Mixed methods are very important in the Education field. In mixed methods, both approaches, quantitative & qualitative are used. In mixed methods, the researcher gets advantages of both approaches & the research becomes more meaningful & comprehensive. In this presentation, types of mixed methods, when to use mixed methods, and examples of different types of mixed methods are discussed. The information given is from the famous book written by J.W. Cresswell.

1. Types of mixed methods
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By Dr. Neha Deo

2. When to use Mixed methods designs?
When a researcher has both the types of data &Those data together
provide better understanding of the research problem.
When one type of research is not enough to address the research problem
or answer the research questions.
When the combination of quantitative & qualitative data gives a powerful
mix.
When a researcher seeks to build on the strengths of both quantitative
& qualitative data.
When a researcher wants to provide an alternative perspective in a study.
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3. Types of Mixed methods
Embedded
Convergent
parallel
Multiphase
Transforma
tive
Exploratory
sequential
Explanatory
sequential
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4. Convergent parallel/Triangulation approach
+
QUAN QUAL
The mixed method researcher gives equal priority to both
quantitative & qualitative data.
e.g. interview data are as important as the scores gathered
on an instrument.
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5. Convergent parallel/Triangulation approach
+
QUAN QUAL
Both the quantitative & qualitative data are collected
concurrently or simultaneously.
e.g. qualitative documents about a student learn is
previewed at the same time quantitative observations on
the check list.
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6. Convergent parallel/Triangulation
approach
+
QUAN QUAL
The results from quantitative & qualitative analyses are used to
determine if the two databases yield similar or dissimilar results.
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The strength of this design is that 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.
Best of both the data are used
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7. Convergent parallel/Triangulation approach
+
QUAN QUAL
Difficulty-how to merge the two forms of data & when this is to be
done –
--to determine how to assess results that diverge.
Such design can be described as complementarity mixed methods
study.
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8. Convergent parallel/Triangulation approach
+
QUAN QUAL
Example- In a convergent mixed methods study, Lee & Greene
(2007)examined the relationship between graduate students’
placement test scores for English as a second language on a
daylong, process oriented writing assessment and assessment of
first semester academic performance. This outcome was assessed
through GPA and both quantitative questionnaires & qualitative
interviews with faculty members & students.
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9. Explanatory Sequential-Two phase design
QUAN qual
The researcher places a priority on quantitative data collection &
analysis .Quantitative data are collected first in the sequence. Then
the qualitative data are collected to refine the results from the
quantitative data.
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10. Explanatory Sequential-Two phase design
QUAN qual
Quantitative data are collected first in the sequence. It is followed by
secondary qualitative data collection.
The study is presented in two phases & every phase is clearly
identified in headings in the report.
The qualitative data are used to refine the results from the
quantitative data.
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11. Explanatory Sequential-Two phase design
QUAN qual
Quantitative data are collected first in the sequence. It is followed by
secondary qualitative data collection.
The study is presented in two phases & every phase is clearly
identified in headings in the report.
The qualitative data are used to refine the results from the
quantitative data.
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12. Explanatory Sequential-Two phase design
QUAN qual
This refinement results in exploring a few typical cases, probing a key
result in more detail, or following up with outlier or extreme cases.
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13. Explanatory Sequential-Two phase design
QUAN qual
Example-Ivankova & Stick (2007) in their research examined factors
contributing to students 'persistence in a distributed (on line )
doctoral programme in educational leadership in higher education.
They first gathered quantitative survey data from 278 current and
former students. Then they followed up with four qualitative case
study respondents to explore the survey responses.
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14. Exploratory Sequential
QUAL quan
3
First qualitative data are collected followed by quantitative data in
sequence.
So there are two distinct phases.
First phase qualitative data collection through interviews &
observation with few number of individuals, followed by quantitative
data collection i.e. survey.
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15. Exploratory Sequential
QUAL quan
3
More emphasis on Qualitative data(QUAL) than the quantitative
data(quan). This emphasis may occur through presenting the
overarching question as an open ended question or discussing
the qualitative results in more detail than quantitative results.
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16. Exploratory Sequential
QUAL quan
3
The sequence of data collection is-first qualitative data then
quantitative data. The study is presented in two phases, with the
first phase involves qualitative data collection(interviews,
observations )with a small number of individuals, followed by
quantitative data collection (survey)
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17. Exploratory Sequential
QUAL quan
3
The quantitative data are used to build on or explain the initial
qualitative findings.
It allows the researcher to identify measures actually grounded in
the data obtained from study participants.
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18. Exploratory Sequential
QUAL quan
3
The quantitative data are used to build on or explain the initial
qualitative findings.
It allows the researcher to identify measures actually grounded in
the data obtained from study participants.
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19. Exploratory Sequential
QUAL quan
3
Example-Meijer, Verloop, and Beijard(2001)studied language teachers 'practical
knowledge about teaching reading comprehension to 16 to 18 year old students. They
first conducted a qualitative study of 13 teachers for their practical knowledge about
reading comprehension by conducting semi- structured interviews and concept
mapping assignments. Then they used these qualitative information to identify six
categories of teachers’ knowledge & then to form Likert type items & scales for the
follow up questionnaire.
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20. Embedded design
qual-before,during or
after
QUAN
QUAL
quan-before,during or after
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The purpose of the embedded design is to collect
qualitative of quantitative data simultaneously or
sequentially, but to have one form of data play a
supportive role to the other form of data.
Most of the times qualitative data supports the
quantitative data in experiment.
Collecting data before the experiment can help to
design an intervention that is tailored to the participant
Collecting data after the experiment can help on the
quantitative outcome results. To explain & follow up on
the quantitative outcome results.
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21. Embedded design
qual-before,during or after
QUAN
QUAL
quan-before,during or after
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In this priority is given to the major form of data
collection(often QUAN) and secondary status to
the supportive form (often qual). Secondary
information is used to support & provide
additional information to the primary form.
Both the type of data are collected
simultaneously or sequentially. The purpose of
collecting secondary data should be understood
& should be described.
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22. Embedded design
Example -In her correlational study, Harrison(2007) used
quantitative longitudinal analysis & followed 18 graduates in a
leadership program over 2 years as they learned how to forge mentor
mentee relationships in an undergraduate teacher education
programme. She collected quantitative data on an instrument-
Working Alliance Inventory during six administrations over a 2-year
period. This quantitative data was the major source of information.
She collected limited data in the form of three qualitative focus group
interviews. She plotted the longitudinal trends in relationship building
using the WAI scores overtime, and then used the secondary data, the
focus group information, to help her understand why some mentor-
mentees forged closer relationships, plateaued, or formed more
distant relationships over time.
qual-before, during or after
QUAN
QUAL
quan-before, during or after
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23. Transformative
QUAN qual
Follow up
Theoretical frame
Margianalized group
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The intent is to use any one of the four & to encase the design within a transformative
framework or lens. It addresses a social issue for a marginalized or underrepresented
population and engage in research that brings about change.
*In it either convergent, explanatory, exploratory or embedded design.
*An overall orienting lens in the study as a transformative framework. It may be a feminist,
racial or ethnic or some other perspective.
*The researcher calls for change that will address the social issue faced by the group under
study.
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24. Transformative
QUAN qual
Follow up
Theoretical frame
Margianalized group
5
Example- In a sequential explanatory mixed methods study by Buck, Cook, Quigley, Eastwood
& Lucas (2009) , they used a feminist lens. In the quantitative first phase study of the girls’
attitudes toward science was collected on an inventory to provide descriptive results. This
was followed by a qualitative second phase consisting of focus group interviews and themes
related to girls’ definition of science, the importance of science, and their esperiences &
success in school science. Finally, they linked the qualitative themes to categories. In the
conclusion, the researchers call for reforming the instructional strategies in science for girls to
positively connected to science.
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25. Multiphase design
Study 1
Qualitative
Study3
Mixed
Method
informs Informs
Study 2
Qualitative
Overall programme Objective
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Researcher examines a problem through s series of phases or separate studies.
*Researcher uses convergent, explanatory, exploratory or embedded design in multiple phases or
projects in the study.
*researcher needs to clearly identify projects or phases that help address a larger program
objective. The researcher need experience in large scale research.
*The researcher needs to interrelate the different phases or projects so that they tie together
to address a common research objective. 25

26. Multiphase design
Study 1
Qualitative Study3
Mixed
Method
informs Informs
Study 2
Qualitative
Overall programme Objective
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Example- Nastasi et al (2007) provide a programme development of culture specific definitions of
mental health constructs for adolescents in Sri Lanka. The study consisted twelve different
phases in the project which form formative research, instrument development, program
development and evaluation research. At these different phases the researchers engaged in
combinations of quantitative & qualitative research, some presented as concurrent and some as
sequential.
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27. Reference
Cresswell,J.W.(2011). Educational Research: New
Delhi ;Prentice Hall of India learning private
imited (4th edn)
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