Nursery Lodge 86042 cReSweLL 7 Holbeck GALLERYNursery Lodge 86042 cReSweLL 7 Holbeck GALLERY
By John W. Creswell, Ph.D. Department of Educational Psychology, University of Nebraska-Lincoln, and...
-
Upload
erica-hodges -
Category
Documents
-
view
217 -
download
2
Transcript of By John W. Creswell, Ph.D. Department of Educational Psychology, University of Nebraska-Lincoln, and...
by John W. Creswell, Ph.D. Department of Educational Psychology,
University of Nebraska-Lincoln, and Founding Co-Editor, Journal of Mixed Methods Research
1© Please do not duplicate or use these slides without the express permission of the author.
University of Pretoria, October 21, 2008University of Pretoria, October 21, 2008
Topics
IntroductionsPositioning myselfA definition of mixed methods researchSteps in the process of designing a mixed
methods study
2
Positioning myself
View research as set of interactive components; not always linear
Focus on rigorous data collection and analysisWork as an applied research methodogistTrained in quantitative, self-trained in
qualitative, lst generation mixed methods writerServe as a consultant on mixed methods on
projectsWork on projects in an order not in proposal
format; then I reassemble into proper format
A few more thoughts about myself…
Published by Sage Publications, Pearson Education (Merrill Educ.)
A Definition of Mixed Methods Research
How would you combine two types of data?
Qualitative Text Data
This is a sample of a text file of words that might be collected on interview transcripts, observation fieldnotes, or optically-scanned documents.
Quantitative Numeric Data
2 3 4 2 5 2 3 1 1 2 3 4 2 3 3 2 1 1 1 5 3 4 1 2 3 1 4 4 5 5 4 1 2 1 4 3 3 5 1 4 2 3 1 5 5 2 2 1 5 3 5 1 3 1 5 3 2 2 5 1 3 2 4 4 3 1 2 4 2 2 4 1 5 5 4 2 1 5
7
Quantitative Data Qualitative Data
MethodologyMethod
ParadigmPerspective Use of mixed methods
in other designs
Mixed Methods
A mixed methods researcher…
Collects both quantitative and qualitative data“Mixes” them“Mixes” them at the same time (concurrently) or one
after the other (sequentially)Emphasizes both equally or unequally
9
A definition
• Mixed methods research is both a method and 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.
10
Collecting both quantitative and qualitative data Quantitative data
InstrumentsChecklistsRecords
Qualitative dataInterviewsObservationsDocumentsAudio-visual materials
11
Quantitative and qualitative data analysis
Qualitative analysisUse text and
images,For codingFor theme
developmentFor relating themes
Quantitative analysisUse statistical
analysis,For descriptionFor comparing
groupsFor relating
variables
12
Mixing or linking the data
Results
Connect data:
Results
Converge data:
Embed the data:
Quan data
Qual data
Qual Quan
Qual Quan
Typical situations in which mixed methods is used…
To compare results from quantitative and qualitative research
To use qualitative research to help explain quantitative findings
To explore using qualitative research and then to generalize findings to a large population using quantitative research
To develop an instrument because none are available or useful
To augment an experiment with qualitative data
What is the reason for using mixed methods?
The insufficient argument – either quantitative or qualitative may be insufficient by itself
Multiple angles argument – quantitative and qualitative approaches provide different “pictures”
The more-evidence-the-better argument – combined quantitative and qualitative provides more evidence
Community of practice argument – mixed methods may be the preferred approach within a scholarly community
Eager-to-learn argument – it is the latest methodology“Its intuitive” argument – it mirrors “real life”
Designing a Mixed Methods Study
Preliminary considerationsCreating a titlePosing a general questionListing the types of data collection and analysisMaking explicit your worldviewIdentifying your research designDrawing a figure of your designWriting a purpose statementWriting research questionsCompleting a research plan
16
• Research problem• Content – any topics• Fit the problem to mixed methods (arguments)
•Access to both qualitative and quantitative data
•Background and resources
•Receptive audience
Create a working title
Writing the titleShortTopicParticipantsInclude the words “Mixed methods”Neutral –neither quan or qual
17
Pose the general question to be answered
Write it as a questionLook to see how it is phrasedMake sure that it is specific enough and
focused (an answerable question)Ask yourself, “when I end the study, what
question would like to have answered?”
18
List your types of data collection (a review)
Quantitative data (closed-ended)InstrumentsBehavioral
checklistsRecords
Qualitative data (open-ended)InterviewsObservationsDocumentsAudio-visual materials
19
Activity – List your sources of data
Quantitative Sources of Data
Qualitative Sources of Data
20
List your approach to data analysis (a review)
Qualitative analysisUse text and
images,For codingFor theme
developmentFor relating themesDesign-type
Quantitative analysisUse statistical
analysis,For descriptionFor comparing
groupsFor relating
variablesDesign-type
21
22
PostpositivismDeterminationReductionismEmpirical observation and measurementTheory verification
ConstructivismUnderstandingMultiple participant meaningsSocial and historical constructionTheory generation
Advocacy/ParticipatoryPoliticalEmpowerment issue-orientedCollaborativeChange-oriented
PragmatismConsequences of actionsProblem-centeredPluralisticReal-world practice oriented
Determine your worldview…
Several stances on philosophy in mixed methods…
One paradigm (pragmatism, transformative) (Tashakkori & Teddlie, 2003; Mertens, 2003)
Multiple paradigms (dialectic perspective) (Greene, 2007)
Linking paradigms to design features) (Creswell & Plano Clark, 2007)
Epistemological stance (ontology, epistemology, axiology, methodology) (Guba & Lincoln, 2005)
Shared beliefs in a research field (Morgan, 2007)
What it isHow it informs your study
23
Make explicit your interpretive lens (theory)
Advocacy lens (feminist, racial, ethnic, disability, sexual orientation) (Mertens, 2003)
Social science lens (social science theory)
Components:What is itWho has used it in your fieldHow it will shape your study (rephrase your
guiding research question, if a lens applies)
24
State your procedures (methods)
Procedures for handling your qualitative and quantitative data
Sequence – concurrent or sequential or bothEmphasis – emphasis on qualitative or
quantitativeSometimes both concurrent and sequential
phases are usedDesigns may include more than two phasesThink about using a simple, elegant design
25
26
QUANData & Results
QUANData & Results InterpretationInterpretation
QUALData & Results
QUALData & Results
QUANPre-test Data & Results
QUANPre-test Data & Results
QUANPost-test
Data & Results
QUANPost-test
Data & Results
Intervention
qualProcess
qualProcess
InterpretationInterpretation
Triangulation Design
Embedded Design
Concurrent Mixed Methods Designs
Parsimonious designs (Creswell & Plano Clark, 2007)
27
Sequential designs
QUANData & Results
QUANData & Results InterpretationInterpretation
qualData & Results
qualData & Results
Following up
QUALData & Results
QUALData & Results
quanData & Results
quanData & Results InterpretationInterpretation
Building to
Before-intervention
qual
Before-intervention
qual
QUANIntervention
Trial
QUANIntervention
Trial
After-
intervention qual
After-
intervention qual InterpretationInterpretation
Exploratory Design
Explanatory Design
Sequential Embedded Design
28
Design Name Equal priority QUAN emphasis QUAL emphasis
Concurrent, triangulation QUAL+QUAN QUAN+qual QUAL+quan
Concurrent, embedded n/a QUAN(qual) QUAL(quan)
Explanatory, sequential, quan first QUANQUAL QUANqual quanQUAL
Exploratory sequential, qual first QUALQUAN qualQUAN QUALquan
Sequential, embedded n/a (qual) QUAN
QUAN (qual)
(quan) QUAL
QUAL (quan)
Design options
Explanatory sequential design
Quantitative Data*
Number of cigarettes CES-D6
Qualitative Data*
Semi-structured interviews, audio recorded and transcribed
* Data collected 10 times over the course of a
calendar year for 40 participants
Quantitative Analysis
Graphic plot of CES-D6 scores over time for each participant Graphic plot of cigarettes/day values over time for each participant
Case Selection
Qualitative Analysis
Description of each case
Identification of life events occurring during critical months where
smoking increased or decreased
Thematic analysis of life events for each
case Cross-case thematic
analysis
Interpretation
Why did changes in smoking occur?
Quant
itative Data Collection
(quan)
Qualitative Data Collection
Interpretation –based on quanad QUAL results
Qualitative Data Analysis(QUAL)
Case Selection Quantitative
Data Analysis
Selected 5 casesmaximally varyingIdentified criticalmonths in which smoking varied
Source: Creswell, Plano Clark, Shope, McVea. (in progress)
+
Phase I Qualitative Research - Year 1
Qualitative Data Collection Unstructured Interviews -50 participants 8 observations at the site16 documents
Qualitative Data Analysis Text Analysis: Using QSR N6
Qualitative FindingsDevelopment of codes and themesfor each site
Phase II Quantitative Research - Year 2
Quantitative Instrument Development
Quantitative Test of the Instrument
Create approximately a 80-iteminstrument plus demographics
Administer survey to 500 individuals
Determine factor structure of items and conduct reliability analysis for scales
Quantitative ResultsDetermine how groups differusing ANOVA test
Exploratory sequential design
32
Process – collectionand analysis of qualitative
data
(before, during, after trial)
Embedded research design
Experiment
InterventionQUANData collectionPre-test
QUANData collectionPost-test
Mixing the quan and qual data
Type of Mixing
Type of Design
Why Mixing Occurs
Where Mixing Occurs in Research Process
Connecting Sequential One phase builds on the other
Between data analysis (Phase 1) and data collection (Phase 2)
Merging Concurrent Bring results together
After analysis of both quan and qual – typically in discussion
Embedding Sequential or Concurrent
Either building or bringing results together
Either between phases or in discussion after analysis
33
Methodological issues
Concurrent DesignsUse strategies to
explore contradictory findings
Use parallel questionsSelect sub-sample of
quantitative for qualitative
Be sensitive to bias from one data collection to the other
Sequential designsIn Explanatory Design,
select qual sub-sample from quan sample
In Explanatory Design, consider alternatives for followup qual sampling
In Exploratory Design, samples can differ
In Exploratory Instrument Design, consider qual data analysis approaches for developing instrument
34
35
This mixed methods study will address _________________ (overall content-aim of the study). A triangulation mixed methods design will be used, and it is a type of design in which different but complementary data will be collected on the same topic. In this study, _________________ (quantitative instruments) will be used to test the theory of _____________ (the theory) that predicts that __________________ (independent variables) will influence ________________ (positively, negatively) the __________ (dependent variables or outcomes) for ____________ (participants) at __________ (the research site). Concurrent with this data collection, qualitative _______________ (type of qualitative data, such as interviews) will explore ____________ (the central phenomenon) for _________________ (participants) at _____________(site). The reason for collecting both quantitative and qualitative data are to bring together the strengths of both forms of research to ___________________ (e.g., compare results, validate results, corroborate results).
This mixed methods study will address _________________ (overall content-aim of the study). A triangulation mixed methods design will be used, and it is a type of design in which different but complementary data will be collected on the same topic. In this study, _________________ (quantitative instruments) will be used to test the theory of _____________ (the theory) that predicts that __________________ (independent variables) will influence ________________ (positively, negatively) the __________ (dependent variables or outcomes) for ____________ (participants) at __________ (the research site). Concurrent with this data collection, qualitative _______________ (type of qualitative data, such as interviews) will explore ____________ (the central phenomenon) for _________________ (participants) at _____________(site). The reason for collecting both quantitative and qualitative data are to bring together the strengths of both forms of research to ___________________ (e.g., compare results, validate results, corroborate results).
Write a purpose statement for a triangulation design
Write a purpose statement fora embedded design
This mixed methods study will address _________________ (overall content aim of the study). An embedded mixed method design will be used, and it is a design in which one data set provides a supportive, secondary role in a study based primarily on the other data set. The primary purpose of this study will use ________________ (quantitative instruments) to test the theory of _____________ (the theory) that predicts that __________________ (independent variables) will influence ________________ (positively, negatively) the __________ (dependent variables or outcomes) for ____________ (participants) at __________ (the research site). A secondary purpose will be to gather qualitative data _______________ (type of qualitative data, such as interviews) that will explore ____________ (the central phenomenon) for _________________ (participants) at _____________(site). The reason for collecting the secondary database is ________________ (e.g., to address different question, to provide support for the primary purpose).
36
37
Write a purpose statement for an explanatory design
This study will address _______________ (content-aim of the study). An explanatory mixed methods design will be used, and it will involve collecting qualitative data after a quantitative phase in order to explain or follow up on the quantitative data in more depth. In the first quantitative phase of the study, ______________ instrument data to be collected from _______________ (participants) at ___________ (research site) to test _______ (the theory) that explains why ______________ independent variables) relate to the ____________ (dependent variables). The second qualitative phase will be conducted because ______________ (intent of the qualitative phase). In this exploratory follow-up, the ______________ (central phenomenon) will be tentatively explored with ___________ (participants) at _____________ (the research site). The reason for the exploratory follow-up is to _______________ (e.g., to help explain or build upon initial quantitative results).
38
This study addresses _________________ (content-area of the study). The purpose of this exploratory sequential design will be to __________________ (e.g., develop an test an instrument, generate a taxonomy). The first phase of the study will be a qualitative exploration of ________________ (the central phenomenon) by collecting ___________________ (types of data) from _________________ (participants) at _____________ (the research site). The second quantitative phase will follow up on the qualitative phase for the purpose of __________(intent of this followup). In the quantitative phase, ___________ (instrument data) will be collected from ____________ (participants) at ______________ (research site). Quantitative research questions/hypotheses will be formulated after the completion of the initial qualitative phase. The reason for collecting qualitative data initially is that _____________________ (e.g., instruments are not available, variables are not known, there is little guiding theory).
Write a purpose statement for an exploratory design
Qualitative research questions
Qualitative central questionBegin with “what” or “how”Focus on single phenomenonUse exploratory verbs (discover, understand,
explore)Non-directional languageA general question (allowing participants’
perspectives to emerge)
39
Quantitative research questions
Can be hypotheses or questionsState variables – independent, dependent,
mediating, covariatesDevelop from theory Use distinct measures for independent and
dependent variables Order variables from independent to
dependent
40
Writing research questions/hypotheses in mixed methods research
Write qualitative research questions and write quantitative research questions/hypotheses
Also write a mixed methods research question
Write these questions separately
41
A new type of research question: A mixed methods question
Three ways to write this question:
Methodologically-focused:
To what extent do the qualitative results confirm the quantitative results?
Content-focused: How do the interviews with adolescent boys support the quantitative
results that their self-esteem changes during the middle school years?
Hybrid of quantitative and qualitative elements:
What results emerge from comparing the exploratory qualitative data about boy’s self-esteem with outcome quantitative instrument data measured on a self-esteem instrument?
Order the topics for your plan
Title Introduction
(Problem) Worldview/theoretical lens Audience Purpose Statement Research Questions
(Literature Review) Methods
Type of Mixed Methods Design (also add definition of mixed methods) Types of Data Collection Types of Data Analysis Sequence/Emphasis/ Mixing Procedures Figure of procedures Anticipated methodological issues
Ethical issues anticipated Validity issues Researcher resources and skills References, Appendices
43
Additional resources Books:
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
Greene, J. C. (2007). Mixed methods in social inquiry. San Francisco: Jossey-Bass.
Mertens, D. M. (2005). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Plano Clark, V. L., & Creswell, J. W. (2008). The mixed methods reader. Thousand Oaks, CA: Sage.
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.
44
Additional resourcesArticles 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.
Creswell, J. W., Plano Clark, V. L., & Garrett, A. L. (2008). Methodological issues in conducting mixed methods research. In M.M. Bergman (Ed.), Advances in mixed methods research. London: 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.
Ivankova, N. V., Creswell, J. W., & Stick, S. (2006). Using mixed methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20.
Morgan, D. L. (2007). Paradigms lost and pragmatism regained. Journal of Mixed Methods Research, 1, 48-76.
Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40, 120-123.
45
by John W. Creswell, Ph.D. Department of Educational Psychology,
University of Nebraska-Lincoln, and Founding Co-Editor, Journal of Mixed Methods Research
46© Please do not duplicate or use these slides without the express permission of the author.
University of Pretoria, October 21, 2008University of Pretoria, October 21, 2008