Mixed Methods Research
EDGZ921
Mixed Methods Research
Dr Rachel Jones
Part 1 Differences between qualitative and
quantitative
Part 2 Mixed methods designs
2
Mixed Methods Research
OVERVIEW
Communicating Results
Research Paradigm
Research Design
Research Questions
Data Collection
Data Analysis
Quantitative
Qualitative
Mixed methods
Mixed Methods Research
PARADIGM
What do you remember about
quantitative research and
qualitative research?
Mixed Methods Research
PARADIGM
Mixed Methods Research
PARADIGM
Quantitative
Advantages Disadvantages
Large sample size Equipment
Reliable/valid Hard jargon
Quick Less personal
Generalisability Random sampling
Removes bias Potential to miss out on
Precision and control phenomena
Mixed Methods Research
PARADIGM
Advantages Disadvantages
Observation Time involvedRich/detailed data Reliability of Data
Real life experiences Validity
Human primary data collection Generalisability
Participants consultedPurposive not random
Mixed Methods Research
PARADIGM
Qualitative
Certain questions cannot be answered by qualitative
methods, while others cannot be answered by
quantitative ones
(Walker, 1985, p16)
Mixed Methods Research
PARADIGM
A mixed methods research design is a procedure for
collecting, analyzing, and mixing both quantitative
and qualitative data in a single study to understand a
research problem.
(Creswell, 2013)
Mixed Methods Research
AIMS
Mixed methods can be used to.
Generate and test hypotheses
Understand the magnitude (quantitative) AND nature of phenomena
(qualitative)
Describe outcomes (quantitative) AND process (qualitative)
Increase confidence in qualitative or quantitative data (triangulation)
Develop outcomes for an instrument (qualitative) and then measure
outcomes (quantitative)
Gather information to inform and/or evaluate interventions
(qualitative)
Mixed Methods Research
AIMS
Part 1 Differences between qualitative and
quantitative
Part 2 Mixed methods designs
11
Mixed Methods Research
PART 2
Communicating Results
Research Paradigm
Research Design
Research Questions
Data Collection
Data Analysis
Explanatory
Exploratory
Triangulation
(Convergent)
Mixed Methods Research
DESIGNS
The use of one approach to confirm the findings of
the other approach
QUANTITATIVE
QUALITATIVE
Mixed Methods Research
DESIGNS - EXPLANATORY
Problem
Many boys are overweight and have low
fitness
Questions
How can increase the cardio-respiratory
fitness levels of these boys?
How can we decrease the number of
overweight boys?
Mixed Methods Research
DESIGNS - EXPLANATORY
Study Design
Year 7 boys with low cardiorespiratory fitness
26x 1 hr sessions + lunch time
sessions, Theory and practical
Focus - PA, SSR, sweetened
beverages/fruit, behaviour change
Mixed Methods Research
DESIGNS - EXPLANATORY
Feasibility
(recruit, randomise, retain, collect
measures)
Acceptability
(implementation, attendance, enjoyment,
parent/teachers perception)
Potential Efficacy
(improvement in cardiovascular fitness)
Mixed Methods Research
DESIGNS - EXPLANATORY
Data collectedQUANTITATIVE
Cardio-respiratory Fitness (shuttle run)
Attendance roles
Enjoyment Questionnaires
Qualitative
Interviews with participants/key staff at post
test
Written response from parents
Mixed Methods Research
DESIGNS - EXPLANATORY
Feasibility
(recruit, randomise, retain, collect
measures)
Acceptability
(implementation, attendance, enjoyment,
parent/teachers perception)
Potential Efficacy
(improvement in cardiovascular fitness)
Mixed Methods Research
DESIGNS - EXPLANATORY
Feasibility (Recruitment)
Recruited (n=33)
Intervention (n=17) Control (n=16)
Mixed Methods Research
DESIGNS - EXPLANATORY
Feasibility (Recruitment)
Using our leverage through the Health Promoting
Schools Committee worked really well, as giving
information through this avenue, ensured that
Program information was directly communicated to
Senior Executive members and Management staff.
From this point, other important staff members
(Middle School Advisor and Tutors) were made
aware and were able to support the participants and
the Program. (Teacher D)
Mixed Methods Research
DESIGNS - EXPLANATORY
Feasibility
(Retention) Recruited (n=33)
Intervention (n=17) Control (n=16)
Follow-up (n=17) Follow-up (n=15*)
16 WEEK
INTERVENTION
*Left the school
Mixed Methods Research
DESIGNS - EXPLANATORY
Feasibility (Retention)
Yeah, I enjoyed all the games we played. To be
honest I think it was better than what the normal
fitness groups were doing. It was more fun. I was in
the normal fitness groups in Term 1, but then in
Terms 2 and 3, I was in FILA and fitness was much
better and much more fun. (Participant CMx)
Mixed Methods Research
DESIGNS - EXPLANATORY
Feasibility
(recruit, randomise, retain, collect
measures)
Acceptability
(implementation, attendance, enjoyment,
parent/teachers perception)
Potential Efficacy
(improvement in cardiovascular fitness)
Mixed Methods Research
DESIGNS - EXPLANATORY
Acceptability (attendance)
Average attendance - 84%
One session with 100% attendance
6/16 sessions with >90% attendance
4/16 sessions with < 80% attendance
beginning and end of school term
Average attendance to lunchtime sessions
<40%
Mixed Methods Research
DESIGNS - EXPLANATORY
Acceptability (attendance)
Average attendance - 84%
One session with 100% attendance
6/16 sessions with >90% attendance
4/16 sessions with < 80% attendance
beginning and end of school term
Average attendance to lunchtime sessions
<40% WHY??
Mixed Methods Research
DESIGNS - EXPLANATORY
Acceptability (attendance)
1. Workload
Yes, I attended lunchtime sessions in Term 3
only, as in Term 2, I had both music lessons
and homework recovery sessions to attend
during Tuesday and Thursday lunchtimes.
(Participant B)
Mixed Methods Research
DESIGNS - EXPLANATORY
Acceptability (attendance)
2. Personal Time
Lunchtimes are supposed to be our time where
we can spend it with our friends, and not be
forced into doing a lunchtime session
(Participant To).
Mixed Methods Research
DESIGNS - EXPLANATORY
Acceptability (enjoyment)
Mixed Methods Research
DESIGNS - EXPLANATORY
Acceptability (enjoyment)
Week Enjoyment (%) Session
1 79 Physical Activity
2 60 Physical Activity
3 97 Healthy Eating
4 75 Screen Time
5 64 Physical Activity
6 86 Screen Time
Mixed Methods Research
DESIGNS - EXPLANATORY
Week Enjoyment (%) Session
1 79 Physical Activity
2 60 Physical Activity
3 97 Healthy Eating
4 75 Screen Time
5 64 Physical Activity
6 86 Screen Time
Acceptability (enjoyment)
Mixed Methods Research
DESIGNS - EXPLANATORY
Acceptability (enjoyment)
1. Healthy Eating
My favourite activity was the fruit and sweetened beverage
displays and eating/drinking these after we played a game
of deciding which items were the healthier.
(Participant Mp)
I liked the sweetened beverages session, because we had the
chance to taste most of the beverages, which was kind of
cool. I liked that session the most. (Participant M)
Mixed Methods Research
DESIGNS - EXPLANATORY
Acceptability (enjoyment)
1. Physical Activity
I didnt enjoy the physical activity component,
because I hated the sports. All the other groups
got to play the original games, like rugby, but we
had to play these hybrid sports, which were a
waste of time and not as enjoyable.
(Participant N)
Mixed Methods Research
DESIGNS - EXPLANATORY
Feasibility
(recruit, randomise, retain, collect
measures)
Acceptability
(implementation, attendance, enjoyment,
parent/teachers perception)
Potential Efficacy
(improvement in cardiovascular fitness)
Mixed Methods Research
DESIGNS - EXPLANATORY
Potential Efficacy - Intervention Group
Outcome Baseline Follow-up Improvement?
Fitness (laps) 34 47 Yes
BMI 21 21 -
Waist (cm) 77 76 Yes
SSR weekdays (hrs) 1.9 2.0 -
SSR weekend (hrs) 4.5 4 Yes
QoL(%) 77 79 Yes
Mixed Methods Research
DESIGNS - EXPLANATORY
The use of one approach to provide a starting point
for the other approach
QUALITATIVE
QUANTITATIVE
Mixed Methods Research
DESIGNS - EXPLORATORY
Problem
Amount of time that girls are spending being
physically active is very lowQuestions
How can we increase the time spent in PA?
Why do the girls not want to participate in PA?
Mixed Methods Research
DESIGNS - EXPLORATORY
Study Design
Qualitative
Interviews with students
Teachers enthusiasm
Type of Activity
Sports Uniforms
Mixed Methods Research
DESIGNS - EXPLORATORY
Interviews with students
Theme 1 - Type of activity
I dont like sports where you are put on the spot like
cricket or the other bat games where everyone is
looking at you Student A
I dont like softball - its really boring, half the time
you
re standing there,.. In the sun or youre standing
against the wall not doing anything Student B
Mixed Methods Research
DESIGNS - EXPLORATORY
Interviews with students
Theme 2 - Sports Uniform
I think that we should just wear sport uniform for the
whole day
cause I hate getting changed. Student A
and the sports uniform is ugly and uncomfortable. It
really is and when its really hot its a really heavy
fabric, it sticks to you Student B
Mixed Methods Research
DESIGNS - EXPLORATORY
Trained enthusiastic teachers
Wearing sports uniform to school
Involvement in choosing activities
Mixed Methods Research
DESIGNS - EXPLORATORY
Study Design
40 Grade 11 girls
Targeted based on enjoyment of physical activityRandomised into 12-week sport programProgram A - negotiated curriculumProgram B - normal sport curriculum
1.5hrs, once a fortnight
Mixed Methods Research
DESIGNS - EXPLORATORY
Study Design
Measurements
Body image
and self worthMixed Methods Research
DESIGNS - EXPLORATORY
Results
Intervention Control
Physical activity
Enjoyment
Body Image
Strength
Self WorthMixed Methods Research
DESIGNS - EXPLORATORY
The use of both approaches to complement each
other
QUALITATIVE
QUANTITATIVE
+
Mixed Methods Research
DESIGNS TRIANGULATION
Modifying sitting time
Mixed Methods Research
DESIGNS - TRIANGULATION
Modifying sitting time
Mixed Methods Research
DESIGNS - TRIANGULATION
Modifying sitting time
Mixed Methods Research
DESIGNS - TRIANGULATION
Mixed Methods Research
DESIGNS - TRIANGULATION
Modifying sitting time
I think we were talking about children sitting and observing the children doing that
small group sitting down at the table. They were sitting down there for 5 to 10 minutes
and became restless, they were standing up and moving around and they were putting
there knees on the chairs. They just could not concentrate. But when you look at the
children that are actually doing an activity at the standing table they could stand at that
art and craft table for 20 min to half an hour. They can draw, they can paste on the
easel. They can do all of those lego things, there is no fidgeting, because they are
comfortable they are standing on their feet and strengthening their core. And that is the
most important thing, its about that core, because they got that balance, they are using
their fingers, toes they are using everything. They are using both sides off their brain
and not having to focus on sitting still. Where in turn of them standing, you are actually
opening up a whole lot of things which you close off if you sat down.
Mixed Methods Research
DESIGNS - TRIANGULATION
Modifying sitting time
At the first round table that we did, just with the cars round round and round. And
children who normally dont interact in social settings, all of a sudden had the
confidence to join in. So instead of having 4 children at a table, we had 8 all playing
together, going around around with the cars. So that wouldnt have happened if we had
a square table.
Mixed Methods Research
DESIGNS - TRIANGULATION
Mixed Methods Research
ADDITIONAL INFORMATION
u Additional names and terms for different designs
concurrent embedded
concurrent triangulation
Timing Weighting Mixing
No sequence -
concurrent
Equal Integrated
Sequential
Qualitative first
Qualitative Connecting
SequentialQuantitative first
Quantitative Embedding
1. Incorporates the strengths of both qualitative and quantitative
approaches
2. Provides a more comprehensive view of the phenomena being
studies
3. Able to answer broader and more complete range of research
questions
4. Does not limit the data being collected
5. Can provide stronger evidence for conclusion
Mixed Methods Research
ADVANTAGES
1. Requires expertise in both methods
2. Single researcher may not be able to collect both types of data
3. Requires extensive data collection and resources
4. More expensive
5. More time consuming
6. Reporting data to ensure that both paradigms are adequately
represented.
Mixed Methods Research
DISADVANTGAES
1. Welcome to use mixed methods but ensure that you are able tojustify the use of the different methods2. Sometimes less is better
3. Important not to over complicate research proposal with too
many data collection methods.
Mixed Methods Research
ASSIGNMENT 3
Irrespective of design
what is important is that both
approaches are done well.
Mixed Methods Research
WHICH DESIGN
Part 1 Differences between qualitative and
quantitative
Part 2 Mixed methods designs
56
Mixed Methods Research
OVERVIEW
EDGZ921
Mixed Methods Research
Dr Rachel Jones
EDGZ921
Quantitative Research
Dr Rachel Jones
Part 1 - Quantitative designs
Part 2 - Quantitative data collection instruments
Part 3 - Quantitative analyses
2
Quantitative Research
OVERVIEW
Part 1 - Quantitative designs
Part 2 - Quantitative data collection instruments
Part 3 - Quantitative analyses
3
Quantitative Research
PART 1
Communicating Results
Research Paradigm
Research Design
Research Questions
Data Collection
Data Analysis
Quantitative
Qualitative
Mixed methods
Quantitative Research
PARADIGMS
5
Quantify data
(uses numbers)
Generalised results
Structured data
collection methods
Replicable
Quantitative Research Qualitative Research
Mixed
Methods
Exploratory
Understanding
Unstructured methods
Use words
Quantitative Research
PARADIGM
To measure traits, behaviors or trends using
numerical data collected from large representative
samples, in order to make inferences about the broader
population
Quantitative Research
AIMS
Communicating Results
Research Paradigm
Research Design
Research Questions
Data Collection
Data Analysis
Quantitative
Designs
1. Descriptive
2. Experimental
3. Quasi
Experimental
4. Longitudinal
5. Correlational
Quantitative Research
DESIGNS
u Used to describe characteristics of a population
or phenomenon being studiedu General description but does not answer
questions about how/when/why
Quantitative Research
DESCRIPTIVE DESIGNS
Quantitative Research
DESCRIPTIVE DESIGNS
10
Quantitative Research
DESCRIPTIVE DESIGNS
11
Quantitative Research
DESCRIPTIVE DESIGNS
Communicating Results
Research Paradigm
Research Design
Research Questions
Data Collection
Data Analysis
Quantitative
Designs
1. Descriptive
2. Experimental
3. Quasi
Experimental
4. Longitudinal
5. Correlational
13 Document title
u Describes cause and effect
u Randomisation of participants or groups
e.g. Does an intervention to support primary school
teachers in teaching contextualised grammar improve
students writing?
Quantitative Research
EXPERIMENTAL DESIGNS
14 Document title
Questions: Does a
multicomponent physical
activity intervention
increase physical activity
among young children
from disadvantaged
communities?
Quantitative Research
EXPERIMENTAL DESIGNS
15
Beginning
of the
intervention
Randomisation
(Intervention
group and
control group)
Intervention
Control
Baseline Follow-up
Quantitative Research
EXPERIMENTAL DESIGNS
Communicating Results
Research Paradigm
Research Design
Research Questions
Data Collection
Data Analysis
Quantitative
Designs
1. Descriptive
2. Experimental
3. Quasi
Experimental
4. Longitudinal
5. Correlational
Quantitative Research
QUASI XPERIMENTAL DESIGNS
17 Document title
u Describes cause and effect
u NO randomisation of participants or groups
Quantitative Research
QUASI EXPERIMENTAL DESIGNS
18
Beginning
of the
intervention
Randomisation
(Intervention
group and
control group)
Intervention
Control
Baseline Follow-up
Quantitative Research
QUASI EXPERIMENTAL DESIGNS
Communicating Results
Research Paradigm
Research Design
Research Questions
Data Collection
Data Analysis
Quantitative
Designs
1. Descriptive
2. Experimental
3. Quasi
Experimental
4. Longitudinal
5. Correlational
Quantitative Research
LONGITUDINAL DESIGNS
20 Document title
u Involves repeated observation of the same people over
long periods of time
Eg. Learning to read and write: A longitudinal study of 54
children from first grade through to fourth grades.
Do the same children remain poor readers year after year?
What factors seems to keep poor readers from improving?
Quantitative Research
LONGITUDINAL DESIGNS
21
Quantitative Research
LONGITUDINAL DESIGNS
22 Document title
Growing Up in Australia examines the impact of Australias
unique social and cultural environment on the next generation.
The study has a broad, multidisciplinary base, involving a
nationally representative sample of children, and examines
topical issues of policy relevance. It explores family and social
issues relevant to childrens development, and addresses a range
of research questions about family functioning, health, nonparental child-care and education.
Quantitative Research
LONGITUDINAL DESIGNS
23
Children's social and emotional development
Health behaviour and risk factors
Health status Learning and cognition outcomes
Learning environment Family demographics
Parenting Parent living elsewhereRelationships
School/Preschool/Child care program characteristics
Home education and environment Housing
Paid work Finances
Social capital
Quantitative Research
LONGITUDINAL DESIGNS
24
Quantitative Research
LONGITUDINAL DESIGNS
Communicating Results
Research Paradigm
Research Design
Research Questions
Data Collection
Data Analysis
Quantitative
Designs
1. Descriptive
2. Experimental
3. Quasi
Experimental
4. Longitudinal
5. Correlational
Quantitative Research
CORRELATIONAL DESIGNS
26 Document title
u Examines the relationship between two variables
to see how they may influence each otherQuantitative Research
CORRELATIONAL DESIGNS
Correlational
Quantitative Research
CORRELATIONAL DESIGNS
According to the study, published this week in the
journal PLOS ONE, those who attain higher
education namely a high school diploma or
college degree have lower mortality rates dies to
associated factors such as high income, social
status, enhanced cognitive development, healthier
behavior and psychological wellbeing.
Quantitative Research
CORRELATIONAL DESIGNS
Quantitative Research
CORRELATIONAL DESIGNS
30 Document title
The CAMH surveyed 10,426 students in grades seven to twelve
last year and found the numbers experiencing moderate to serious
psychological distress is growing, in tandem with growing social
media use.
The researchers noted that the increase in psychological distress
was correlated with growing social media adoption: according to
the latest survey, 86% of students said they visit social media
sites every day, while 16% spent more than five hours on social
media daily
Quantitative Research
CORRELATIONAL DESIGNS
Quantitative Research
ADDITIONAL INFORMATION
u Other designs e.g. causal comparative (independent
variable naturally occurring)
u Key concepts
Control and intervention groups,
Independent/dependent variable,
Random selection/assignment
Hypothesis testing (not hypothesis generating)
Unbiased
Validity and reliability
Part 1 - Quantitative designs
Part 2 - Quantitative data collection instruments
Part 3 - Quantitative analyses
32
Quantitative Research
PART 2
Communicating Results
Research Paradigm
Research Design
Research Questions
Data Collection
Data Analysis
Quantitative
Data Collection
1. Test
2. Physical
Measurements
3. Questionnaires
Quantitative Research
DATA COLLECTION
Quantitative Research
DATA COLLECTION
Quantitative Research
DATA COLLECTION
What do we do with this data once it has
been collected?
Quantitative Research
DATA COLLECTION
1 2 3 4
Scoring
Quantitative Research
DATA COLLECTION
Quantitative Research
DATA COLLECTION
Quantitative Research
ADDITIONAL INFORMATION
u Lots of different options for instruments
u Key concepts
Control and intervention groups,
Independent/dependent variable,
Random selection/assignment
Hypothesis testing (not hypothesis generating)
Unbiased
Validity and reliability
Part 1 - Quantitative designs
Part 2 - Quantitative data collection instruments
Part 3 - Quantitative analyses
40
Quantitative Research
PART 3
Communicating Results
Research Paradigm
Research Design
Research Questions
Data Collection
Data Analysis What is
involved???
Quantitative Research
DATA ANALYSIS
Quantitative Research
DATA ANALYSIS
Quantitative Research
DATA ANALYSIS
Quantitative Research
DATA ANALYSIS
Quantitative Research
DATA ANALYSIS
46 Document title
Quantitative Research
DATA ANALYSIS
47
Quantitative Research
DATA ANALYSIS
48
Which test and which statistical package?
The research question being asked
Type of data being analysed
Number of groups or data sets
Quantitative Research
DATA ANALYSIS
49
Is there a difference between groups?
paired/independent t-test, ANOVA, Mann Whitney, Wilcoxon's rank
Is there an association between variables?
Pearsons, Spearmans, Chi Square, Odds ratio
Is there agreement between assessments?
intraclass correlation, Bland Altman Plot, Kappa
Quantitative Research
DATA ANALYSIS
50 Document title
Normally distributed data Non-normally distributed
data
Is there a difference between
groups?
T-test
Is there a difference between
groups?
Mann Whitney, Wilcoxon's rank
Is there an association between
variables?
Pearsons, Spearmans
Is there an association between
variables?
Odds ratio
Quantitative Research
DATA ANALYSIS
52 Document title
Quantitative Research
DATA ANALYSIS
53
Quantitative Research
DATA ANALYSIS
54
Quantitative Research
DATA ANALYSIS
Quantitative Research
DATA ANALYSIS
Part 1 - Quantitative designs
Part 2 - Quantitative data collection instruments
Part 3 - Quantitative analyses
56
Quantitative Research
OVERVIEW
EDGZ921
Quantitative Research
Dr Rachel Jones
