions.

10. If a researcher's objective is to explain quantitative results with qualitative data,

which design could he/she use?

-. Explanatory sequential design

-. Exploratory sequential design

-. Convergent parallel design

TEMA 4: CONDUCTING A MIXED METHODS STUDY

4.1. Collecting Quantitative and Qualitative Data

In any mixed methods study, you should clearly indicate that you are collecting both
quantitative and qualitative data. Methods of data collection are typically associated with
either numbers or numeric data and words or text and image data. Mixed methods
researchers coiled both quantitative and qualitative data. There are no differences in data
collection procedures. Quantitative data in a mixed-methods study are collected just as
quantitative data in any study would be, and the same holds true for qualitative data. The
only difference is that two different types of data are collected and analyzed, sometimes
sequentially (as in the exploratory and explanatory designs) and sometimes concurrently (as
in the convergent design). However, care must be taken to ensure that data are collected so
they parallel the mixed-methods research design you specified in the procedure section of
the study.

The following table illustrates both methods of data collection. In practice, mixed methods
researchers use different methods to collect different forms of data.

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MIXED METHODS
 Quantitative and Qualitative Methods of Data Collection and Types of Data

Quantitative Research Qualitative Research

Methods of Data Data Methods of Data Data

Collection Collection

Instruments (e.g Numeric scores Open-ended Text data from

questionnaire, interviews transcribed interviews
closed-ended
interview, closed-
ended observation)

Documents (e.g. Numeric scores Open-ended Text data transcribed

census, attendance questions on from questionnaires
records) questionnaires

Open-ended Fieldnotes (text) from

observations researcher's notes

Documents (e.g. Text data optically

private or public) scanned from diaries,
journals, letters, or
official documents

Visual materials Image data from

pictures, photography,
or audiotapes

Table 1. Quantitative and Qualitative Methods of Data Collection and Types of Data Creswell, John W.
(2012). Educational Research: planning, conducting, and evaluating Quantitative and Qualitative
research. 4th ed. Pearson.

It is important to consider PRIORITY for data collection in mixed methods research. Three
options are available to the researcher for prioritizing data:

• Quantitative and qualitative data are of equal weight.

• Quantitative data is of greater weight than qualitative data.

• Qualitative data is of greater weight than quantitative data.

Another important aspect to consider is the SEQUENCE of data collection using concurrent
or sequential approaches or some combination. Again, several options exist for the
sequencing of data collection:

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MIXED METHODS
• You collect both quantitative and qualitative data at the same time.

• You collect quantitative data first, followed by qualitative data.

• You collect qualitative data first, followed by quantitative data.

• You collect both quantitative and qualitative at the same time as well as in sequence.

If the purpose of the study is to explain quantitative results further with qualitative data (i.e.,
explanatory design) or to develop an instrument from qualitative data (i.e., exploratory
design), the procedures should clearly indicate this sequence. The data collection
procedures are independent of each other and typically presented as phases. If the intent of
the study is to converge the findings (i.e., convergent design), then the data are collected at
the same time, and the researcher is explicit about this process. This process involves two
data collection efforts that proceed simultaneously and are related to each other. Some
mixed methods studies may involve both the concurrent and the sequential processes of
data collection.

Lets check in detail some aspects on data collection using three mixed methods designs:

In a Convergent Parallel Design, the key idea is to coiled both forms of data using the
same or parallel variables, constructs, or concepts. For example, if the concept of "bullying"
is being measured quantitatively, the same concept is asked during the qualitative data
collection process, such as in an open-ended interview. Another data collection issue is the
sample size for both the qualitative and quantitative data collection process. Unquestionably,
the data for the qualitative data collection will be smaller than that for the quantitative data
collection. This is because the intent of data collection for qualitative data is to locate and
obtain information from a small sample but to gather extensive information from this sample;
whereas, in quantitative research, a large sample is needed in order to conduct meaningful
statistical tests.

It is necessary to highlight that in convergent (also called triangulation) designs data may
need to convert into another type of data. The conversion of qualitative data into quantitative
data is referred to as quantitizinq. For instance, interviews may lead a data. The conversion
of qualitative data into quantitative data is referred to as quantitizing. For instance, interviews
may lead a researcher to believe there are three types of elementary science learners: (1)
manipulators, (2) memorizers and (3) cooperative learners, By counting the number of each
type of learner in each of a number of science classes, the researcher could convert the
qualitative data (the learner types) into quantitative data (the numbers of each type). On the
other hand, the conversion of quantitative data into qualitative data is referred to as
qualitizing. For instance, individuals who share various quantitative characteristics may be
grouped together into different types.

In an Explanatory Sequential Design, the data collection proceeds in two distinct phases
with rigorous quantitative sampling in the first phase and with purposeful sampling in the
second, qualitative phase. The key idea is that the qualitative data collection builds directly
on the quantitative results. The quantitative results that then are built on may be extreme or
outlier cases, significant predictors, significant results relating variables, insignificant results,
or even demographics. For example, when using demographics, the researcher could find in
the initial quantitative phase that individuals in different socioeconomic levels respond

42
MIXED METHODS
differently to the dependent variables. Thus, the follow-up qualitatively may group
respondents to the quantitative phase into different categories and conduct qualitative data
collection with individuals representing each of the categories. The idea of explaining the
mechanism—how the variables interact —in more depth through the qualitative follow-up is a
key strength of this design.

In an Exploratory Sequential Design, the data collection would occur in two phases with
the initial qualitative data collection followed by the second quantitative data collection. The
challenge is how to use the information from the initial phase in the second phase. The
development of an instrument can proceed by using the quotes to write items for an
instrument, the codes to develop variables that group the items, and themes that group the
codes into scales. This is a useful procedure for moving from the qualitative data analysis to
scale development. A researcher can analyze the qualitative data to develop new variables,
to identify the types of scales that might exist in current instruments or to form categories of
information that will be explored further in a quantitative phase. The question arises if the
sample for the qualitative phase is the same for the quantitative phase. This cannot be,
because the qualitative sample is typically much smaller than a quantitative sample needed
to generalize from a sample to a population. However, a good procedure is to draw both
samples from the same population but make sure that the individuals for both samples are
not the same.

4.1.1. Sampling

Sampling is as important in mixed methods studies as it is in any other type of research.

Qualitative researchers typically use purposive sampling, wherein researchers intentionally
select participants who are informed about or have experience with the central concept(s)
being investigated. Usually samples are small, the intent being that a comparatively small
number of individuals can provide a considerable amount of detailed, in-depth information
that large-size samples would not. Quantitative researchers typically want to choose
individuals who are representative of a larger population so that results can be generalized to
that population. Generally, random sampling strategies are preferred, but often this is not
possible, especially in educational settings. Thus convenience, systematic, or purposive
samples must be used, with replication suggested and encouraged. Sample sizes are usually
much larger than in qualitative studies.

There are usually multiple samples in mixed methods studies. For example, a researcher
might randomly select two high schools for a mixed-methods study on drug use in suburban
schools. First she would administer surveys to all 800 graduating seniors at the two schools,
then conduct six focus groups using a purposive sample of students, and conclude by
randomly selecting 40 students to interview. Teddlie & Yu (2007) explain that mixed-methods
sampling occupies the middle portion of a continuum, with quantitative sampling techniques
on one end and qualitative sampling on the other. They argue that mixed-methods
researchers should use any and all combinations of random and purposive sampling
strategies to address their research questions. Accordingly, researchers must make a
number of decisions with regard to sampling before beginning a mixed-methods study, such
as the relative size of the two samples involved, whether they are to include the same
participants, whether one sample is to be subsumed within the other, or whether the
participants should be completely different for the two samples as explained in this section.

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MIXED METHODS
4.2. Analyzing data in Mixed Methods context separately, concurrent or both

One of the most difficult challenges for the mixed methods researcher is how to analyze data
collected from qualitative and quantitative research. Data analysis must proceed based on
process outlined by the specific mixed-methods research design you choose. Researchers
have to reach a Point of interface, that means combining and integrating the results from
both components for an actual mixing to occur. In the case of concurrent research designs,
this can happen throughout all stages of the research process (Schoonenboom & Johnson,
2017), but the common point at which the mixing takes place is during the analysis of the
data gathered by both components or when the data is interpreted. In case of sequential
research designs it is often the case that one component informs the following component
before it is conducted, which is a form of interface or integration too. Nevertheless, a Mixed
Methods study is more than the sum of its parts (Bryman, 2007), so even in sequential
designs, an integration should take place when analyzing or interpreting the data or at least
when the research results are written up.

4.2.1. Convergent Design Analysis

The challenge is how to actuallity converge or compare quantitative data (e.g., scores and
qualitative data (e.g., text) The researcher will first report the quantitative statistical results
and then discuss the qualitative findings that either support or refute the statistical analysis.
Alternatively, the researcher might start with the qualitative findings and then compare them
to the quantitative results. Mixed methods writers call this a side-by-side approach because
the researcher makes the comparison within a discussion, presenting first one set of findings
and then the other. Finally, the discussion section includes a report comparing the results
from the two databases and notes whether there is convergence or divergence between the
two sources of information.

Example:

In a study about controversial art on college campuses (e.g., a painting or novel), the
researcher collected questionnaires from campus constituents as well as interview data from
administrators, faculty, and students. The researcher then compared the two sources of data
to determine if the interviews supported the questionnaire results. Another approach was the
combination of the qualitati4 and quantitative data that helped the researcher to arri t new
variables or new themes for further testing or exploration. The interview data and
questionnaires' scores oduced a new variable: the sensitivity of campus cons to some forms
of art. This variable became inf exploration.

As it was previously mentioned, some mixed methods researchers quantify qualitative data
to compare the data directly with statistical results. For instance, you could reduce interview
data from campus personnel to themes and make counts of the occurrences of each theme.
You could compare the frequency of these themes with the descriptive statistics about
information from scales. Alternatively, the researcher might analyze the questionnaires,
develop themes (or scales) that reflect issues surrounding campus art, and compare the
themes to those generated by campus personnel during the qualitative interviews. A final
approach is to directly compare the quantitative results and the qualitative findings in a table,
a joint display. This was one of the analytic procedures used and suggested by Lee &
Greene (2007).

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MIXED METHODS
4.2.2. Explanatory Design Analysis

The quantitative and the qualitative databases are analyzed separately in this approach. The
quantitative results are then used to plan the qualitative follow-up. The results of the
qualitative analysis are used by the researcher to expand upon the results of the quantitative
study. Quantitative results cannot only inform the sampling procedure but it can also point
toward the types of qualitative questions to ask participants in the second phase. These
questions, like all good qualitative research questions, are general and open-ended.
Because analysis proceeds independently for each phase, this design is useful for student
research and perhaps easier to accomplish (than the convergent design) because one
database builds on the other.

Example:

In a mixed methods study about the transition of adults from school to work (Blustein et. al.,
2013), the researchers conducted a wiantitative correlational analysis of transition measures
(i.e., job satisfaction and congruence) and then employed the results to provide an in-depth
and focused approach to analyze (lie corresponding qualitative narratives. They identified
individuals with high and low scores (i.e., extreme cases) on the dependent measures and
then conducted a qualitative, thematic analysis using interviews with these individuals.
Alternatively, within an explanatory design, the researcher sought to explain the results in
more depth in a qualitative phase of the study.

4.2.3. Exploratory Design Analysis

Data analysis in the exploratory design is separate, corresponding to the first, qualitative,
phase of the study and the second, quantitative, phase of the study. Then, the researcher
uses the findings from the initial exploratory database to build into quantitative measures.
Hence, results of the qualitative phase give direction to the quantitative method, and
quantitative results are used to validate or extend the qualitative findings. The order of
interpretation is to first report the qualitative findings, the use of the qualitative results, and
then the quantitative results of the final phase of the study. It does not make sense to
compare the two databases, because they are typically drawn from different samples and the
intent of the strategy is to determine if the qualitative themes can be generalized to a larger
sample.

Example:

In a case of a researcher who studied first-year teachers is reservation-based, Native

American elementary schools, t e existing instruments were not good enough to identify the
cultural factors that affected this first-year experience. Thus, the researcher first conducted
interviews with first-year teachers, identified themes and supporting statements, and
developed an instrument to measure, broadly the experiences of first-year teachers. As an
alternative to this approach, the researcher identified the themes and located an instrument
using the library resources. Then, the researcher categorized the experiences of the first-
year teachers into their ages of development, such as "initiation," "apprentice," and “recruit,"
and used this categorization in a correlation or regression analysis. Unusual or extreme-case
individuals in these categories might serve as the basis for extensive analysis across a
population.

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MIXED METHODS
4.2.4. Embedded design analysis

In this design, the analyses of the quantitative and qualitative data are kept separate
because the two datasets often reflect different questions. Thus, in an experiment, the
outcome analysis is conducted for the quantitative data and the process qualitative data is
analyzed for themes. In an embedded design for a correlational study, the analyses also
proceed independently of each other. In both the experimental and the correlational
examples, results of the two databases can be interpreted together—how one reinforces the
other or complements the other. When a sequential design is used with the embedded
design, researchers will use one form of analysis (e.g., qualitative data collected and
analyzed before an experiment) to inform the quantitative phase or qualitative phase of the
study.

The following video summarizes how to analize mixed methods research data

Finally, a researcher must draw conclusions, inferences, and recommendations directly from
the interpretation of results of the data analysis. Once again; you must ensure that you are
interpreting the data appropriately; in other words, you must determine if the interpretations
of your analytical results will be drawn separately and sequentially, or if they will be done in
an integrated; concurrent manner.

What to Do About Contradictory Findings?

On occasion, the quantitative and qualitative findings may contradict each other. What does
a researcher do if that occurs?

1. Present the two findings in parallel and state that more research is needed.

2. Collect additional data to resolve the contradiction; provided that this is both feasible and
timely.

3. View the problem as a springboard for new directions of inquiri.

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MIXED METHODS
4.3. Writing a Research Proposal or Report

The final step in a mixed methods study is to write a final research report. There is some
variation in developing a report of mixed-methods research; compared with a report of just
quantitative or just qualitative research. Specifically the report should parallel your data
analysis and interpretation of results. It is important to integrate ideas from the qualitative and
quantitative data, findings, and perspectives into warranted meta-inferences (i.e., integrative
inferences or conclusions based on qualitative and quantitative data and findings)

For example, if your study involved separate data collection, analysis, and interpretation for
your quantitative data and qualitative data; your report should contain two separate sections
for the collection, analysis; and interpretation one for each type of data. In contrast; if your
analysis and interpretation were integrated into one process across both types of data, you
should include only one section reporting the combination of quantitative and qualitative data.
Thus, the data analysis section is an attempt to converge both types of data into a single set
of results and interpretations. relating directly back to the research problem and guiding
questions.

Research proposals and research reports are similar in many respects; the main difference
being that a research proposal is generated before a study begins; whereas a research
report is prepared after a study has been completed.

A research proposal; then, is a written plan of a study. It shows in detail what the
researcher intends to do. It communicates a researcher's intentions; makes clear the
purpose of the intended study and its justification, and provides a step-by-step plan for
conducting the study. The research proposal identifies problems, states questions or
hypotheses; identifies variables, defines terms, identifies the sample; the instrument(s) to be
used; the research design chosen; the procedures to be followed, how the data will be
analyzed.

4.3.1. Major Sections of a Research Proposal or Report

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MIXED METHODS
4.3.1. Major Sections of a Research Proposal or Report

PROBLEM TO BE INVESTIGATED.- The section describing the problem to be investigated

usually addresses four topics:

(1) Purpose of the study.- It states succinctly what the researcher proposes to investigate.
The purpose should be a concise statement, providing a framework to which details are
added later. Any study should seek to clarify some aspect of the field of interest that is
considered important, thereby contributing both to overall knowledge and to current practice.
It is recommended the inclusion of a purpose statement (contains the overall intent of the
study) based on the chosen design. The following is an example of a purpose statement
script for a Convergent Design:

Figure 2. Purpose statement for a Convergent Design Creswell, J.W & Piano Clark, V. (2018)
Designing and Conducting. Mixed Methods Research 3rd ed. Sage.

(2) Justification for the study.- Researchers must make clear why this particular subject is
important to investigate. They must present an argument for the "worth" of the study, so to
speak. For example, if a researcher intends to study a particular method for modifying
student attitudes toward homework, he/she must convince that such a study is important—
that people should be concerned about it. The reasons why certain mixed methods design
was chosen should be stated. A good justification should also include the feasibility of the
study.

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MIXED METHODS
(3) Research question.- A research question poses a relationship between two or more
variables but phrases the relationship as a question. It should adhere to the following
guidelines:

(a) formation of question or questions are based on theory, previous research (i.e., the
literature review), and experience;

(b) stated in the form of a question; and

(c) are focused and clear (i.e., specific and feasible). Include the three types of research
questions listed below:

1. Quantitative.- Specify the specific variables to test (e.g., What is the relationship between
the perception of the new educational initiative and job satisfaction?).

2. Qualitative.- Specify a concise open-ended question that begins with what or how and
use verbs such as discover, explore, or understand. Example: (central question) How did the
teachers respond to the new educational initiative? (subquestion) What impact does the
initiative have on the teachers' roles?

3. Mixed method.- Specify an explicit question so that the data can be analyzed to address
the specific mixed method design. For example, if a convergence design was chosen, the
question would be, "To what extent does the quantitative and qualitative data converge? How
and why?"

(4) Definition of terms.- These are primarily the terms that describe the variables of the
study. The researcher's task is to make his or her definitions as clear as possible. Some
definitions found in the literature are clear to all concerned, however, they may need to be
modified to fit the present study. While it is probably impossible to eliminate all ambiguity
from definitions, the clearer the terms are—to both the researcher and others—the fewer
difficulties will be encountered in subsequent planning and conducting of the study.

BACKGROUND AND REVIEW OF RELATED LITERATURE.- In a research proposal, a

literature review is a partial summary of previous work related to the hypothesis or focus of
the study. The researcher is trying to show here that he or she is familiar with the major
trends in previous research and opinion on the topic and understands their relevance to the
study being planned. This review may include theoretical conceptions, directly related
studies, and studies that provide additional perspectives on the research question.

METHODOLOGY.- This section includes components such as:

(1) The participants.- Researchers should include the following elements: (a) the target
population or sample (to which it is hoped the findings will be applicable) should be defined,
consistent with the Research Questions sections; and (b) the population from which the
sample will actually be drawn should be specified (this should also include demographic
information such as age, gender, and ethnicity); and (c) the sampling procedures, along with
justification (i.e., citation) for the sampling procedure choice. The sampling procedure for
collecting quantitative and qualitative data may or may not differ. If a different procedure is
used, then detail it here and include the same information as stated above for quantitative.

(2) Instrumentation.- Whenever possible, existing instruments should be used in a study,

since construction of even the most straightforward test or questionnaire is often a very time-
consuming and difficult task. In the event that appropriate ready-made instruments are not
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MIXED METHODS
available, the procedures followed in developing the instruments should be described with
attention to how validity and reliability will (presumably) be enhanced. At least some sample
items from the instruments should be included in the proposal.

(3) Procedures.- This refers to the procedures to be followed in the study—what will be
done, as well as when, where, and how—should be described in detail. Keep in mind that the
goal here is to make it possible to replicate the study; another researcher should, on the
basis of the information provided in this section, be able to repeat the study in exactly the
same way as the original researcher. In this section, researchers should include:

Research design. Researchers must state the particular research design to be used in the
study and its application to the study should also be identified.

Data collection.- Researchers must detail how the quantitative and qualitative data will be
collected (i.e., the methodological steps). Steps pertaining to the control of issues related to
validity should be discussed here. The researcher should also make clear how the
information collected will be used to answer the research questions.

Research design. Researchers must state the particular research design to be used in the
study and its application to the study should also be identified.

Data collection.- Researchers must detail how the quantitative and qualitative data will be
collected (i.e., the methodological steps). Steps pertaining to the control of issues related to
validity should be discussed here. The researcher should also make clear how the
information collected will be used to answer the research questions.

Data analysis. Researchers must indicate the appropriate data analyses that will be used to
answer the research question(s). These data analyses should be based on the research
questions and the research design selected for the study. For both qualitative and
quantitative data, you have to describe how the data will be organized and analyzed. Discuss
specific qualitative software you will use to assist in organizing collected data. Finally, how
the quantitative and qualitative data will be integrated should be discussed here.

SCHEDULE & BUDGET.- Some institutions almost always require submission of a tentative
budget along with the proposal. The amount of money involved in a research proposal can
have a considerable impact on whether or not it is funded. Thus, great care should be given
to preparing the budget. Budgets usually include such items as salaries, materials,
equipment costs, administrative and other assistance, and expenses. A schedule is also
included.

REFERENCES.- Finally, the references (bibliography) should list all sources that were used
in the proposal or the report. Every source cited must appear in the body of the report as well
as in the reference section. A good source, recommended by most journal editors and used
by many researchers when preparing their research reports, is the Publication Manual of the
American Psychological Association (APA), 7th edition.

4.3.2. Sections Unique to Research Report

Research reports generally follow a format that reflects the steps involved in the study itself;
they also have many of the same components included in research proposals including the
following:

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MIXED METHODS
Abstract.- It is a brief summary of the entire research report. It is usually no longer than a
paragraph or two and is typed on a separate page with the word Abstract centered at the top
of the page. Usually, an abstract contains a brief statement of the research problem, the
hypothesis, a description of the sample, followed by a brief summary of the procedures,
including a description of the instrument(s) used, how the data were collected, the results of
the study, and the researcher's conclusions.

Results/Findings.- As discussed previously, the results of a study can be presented only in

a research report. A report of the results, sometimes called the findings, is included near the
end of the report. The findings of the study constitute the results of the researcher's analysis
of his or her data—that is, what the collected data reveal. It is particularly important in the
results section of a research report that the data collection procedures be clearly described,
including what kinds of analyses were done. The data analysis integrates the quantitative
and qualitative phases of the study and the researcher forms the results and interpretation
into information that sheds light on the research problem.

Discussion.- The discussion section of a report presents the authors interpretation of what
the results imply for theory and/or practice. It will go considerably beyond the data in
attempting to place the findings in a broader perspective. Researchers also recapitulate any
difficulties that were encountered, make note of the limitations of the study, and suggest
further, related studies that might be done.

Suggestions for Further Research.- Normally, this is the final section of a report. Based on
the findings of the present study, the researcher suggests some related and follow-up studies
that might be conducted in the future to advance knowledge in the field.

Tables and figures should be used and included only when they can summarize or convey
information better, more simply, or more clearly than the text alone. They always be viewed
as supplements to text, never as providing new information meant to stand alone. They
should always, however, be referred to in the text.

SELF- ASSESSMENT

1. When collecting data, the researcher has to consider the following...

-. The sequence of data collection using concurrent or sequential approaches or some

combination.

-. The characteristics of the data

-. Quantitative and qualitative data should be of equal weight

2. The data collection proceeds in two distinct phases with rigorous quantitative
sampling in the first phase and with purposeful sampling in the second, qualitative
phase. This corresponds to...

-. Convergent parallel design

.- Explanatory Sequential Design

-. Exploratory Sequential Design

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MIXED METHODS
3. In the exploratory design, the sample for the qualitative phase is the same for the
quantitative phase

-. True

-. False

4. The term is used in research, refers to the process of selecting the individuals who
will participate (e.g., be observed or questioned) in a research study.

-. Sampling

-. Generalizability

-. Representativeness

5. A researcher can analyze the qualitative data to develop new variables, to form
categories of information that will be searched further in a quantitative phase. This
usually happens in an

-. Exploratory design

-. Embedded design

-. Explanatory design

6. The common point at which the mixing of qualitative and quantitative components
takes place is during

-. The data collection process

-. The analysis and interpretation of data

-. The writing of the report

7. When the researcher makes the comparison within a discussion, presenting first
one set of findings and then the other is called

-. side-by-side approach

-. point of interface approach

-. purposive analysis approach

8. In this stage, the researchers combines the results from both components and a
mixing of methods occurs.

-. Point of interface

-. Timing of components

-. Data collection

52
MIXED METHODS
9. In this section, researcher usually include a which conveys the overall intent of a
study

-. The research question

-. The purpose statement

-. The justification

10. This section of a report presents the author's interpretation of what the results
imply for theory and/or practice, attempting to place the findings in a broader
perspective

-. The discussion

-. The procedural details

-. The research design

53
MIXED METHODS
15/12/21 20:17 Sistema Virtual de Educación [Evaluations]

Program > Unit > Evaluation

Exam-First Term

Exam - First Term

Total score: 20.00
Score of approval: 14.00
Incorrect answers lower your score: No
Open: since 15/12/2021 19:15 until 15/12/2021 22:00
Achievement

Date: 12/15/2021 7:21:42 PM

Achievement time: 00:53:26 Passed - 19.00
Number of times done: 1
Quantity of right answers: 19 / 20

Educational research applies empirical methods to deal with educational_________ with

the purpose of ________their efficiency.

Reasons/managing

Issues/improving

Characteristics/decreasing
(1.00 score)

The starting point and the most important phase of any research process is..

the formulation of research problem

the purpose of the research

literature review
(1.00 score)

.........suggested the combination of in-depth case studies with surveys, and the
"integration" of research techniques within a single study.

Campbell and Fiske (1959)

Sieber (1973)

Jick (1979)
(1.00 score)

In this design, the qualitative and quantitative data are collected and analyzed during a
similar time frame.
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15/12/21 20:17 Sistema Virtual de Educación [Evaluations]

Convergent design

Explanatory design

Embedded design
(1.00 score)

This design is characterized by an initial qualitative phase of data collection and

analysis, followed by a phase of quantitative data collection and analysis.

Exploratory design

Explanatory design

Convergent design
(1.00 score)

In which step of a research should ethics be applied?

At the beginning when the research obtains informed consent from participants

During data collection process with the participants

At all times within the research process

(1.00 score)

Which is not a characteristic of literature review?

provide insights and different perspectives on the research topic.

compare and contrast what the researcher is doing in the context of the research

include non-scholarly sources

(1.00 score)

Which is not part of the process of collecting data?

obtaining their permission for intervention

drawing conclusions about the findings

structuring the instruments to gather information

(1.00 score)

____________ is the process in which the purpose of research, the methodology used and
the results are rated to ascertain their relevance, value and their ability to achieve
research objectives.

Evaluating the research

Reporting the research

Analyzing the research

(1.00 score)
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_____________is concerned with understanding human behavior from the perspective of

the subject.

Quantitative research

Qualitative research

Both options
(1.00 score)

This simply refers to an attribute given to a person, place, thing, or phenomenon that you
are trying to measure in some way.

A variable

A sample

A research characteristic
(1.00 score)

What is research instrument?

refers to any tool that you may use to obtain, measure and analyse data that is
relevant to the subject of a research.

Refers to a measuring device to calculate reliability of a research

Refers to a general term researchers use for a tool to validate data

(1.00 score)

The following data collection sample is referring to ______________: Grading reports

about what students learn in pre school are reviewed and at the same time the
researcher collects observations on student behavior.

Convergent parallel design

Exploratory design

Embedded design
(1.00 score)

A 12 intervention program was proposed to improve English achievement scores. Pre-

tests were issued prior the intervention. During the intervention, 8 students were
randomly selected to interview regarding their perceptions on the new approach. At the
conclusion of the 12-weeks intervention, post tests were given. This study is an example
of using a/an____________

Embedded design

Convergent design

Exploratory design
(1.00 score)

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Convergent design is also known as __________

Concurrent/triangulation design

Embedded design

Emerging design
(1.00 score)

This design appeals to quantitative researchers, because it often begins with a strong
quantitative orientation.

Exploratory design

Explanatory design

Embedded design
(1.00 score)

Which of the following would be considered as a well-focused qualitative research

question?

What are the attitudes of Ecuadorian pre-school children towards the daily use of
technological devices for learning?

Do the attitudes of Ecuadorian pre-school children change due to the daily use of
technological devices for learning?

In what proportion do Ecuadorian pre-school children change their attitude towards

the daily use of technological devices for learning?
(1.00 score)

Examples of quantitative data are:

Notes from classroom observations

A transcript from a focus group with parents

Scores from students' tests

(1.00 score)

___________will heavily influence which statistical methods and techniques you should
use to collect and analyze data.

The research questions

The problem

The objective and justification of the research

(1.00 score)

The following statement "It starts collecting quantitative data, analyzes data and
obtains results from these results follows a second qualitative phase, in that way it
interprets the quantitative results using the qualitative data", describes
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An explanatory sequential design

A convergent design

Advanced mixed methods design

(1.00 score)

 
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9/2/22, 20:51 Sistema Virtual de Educación [Evaluations]

Program > Unit > Evaluation

Segundo Parcial
Second Partial Exam

You will have sixty minutes to finish this twenty-multiple choice question exam accordingly.
Total score: 20.00
Score of approval: 14.00
Incorrect answers lower your score: No
Open: since 09/02/2022 19:15 until 09/02/2022 21:15
Achievement

Date: 02/09/2022 8:13:45 PM

Achievement time: 00:37:54 Passed - 19.00
Number of times done: 1
Quantity of right answers: 19 / 20

The following aspects should be considered for a research project feasibility.

Access to data, time, resources, consent

Research design, time, type of data, instruments

Access to data, number of participants, resources

The combination of quantitative and qualitative methods compensate the ________and

______ of both research approaches.

strengths/weaknesses

difficulties/facilities

issues/drawback

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Archives, student reports, scores, financial records are examples of ___

existing data

constructed data

structured data

Which of the following is not a factor for choosing a particular mixed methods design?

Choice based on outcomes expected

Choice based on the type of research background

Choice based on a single researcher or team

One important aspect that researchers need to avoid during the process of literature
review is

committing plagiarism

making an annotated bibliography

locating academic sources only

One recommendation when writing mixed methods research questions is _____

Write questions that reflect content orientation only.

Write separate quantitative and qualitative questions and follow them with mixed
methods question.

Write questions in such a way that the components lead to sub questions.

In the exploratory design, the sample for the qualitative phase is the same for the
quantitative phase.

True

False

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The analysis of a project's relevant factors, including economic, legal, access to data
and scheduling considerations to ascertain the likelihood of completing the project
successfully is called_______

Feasibility

Rationale

Project Plan

The term ________ of research means the reason or need for performing the research
using a certain method.

Rationale

Feasibility

Convergence

When choosing a mixed method design it is important to consider......

Which component of the research is quantitative and qualitative data dominant in

the research process.

Which component of the research is linked to the expected outcomes.

Which component provides more understanding of the research problem of

Phenomenon.

When the research will be carried out by a single researcher, the best approach to use is
......... because the investigation can be divided into two manageable tasks.

explanatory sequential

convergent sequential

embedded sequential

A mixed method design has ____________ research questions

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quantitative, qualitative and mixed method

mixed- methods

qualitative or quantitative

Which is the most reliable source of information for your literature review?

A TV documentary or youtube video

A newspaper article or a blog

A peer reviewed research article

Which following sentence is not correct?

There are fundamental differences between qualitative and quantitative methods.

We can not use both qualitative and quantitative methods in a single study.

Both could be used in a single study to adequately address a research problem.

Mixed methods studies differ from quantitative and qualitative studies because_______

They ensure a comprehensive set of approaches for examining topics

Only mixed methods research studies contain analysis at the end of study

Qualitative studies offer narrative and complete analysis.

A research proposal does not need to give detailed information about the strategies that
will be used for data analysis because data has not been collected at the point of writing
the proposal.

True

False

One of the most important aspects of the results and discussion section is____
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an elaborated interpretation of the findings

a statement of how a research question was answered

a justification for why mixed methods research was used

__________ is the brief form of the reference that you include in the body of your work.

An in - text citation

A reference list

An APA style

A researcher can analyze the qualitative data to develop new variables, to form
categories of information that will be searched further in a quantitative phase. This
usually happens in an _______

exploratory design

embedded design

explanatory design

In this stage, the researchers combines the results from both components and a mixing
of methods occurs.

Point of interface.

Timing of components.

Data collection.

 
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9/2/22 20:42 Sistema Virtual de Educación [Evaluations]

Program > Unit > Evaluation

Examen del segundo parcial

Choose the right answer

Total score: 20.00
Score of approval: 14.00
Incorrect answers lower your score: No
Open: since 09/02/2022 19:15 until 09/02/2022 21:15
Achievement

Date: 02/09/2022 8:10:42 PM

Achievement time: 00:31:06 Passed - 20.00
Number of times done: 1
Quantity of right answers: 20 / 20

Which design corresponds the following: QUAL + QUAN

Concurrent research design

Sequential research design

Simultaneous research design

When the expected outcome of the research is to merge two databases to show how
they diverge, the recommended mixed method design could be........

Convergent parallel design

Embedded mixed methods design

Exploratory sequential design

Examples of methods of data collection are:

Focus groups, qual and quan observation, in-depth interviews, surveys.

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Focus groups, Field notes, observation scales, interviews.

Focus groups, rating scales, interview schedules, surveys.

Secondary or existing data refers to.............

Personal and official documents such as newspapers, student records

Produced personal and official documents such as records and diaries

Both options

A mixed method design has ____________ research questions

quantitative, qualitative and mixed method

mixed- methods

qualitative or quantitative

When starting literature review what is the first step?

Selecting a topic.

Finding articles.

Reading and analyzing the sources.

Which of the following is not plagiarism?

Presenting someone else's work or ideas as your own, without their consent.

Summarising someone's work and incorporating it into your work without full
acknowledgement.

Providing credit to the original author in an in-text citation and reference list.

Is this a good academic research topic in a literature review? "What is the role of
advertising in the world?"

No, it is too broad.

No, it is too narrow.

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Yes, it is a good research topic.

The research question ___________

will guide the literature review

is necessary only when you begin the research

can not be modified during literature review

In mixed methods notations, upper case indicates emphasis on either qualitative or

quantitative data; lower case indicates lesser priority

True

False

Which following sentence is not correct?

There are fundamental differences between qualitative and quantitative

methods.

We can not use both qualitative and quantitative methods in a single study.

Both could be used in a single study to adequately address a research problem.

The mixed methods researcher collects quantitative data in the first sequence
followed by qualitative interviews. The design is most likely ____

convergent.

explanatory sequential.

exploratory sequential.

transformative.

The data collection would occur in two phases with the initial qualitative data
collection followed by the second quantitative data collection. The design is most
likely_____

explanatory sequential.
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exploratory sequential.

convergent

A mixed methods researcher needs to identify how she will analyze the data from her
study. What criterion is best to use to identify her qualitative data analysis strategy?

She should consider identifying descriptions and themes.

She needs to match her data analysis strategy to her design.

She needs to analyze both quantitative and qualitative data.

What is meant by a research proposal?

A detailed plan for the intended study.

A detailed document that presents the purpose of the study.

An outline that guides the data collection and analysis of the future research.

Writing a research proposal provides opportunities to identify potential pitfalls and

problems before they occur.

True

False

___________ summarizes the specific topic and goals of the research. It gives the
readers an accurate, concrete understanding what the research will cover and what
they can gain from reading it.

A purpose statement

An introduction

A conclusion

Postpositivism, constructivism, transformative, and pragmatism are examples of

________

worldviews
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models

designs

In this stage, the researchers combines the results from both components and a
mixing of methods occurs.

Point of interface.

Timing of components.

Data collection.

What is meant by the term "priority" when it is used in mixed methods research?

Whether quantitative or qualitative data are given increased emphasis.

Whether the title to the study indicates a "priority" for mixed methods research.

Whether quantitative or qualitative data are collected first in the study.

 
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9/12/21 21:09 MIXED METHODS RESEARCH DESIGNS

MIXED METHODS RESEARCH DESIGNS

Watch the recording of the videoconference and answer the questions.

Se ha registrado el correo del encuestado (null) al enviar este formulario.

*Obligatorio

1. Correo *

2. Qualitative methods are often post positivist and conduct exploratory 1 punto
research *

Marca solo un óvalo.

True

False

3. When is it appropriate to use the mixed method approach? * 1 punto

Marca solo un óvalo.

when one type of research (qualitative or quantitative) is not enough to address the
research problem or answer the research questions.

when a researcher has a lot of data and want compare the results obtained about
the research problem

when a researcher wants to analyze the problem based on more evidence obtained
from qualitative and quantitative methods.

4. What worldview does Mixed Methods research embrace? * 1 punto

Marca solo un óvalo.

Constructivism

Pragmatism

Positivism

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9/12/21 21:09 MIXED METHODS RESEARCH DESIGNS

5. This design is characterized by an initial qualitative phase of data collection 1 punto

and analysis, followed by a phase of quantitative data collection and
analysis *

Marca solo un óvalo.

Exploratory design

Explanatory design

Convergent design

6. This is a design in which one data set provides a supportive, supplemental 1 punto

role in a study based primarily on the other data type *

Marca solo un óvalo.

Convergent design

Explanatory design

Embedded design

7. In this design data are collected over the period of time in two consecutive 1 punto

phases. Thus, a researcher first collects and analyzes the quantitative data.
Qualitative data are collected in the second phase of the study *

Marca solo un óvalo.

Exploratory design

Explanatory design

Convergent design

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9/12/21 21:09 MIXED METHODS RESEARCH DESIGNS

8. What is a strand ? * 1 punto

Marca solo un óvalo.

It is a component of a study that encompasses the basic process of conducting

quantitative or qualitative research

it is posing a research question, and choosing a design

It is an integration of both qualitative and quantitative approaches within one

research project.

9. Convergent parallel design is also known as... * 1 punto

Marca solo un óvalo.

Concurrent triangulation design

Concurrent exploratory design

Concurrent embedded design

10. The purpose of this design is to help generalize the qualitative findings or 1 punto

help design an instrument *

Marca solo un óvalo.

exploratory design

explanatory design

embedded design

11. Postpositivism, constructivism, transformative, and pragmatism are 1 punto

examples of ….. *

Marca solo un óvalo.

research designs

worldviews

research models

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9/12/21 21:09 MIXED METHODS RESEARCH DESIGNS

12. Sequential designs are.... * 1 punto

Marca solo un óvalo.

Explanatory and exploratory designs

Concurrent and exploratory designs

Explanatory and embedded designs

Este contenido no ha sido creado ni aprobado por Google.

 Formularios

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9/2/22, 20:18 Sistema Virtual de Educación [Evaluations]

Program > Unit > Evaluation

Segundo Parcial
Second Partial Exam

You will have sixty minutes to finish this twenty-multiple choice question exam accordingly.
Total score: 20.00
Score of approval: 14.00
Incorrect answers lower your score: No
Open: since 09/02/2022 19:15 until 09/02/2022 21:15
Achievement

Date: 02/09/2022 7:32:14 PM

Achievement time: 00:46:02 Passed - 17.00
Number of times done: 1
Quantity of right answers: 17 / 20

Which design corresponds the following: QUAL + QUAN

Concurrent research design

Sequential research design

Simultaneous research design

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One important aspect that researchers need to avoid during the process of literature review is

committing plagiarism

making an annotated bibliography

locating academic sources only

What aspect should a researcher initially consider when deciding on mixed method approach for his research?

It should be weighed to what extent a mixed-methodical approach has advantages over a mono-methodically oriented
approach.

There should a previous analysis of the data that are planned to be collected.

There should be an analysis of the potential obstacles that may impede the development of research using mixed methods.

Mixed methods require research questions that.............

Helps integrate the components of the study and should be formulated in such a way that provides insights through
subquestions.

Helps the researchers explain their ideas and focus on one central phenomenon of interest.

Helps narrow the purpose statement and should be written in such a way that the two phases are clearly identified.

When the two components are conducted at different times and one component builds on the results of the other is
called............design

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Sequential

Concurrent

Simultaneity

The same research question can be stated regardless the design chosen by the research.

Definitely

Definitely not

Depends on the design

Which of the following sentences in not true about the purpose of doing literature review?

to learn about the existing information about a given topic.

to position your research project by building a theoretical framework within the body of literature.

to provide a summary of what has been written about a given topic.

Which of the following approaches to reading do you think is not useful in literature review?

Memorizing

Comparing

Evaluating

Arguing
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Is this a good academic research topic in a literature review? "What is the role of advertising in the world?"

No, it is too broad.

No, it is too narrow.

Yes, it is a good research topic.

Analysing data from a mixed-methods research may be like the analysis of data from______.

Quantitative studies

Qualitative studies

Both

A research proposal outlines the research process that is to be undertaken so that the ____________ and appropriateness can be
examined by others.

Authority

Relevance

Appearance

A research proposal does not need to give detailed information about the strategies that will be used for data analysis because
data has not been collected at the point of writing the proposal.
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True

False

What does instrumentation refer to?

Measurement tools

Models of methodology

Methods to develop collection plana.

Writing a research proposal provides opportunities to identify potential pitfalls and problems before they occur.

True

False

What is the purpose of the abstract?

Provide a clear and in depth discussion of the implications of the research

Provide a clear but succinct summary of the research

Provide a short summary of the findings to convince the readers to read the article.

A ________visual summary of the research that has been conducted by others, and it is typically represented in a figure.

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literature map

theme coding

search string

Which of the following is a general outline organized by predetermined sections?

A template

A proposal

A string search

___________ summarizes the specific topic and goals of the research. It gives the readers an accurate, concrete understanding what
the research will cover and what they can gain from reading it.

A purpose statement

An introduction

A conclusion

How does the qualitative follow up data help us to better understand the quantitative first phase results? This question is more
likely referring to ____

Convergent design

Exploratory design

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Explanatory design

A researcher can analyze the qualitative data to develop new variables, to form categories of information that will be searched
further in a quantitative phase. This usually happens in an _______

exploratory design

embedded design

explanatory design

 
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