Research 1 and 2 Review Class

PREPARED BY:
JOSEPH T. GUDELOS,
RN, LPT, MATS, EDD
(CAND)

Main Sources:

❑ Mixed Method Research by John Creswell

❑ Practical Research 2: Quantitative Research
by Joseph T. Gudelos
 An Introduction to Mixed Methods
Research

by John W. Creswell, Ph.D.

University of Nebraska-Lincoln

SSP, University of Nebraska-Lincoln

March 9, 2007

© Please do not duplicate or use these slides without the express permission of the author.
Office of Qualitative and Mixed Methods Research
(OQMMR), Educational Psychology, UNL
■ Purpose: To provide consultation on qualitative and mixed
methods research, help scholars develop proposals for funding,
and help conduct and evaluate funded projects.
■ 5 Ph.D.s: Creswell, Plano Clark, Lu, Green, Shope; 2 RA’s
■ Began 5 years ago
■ Current projects in health sciences, physics, language arts,
family/child research, educational assessment, veterans affairs
■ Funding sources: NIH, NSF, Dept of Veterans Affairs, National
Department of Education, Kellogg Foundation, Esperance
Family Foundation, NE Dept of Education
■ 23 funded projects since opening; 28 journal publications and 5
books or book chapters
■ Editorial Office of the Journal of Mixed Methods Research
■ Self-supporting research office

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 Understanding the core idea of mixed methods
research

Quantitative Data Qualitative Data

Methodology
(called Mixed
Methods Research)
4
Learning the assumptions about research
needed to conduct this form of inquiry
■ Qualitative is legitimate
■ Knowledge of qualitative research.
■ Methodology evolves
■ Diversity in methodology
■ Times when quantitative and qualitative
inadequate

5
Identifying situations in which mixed methods
research is needed
■ You are measuring a concept on an instrument.
You have a sense that scores are not telling you
the entire story. If you just asked a few people
about the concept you might obtain a better
understanding…mixed methods research provides
a more complete understanding of the research
problem than either quantitative or qualitative
alone.

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Identifying situations in which mixed methods
research is needed
■ You look over the instruments available to study a concept.
They were developed from a different sample/population
than the one you are studying. You consider that you will
need to develop an instrument before you can administer it
to your sample… Mixed methods is a methodology for
developing better, more context specific instruments.
■ You have gathered data about a factors that predict a
concept on several instruments. Although you have
general information about the importance of predictors,
you can only guess as to what explains why the results
occurred…Mixed methods helps to explain results (or
how mechanisms work) in causal models.

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Identifying situations in which mixed methods
research is needed
■ You are conducting an intervention study. You have an
intervention that was developed by other researchers. You
are not certain that it will work with the sample you are
studying…Mixed methods is a way to explore first to
determine if an intervention will work.
■ We want to evaluate the performance of an organization.
This calls for understanding the expected outcomes of the
organization (needs assessment), designing some
instruments to measure those outcomes, and then helping
to explain why the outcomes occurred…Mixed methods is
an approach to tie together several steps in an evaluation
process.

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 Learning the basic components
involved in mixed methods research
• Mixed methods research is a methodology for
conducting research that involves collecting,
analyzing, and integrating quantitative and qualitative
research in a single study or a longitudinal program of
inquiry.
• The purpose of this form of research is that both
qualitative and quantitative research, in combination,
provide a better understanding of a research problem
or issue than either research approach alone.

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It involves quantitative research

A research approach that involves:

■ Variables, hypotheses, questions

■ Instruments, closed-ended questions, reliability,
validity
■ Statistical analysis
■ Generalizability, replicability, control, and lack of
bias

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 It involves qualitative research

An inquiry approach which includes:

■ Central phenomenon
■ Broad, general questions
■ Views of participants
■ Reciprocity and respect
■ Description and themes
■ Interpretation
■ Personal reflexivity
■ Flexible structure
■ Meaning or advocate for groups/individuals

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 It involves collecting both quantitative and
qualitative data
■ Quantitative data ■ Qualitative data
■ Instruments ■ Interviews
■ Observations
■ Checklists
■ Documents
■ Records
■ Audio-visual materials

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 It involves quantitative and qualitative data
analysis

■ Quantitative analysis ■ Qualitative analysis

■ Use statistical ■ Use text and
analysis, images,
■ For description ■ For coding
■ For comparing ■ For theme
groups development
■ For relating variables ■ For relating themes

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It involves mixing the data

Converge data:

Qual Results Quan

Connect data:

Qual Quan Results

Embed the data:

Quan data
Qual data 14
It may consist of a single study or multiple
studies

Single Study:

Quan Qual

Results

Multiple Studies:
Quan Qual Qual
Quan
Study 1 Study 2 Study 3 Study 4
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16
17
 Editors: John W. Creswell
and Abbas Tashakkori
Managing Editor: Vicki L.
Plano Clark

Email: vpc@unlserve.unl.edu
 Learning about the types of mixed methods
designs typically used in research
I. Triangulation Mixed Methods Design

QUAN
Data and
+ QUAL
Data and
Results Interpretation Results

II. Embedded Mixed Methods Design

QUAN QUAN
Pre-test Post-test
Data and Qual Process Data and
Results Results
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 III. Explanatory Mixed Methods Design

QUAN qual
Data and Follow-up Data and
Results Results

IV. Exploratory Mixed Methods Design

QUAL quan
Data and Data and
Results Building Results

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Learning about the concurrent Triangulation
Design

■ One-phase project
■ Concurrent data collection
■ Combine results
■ Intent is to merge two separate “strands” of data

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 Concurrent Triangulation Design Visual Model
Pr Ni i t Pr Ni i t

• Survey • Nurreric • Semi- • Text data

• tri Si tri QUAN data stri ii ri QUAL
observation interviews
dala c.oIIection • Observations data collection
• Chart audits • Dccum ts
• Artifacts

• Statistical QUAN • Test • Ccding • Ccdes

analysis statistic • Thematic QUAL • Thèmes
data analysis • SEM analysis data IFI II'/SÏS • GROUNDED
THEORY

RESULTS
Comparing results

Composite
Model
 Learning about the Embedded Design

■ Supportive role of one type of data or both forms of

data (mixed methods within an experiment, case study,
narrative study, correlational design)
■ Concurrent or sequential data collection
■ One phase or two phases
■ Intent of enhancing the design

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 Embedded Research Design

Experiment
Intervention
Quan Quan
Data collection Data collection
Pre-test Post-test

Process – collection
and analysis of qualitative
data
(before, during, after trial) 31
 Embedded Design within an Experiment

Flow of the experiment

Experimental Methodology
qual QUAN QUAN qual Overall results
before Pre- Intervention Post- & Follow-up after and
intervention intervention interpretation
Follow-up
Measure Measures

Procedures: Procedures: Procedures: Procedures:

• One-on- • Three groups: control group, compliance • One-on-one semi- • Discuss treatment
one semi-structured Intervention group, alliance intervention structured interviews – effectiveness
interviews group – group comparisons exiting the trial, • Discuss themes in
• Thematic analysis • Outcome measures: 1) attitudes toward participants from two context of interventions
medication 2) adherence to treatment experimental conditions; and outcomes
3) avoidance of relapse • Thematic analysis
• DAI measure completed 3 times (pre, post, Products:
& follow up) Products: Discussion
• Transcripts
Products: Products: • Themes and quotes
• Transcripts • Numerical item scores
• Developed intervention • Change scores
treatment • Test statistics
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Learning about the Explanatory Sequential
Design?
■ Sequential data collection
■ Two-phase project
■ Quantitative phase first; qualitative, second
■ One phase builds on other phase
■ Intent: to explain results or to select participants to
better understand results

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An Explanatory Sequential Design
Quan itative Quantitative Case Selection Qualitative Interpretation –
tData Data Analysis Data Analysis based on quan
Collection (quan) (QUAL) and QUAL results
(quan)
+
Qualitative
Data
Collection

Quantitative Data* Quantitative Analysis Case Selection Qualitative Analysis Interpretation

Number of cigarettes Graphic plot of CE-S Selected 5 cases Description of each Why did changes in
CES-D D6 scores over time maximally case smoking occur?
6 for each participant varying Identification of life
Qualitative Data* Graphic plot of Identified critical events occurring
cigarettes/day values months in which during critical
Semi-structured smoking varied
over time for each months where
interviews, audio
participan smoking increased or
recorded and
t decreased
transcribed
Thematic analysis of
life events for each
* Data collected 10 times
case
over the course
calendar year for 40
of a Cross-case thematic
participant analysis
s

Source: Creswell, Plano Clark, Shope, McVea. (in progress)

Learning about the Exploratory Sequential
Design
■ Sequential data collection
■ Two-phase project
■ Qualitative phase first; quantitative, second
■ One phase builds on other phase
■ Intent: to first explore in order to develop an
instrument, to identify categories, taxonomy for
follow up

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 Phase I Qualitative Research - Year 1
Unstructured Interviews -
Qualitative Data Collection
50 participants
8 observations at the site
16 documents

Qualitative Data Analysis Text Analysis: Using QSR N6

Development of codes and themes

Qualitative Findings for each site

Phase II Quantitative Research - Year 2

Create approximately a 80-item
Quantitative Instrument Development instrument plus demographics

Administer survey to 500 individuals

Quantitative Test of the Instrument
Determine factor structure of items and
conduct reliability analysis for scales

Quantitative Results
Determine how groups differ
using ANOVA test

Exploratory Sequential Design

 Identifying criteria for choosing a design

■ Intent for conducting mixed methods research

■ Concurrent (each strand stands alone then brought
together) or sequential (one strand builds on the
other)
■ Emphasis or priority given to one strand
■ Nature of research questions
■ Resources available
■ Stakeholders in field

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Understanding the procedural challenges in
using the designs
■ Contradictory findings
■ Data integration
■ Sample selection
■ Sample size
■ Introducing bias
■ Time
■ IRB support

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Recognizing standards for evaluating the
“quality” of a mixed methods study
■ Collection of both quantitative and qualitative data
(in response to quantitative and qualitative
questions)
■ Mixing of the two forms of data
■ Rigor of quantitative and qualitative approaches
■ Contribution to the mixed methods literature
■ Use of mixed methods terms

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Additional Readings
Books:

■ Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed
methods research. Thousand Oaks, CA: Sage.
■ Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed
methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
■ Greene, J. C., & Caracelli, V. J. (Eds.) (1997). Advances in mixed-method
evaluation: The challenges and benefits of integrating diverse paradigms. New
Directions for Evaluation, Vol. 74. San Francisco, CA: Jossey-Bass Publishers.
■ Mertens, D. M. (2004). Research methods in education and psychology: Integrating
diversity with quantitative and qualitative approaches (2nd ed.). Thousand Oaks,
CA: Sage Publications.
■ Tashakkori, A. & Teddlie, C. (1998). Mixed methodology: Combining qualitative
and quantitative approaches. Thousand Oaks, CA: Sage Publications.
■ Tashakkori, A. & Teddlie, C. (Eds.) (2003). Handbook of mixed methods in social
and behavioral research. Thousand Oaks, CA: Sage Publications.

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Additional Readings
Articles and Chapters:

■ Caracelli, V. J., & Greene, J. C. (1993). Data analysis strategies for

mixed-method evaluation designs. Educational Evaluation and Policy
Analysis, 15 (2), 195-207.
■ Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W.
(2003). Advanced mixed methods research designs. In: A. Tashakkori
& C. Teddlie (Eds.), Handbook of mixed methods in social and
behavioral research (pp. 209-240). Thousand Oaks, CA: Sage.
■ Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a
conceptual framework for mixed-method evaluation designs.
Educational Evaluation and Policy Analysis, 11 (3), 255-274.
■ Morgan, D. L. (1998). Practical strategies for combining qualitative
and quantitative methods: Applications to health research. Qualitative
Health Research, 8 (3), 362-376.
■ Morse, J. M. (1991). Approaches to qualitative-quantitative
methodological triangulation. Nursing Research, 40, 120-123.

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 An Introduction to Mixed Methods
Research

by John W. Creswell, Ph.D.

University of Nebraska-Lincoln

SSP, University of Nebraska-Lincoln

March 9, 2007

© Please do not duplicate or use these slides without the express permission of the author.