MIXED

METHODS
RESEARCH
Dr. Rania Albsoul

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Intended learning outcomes

• After this lecture, you will be able to :

1. Define mixed methods research
2. Identify the types of mixed methods designs.
3. Identify key characteristics of mixed methods research.
4. Describe steps in conducting a mixed methods study

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Mixed Methods Research (MMR)

• Frequently referred to as the

‘third methodological
orientation’ (Teddlie & Tashakkori, 2009).

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What is Mixed Methods Research
(MMR)?
A Mixed methods research design is a research
approach whereby researchers collect and
analyse both quantitative and qualitative data
within the same study to understand a research
problem (Bowers et al., 2013).

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What is mixed methods research
(Continued)
The key word is ‘mixed’, as an
essential step in the mixed
methods approach is data linkage
or integration (Ivankova, Creswell, & Stick, 2006).
 The researcher Mixes qualitative and quantitative data at the
same time (concurrently) or one after the other
(sequentially).
 This is beyond simply the inclusion of open‐ended questions
in a survey tool or the collection of demographic data from
interview participants, but rather involves the explicit
integration of qualitative and quantitative elements in a single
study (Halcomb, 2018).
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 Multi versus Mixed Methods
.
Multi Methods Mixed Methods
 Uses both qualitative and
quantitative
Uses more than one  Involves mixing and
method integration of the data so
that one type of data informs
Can be two qualitative another
or two quantitative

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The Rise of MMR
• Mixed method research has a short history as an
identifiable methodological movement which can be
traced to the early 1980s and has been described as a
‘quiet’ revolution due to its focus of resolving tensions
between the qualitative and quantitative methodological
movements (Teddlie & Tashakkori, 2003)

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MMR involves collecting both quantitative
and qualitative data

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 Qualitative versus quantitative research
Criteria Qualitative research Quantitative research

Purpose To understand and interpret To test hypotheses, look at

social interactions cause and effect and make
predictions.
Group studied Smaller Larger

Variables Study of the whole (not Specific variables studied.

variables).

Form of data collected Qualitative data, such as open Quantitative data based on
ended responses, interviews, precise measurement using
participant observation, and field structured and validated data
notes. collection instruments.

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 Qualitative versus quantitative research (Continued)
Criteria Qualitative research Quantitative research

Type of data analysis Identify patterns, features and Identify statistical relationships
themes

Results Particular or specialised findings Generalised findings that can be

that are less generalizable. applied to other populations.

Scientific method Bottom- up- the researcher Top- down- the researcher tests
generates a new theory from the the theory with the data.
collected data.

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When do you use mixed methods
research?
• 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.

• Interpretation of data from one design only might be misleading, for

example, a structured questionnaire about teachers’ emotions regarding
teaching practices may only show negative or positive emotion without
adequately explain the event that triggered the emotions (Scott & Sutton,
2009).

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 Rationales for mixed methods research adopted from (Doyle, Brady, & Byrne, 2016)
Rationale Explanation

Triangulation (convergence) Using quantitative and qualitative methods so that findings may be
mutually corroborated (Quantitative analyses employ descriptive
and inferential statistics, whereas qualitative analyses produce
expressive data that provide descriptive details (often in narrative
form) to examine the study’s research objectives)

Expansion • The first phase has findings that require explanation

qualitatively (to explain results or how mechanisms work) in
causation models.
• Unexpected findings that need to be explained
Exploration An initial phase is required to develop an instrument, identify
variables to study or develop a hypothesis that requires testing
(Explore qualitatively then develop an instrument)

Complementarity Using different methods to address different parts of the

phenomenon.

Offset weaknesses Ensures that weaknesses of each method are minimised.

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Planning of MMR
• Four questions must be addressed by the researcher during the planning
stage of mixed methods research:
1. In what sequence will the qualitative and quantitative data collection
be implemented?
2. What relative priority will be given to the qualitative and quantitative data
collection and analysis?
3. At what stage of the project will the qualitative and quantitative
data be integrated?
4. Will an overall theoretical perspective be used to guide the study?

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Planning of MMR (Continued)
• Priority in mixed methods design is the relative weight assigned to the
qualitative and quantitative research components.

• Sometimes priority is referred to as dominance.

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 Notations of MMR
• The use of upper case refers to emphasis (i.e. the primary or dominant method),
whereas the use of lower case refers to lower emphasis, priority or dominance
(Morse, 1991).

 QUAN or quan refers to quantitative data.

 QUAL or qual refers to qualitative data.
 MM refers to mixed-methods.
→ data collected sequentially.
 + data collected simultaneously.
= converged data collection.
( ) one method embedded in the other.

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Mixed methods designs (According to the order or timing
of implementation of the data collection)

• Sequential Explanatory Design

• Sequential Exploratory Design
• Sequential Transformative Design
• Concurrent Triangulation Design
• Concurrent Embedded/Nested Design
• Concurrent Transformative Design

(Creswell & Creswell, 2003)

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SEQUENTIAL
EXPLANATORY DESIGN
(‘QUAN → qual’) 
• Alternatively, we can refer to it as explanatory design.
• The most frequently applied mixed methods design in
both health and social sciences literature (Ivankova,
Creswell, & Stick, 2006).
• The reason for favouring sequential explanatory design is
that quantitative design in the first stage will portray the
objective statistical findings from the group in general.
Afterwards, a qualitative approach can be used to
discover subjective nuances from participants as
individuals and explain the phenomenon behind the
numbers that cannot be described merely by the
quantitative data (Fries, 2009).
• Viewing the study as a two-phase project.
• It is denoted by ‘QUAN → qual’ which represents the
quantitative study occurs first and has greater weight in
addressing the study’s aims, and the qualitative study
follows to explain quantitative results. 17
Sequential explanatory design
• Used when you want to explain the initial quantitative results in more depth
with qualitative data (e.g. statistical differences among groups).

• The rationale for this approach is that the quantitative data and their
subsequent analysis provide a general understanding of the research
problem. The qualitative data and their analysis refine and explain those
statistical results by exploring participants’ views in more depth.

• This design can be especially useful when unexpected results arise from a
quantitative study.

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Sequential Explanatory Design
• Data analysis is usually connected, and integration usually occurs at the
data interpretation stage.

• To reiterate, key characteristics:

Data collection priority (Quantitative data).
Sequence (First quantitative data then qual).
Use of data (to refine, elaborate).

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 Sequential Explanatory Design
• Questions to consider when collecting the qualitative data:
What results need further explanation?
What qualitative questions arose from the quantitative results?

• Interview schedule questions depend on and are developed based on the

quantitative findings (Liem, 2018).

• In explanatory research where qualitative research is mostly used to substantiate

findings generated in a population-level survey, priority is mostly assigned to the
quantitative component.

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Example on Sequential Explanatory Study

• Researchers may ask persons with hearing

loss to rate their conversational abilities before
and after an aural rehabilitation program
(QUAN) and then have the same participants
take part in one-on-one clinician-led follow-up
interviews to discuss reasons for specific
ratings (qual).

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Another example on Sequential
Explanatory Design
• A study aimed to : 1) to identify the proportion of individuals with cerebral palsy,
spinal cord injury, multiple sclerosis, or arthritis who report difficulties with
accessing and/or utilising needed health care services; 2) to identify reasons for
access or utilisation difficulties and the consequences that these may produce.
• The quantitative component involved a survey that identified a group of ‘access-
stressed’ individuals who reported substantial problems in accessing and/or using
health care services.
• The qualitative study component focused on this group to examine what specific
barriers made access problematic and what consequences resulted from not
receiving care when needed (Neri & Kroll, 2003).

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Drawbacks of Sequential Explanatory
Design
• It is more time-consuming when compared to concurrent designs (Ivankova,
Creswell, & Stick, 2006).

• Potential for loss of participants.

• Can be difficult to fully plan the qualitative arm since it will be dependent on the
results of the quantitative results.

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Sequential Exploratory
Design (‘QUAL → quan’)
•Alternatively, we can refer to it as exploratory
design.

•Viewing the study as a two phase project.

•Used often to explore a phenomenon, identify
themes, and or design an instrument.
•In an exploratory design, qualitative data is first
collected and analyzed, and themes are used to
drive the development of a quantitative
instrument to further explore the research
problem (Teddlie & Tashakkori, 2009).
•Typically, greater emphasis is placed on the
qualitative data in the study.

•Data analysis is usually connected, and

integration usually occurs at the data
interpretation stage

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Sequential Exploratory Design

• In exploratory studies, where the concepts, variables

and relationships among them are mostly unclear,
greater priority is often assigned to qualitative
elements that uncover the ‘pool’ of variables and
relationships among them that may be subsequently
studied quantitatively

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An example on Sequential Exploratory
Design
• A researcher may conduct a focus group of special education
teachers to generate discussion of perceived barriers to
implementing speech and language services in the schools
(QUAL). Then, using the ideas generated in the focus group, a
large-scale survey might be sent to all the teachers in a district
asking them to rate the impact of predetermined barriers
(quan).

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Another example on Sequential
Exploratory Study
• A study sought to: 1) understand the motivating and inhibiting factors to physical
activity and exercise in people after spinal cord injury (SCI), and 2) develop, test and
implement a survey tool that examines self reported physical activity after SCI and its
relationship with secondary conditions.
• Qualitative (exploratory) data collection preceded the quantitative study component.
• The focus groups specifically explored barriers and facilitators of exercise.
Understanding these factors was critical to inform development of the survey tool,
which included items on ‘chronic and secondary conditions’, ‘health risk behaviours’,
‘hospital and health care utilisation’, ‘physical functioning’, ‘exercise activities and
patterns’, ‘rehabilitative therapy’, ‘wheelchair use’, ‘community integration’ (Neri, Kroll, &
Groah, 2005).

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Sequential
Transformative Design
• Has two distinct data collection phases.
• Both types of methods are combined in this design, but
the research is also explicitly driven by a transformative
theoretical perspective.
• In this method either type of data can be collected first

• A theoretical perspective (lens) is used to guide the

study (transformative framework).

• Purpose is to use the methods that will best serve the

theoretical perspective of the researcher.

• After separate analysis of qualitative and quantitative

data, integration of outcomes will take place during the
interpretation phase (Alavi & Hąbek, 2016).

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Sequential Transformative Design
• The researcher uses a theoretical based framework to advance needs of
underrepresented or marginalised population (women, people with
disabilities, racial and ethnic minorities, religious minorities).

• Seeks to address issues of social justice and call for change.

• Strength: very straight-forward in terms of implementation and reporting.

• Weakness: time consuming. Little guidance due to the relative lack of
literature on the transformative nature of moving from the first phase of data
collection to the second.
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An example of Sequential
Transformative design
• A sequential transformative study was conducted to examine the cultural
influences on mental health problems.

• The study commenced with a quantitative telephone survey of the community

which included the General Health Questionnaire.
• The quantitative phase of the study was followed by qualitative interviews which
were theoretically driven. These interviews enabled the researchers to explore
the cultural health experiences related to the non-use of mental health facilities
by Vietnamese and West Indian participants living in an urban area of Montreal.

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 Concurrent Triangulation
Design

• In this case, the qualitative and quantitative

data are collected simultaneously.
• Priority is usually equal and given to both
forms of data.

• The results are then integrated in the final

interpretation.

• Merging of QUAN and QUAL results occurs

during the analysis and interpretation to
provide an integrated conclusion and involves
comparing, contrasting and synthesising the
two strands.
(Creswell, Klassen, Plano Clark, & Smith, 2011)

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Concurrent triangulation design
• Used when the researcher wants to validate quantitative findings with
qualitative data.

• Particularly useful for decreasing the implementation time.

• “Parallel” term can be used to define the concurrent approach (Bryman, 2006).

Parallel triangulation design

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 Concurrent triangulation design
• Data collection priority (equal).

• Sequence (concurrently)

• Use of data (To compare similar/dissimilar).

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 An example on Concurrent
Triangulation Design
• In their longitudinal study of maternal and child well-being conducted semi structured in-
depth interviews with mothers and collected quantitative data using several validated
scales (e.g. Parenting Stress Index, Edinburgh Post-Natal Depression Scale (EPDS),
Rosenberg Self-Esteem Scale) at the same home visit.
• The authors identified numerous family stressors in interviews, which were corroborated
in the quantitative maternal stress index scales. Similarly, the objective measures
(EPDS) addressing emotional well-being that indicated a high level of maternal
depression were supported by findings from the interviews, in which mothers reported
low energy levels, despondency and anxiety attacks.
• The authors note that concurrent use of qualitative and quantitative measures adds to
the depth and scope of finding (McAuley, McCurry, Knapp, Beecham, & Sleed, 2006).

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Concurrent
Embedded/Nested
Design
• Quantitative and qualitative data are
collected and analysed at the same time.
However, priority is usually unequal and
given to one of the two forms of data—
either quantitative or qualitative data.
• In this case, both types of data are
collected simultaneously, but one of the
two methods is embedded in the other in a
way that allows the researcher to address
a question that is different from the one
answered by the dominant method.
• The integration of data occurs in the
analysis.

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 Concurrent Embedded/Nested Design
• Primarily purpose is for gaining a broader perspective than could be gained
from using only the predominant data collection method.

• Secondary purpose is use of embedded method to address different research

questions.

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 An example of Concurrent
Nested/Embedded Design
• Strasser et al. (2007) conducted a concurrent nested design to explore eating-related
distress of advanced male cancer patients and their female partners.
• The primary method used in the study was focus groups which were attended by
patients and their partners with the conduct of these groups and the analysis of the
data based on grounded theory (qualitative) techniques.
• The secondary or nested focus of the study was the differences in patients’ and their
partners’ assessment of the intensity and symptoms and degree of cachexia-related
symptoms of eating-related disorders of patients. This secondary information was
collected by a structured questionnaire which was completed at the time of the first
focus group.
• The eating-related distress differed for patients and their partners as indicated in the
qualitative findings, and this was complemented by the quantitative findings (Strasser,
Binswanger, Cerny, & Kesselring, 2007).
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Concurrent
Transformative Design
• Guided by a theoretical perspective of change.
• Concurrent collection of both quantitative and
qualitative data.

• Similar to sequential transformative designs,

these designs are useful for giving voice to
diverse or alternative perspectives, advocating
for research participants, and better
understanding a phenomenon that may be
changing as a result of being studied.
• Aims to address social issues faced by the
group of people.

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An example on Concurrent
Transformative Design
• Anastario and Schmalzbauer (2007) used a concurrent transformative mixed
methods design in their cultural anthropological study of time allocation of
Honduran immigrants.
• They used a time diary to examine gender variations among 34 Honduran
immigrants in the time they spend on personal (e.g. commuting) and
interpersonal responsibilities (e.g. care work, family).
• The study was guided by a participatory ethnographic philosophy.
Observations and reported activities were quantitatively analysed for
respondent level reliability.
• The authors conclude that a better understanding of gender differences in
time allocation for responsibilities will be critical to inform knowledge about
health outcome disparities (Anastario & Schmalzbauer, 2008).
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Research Questions in MMR
• Think about order of data collection:

If sequential, ask first question first, second second.

If concurrent, ask questions based on weight or importance- if quan more
heavily weighted , start with quan research hypothesis, if qual more heavily
weighted, start with qual research questions.

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Data analysis in mixed methods
• It is unusual for qualitative and quantitative data to be analysed together.
• Typically, we use analytic methods appropriate to our data collection
strategy
• Each of our analyses must, therefore, meet standards of rigor specific to the
overall approach
• The key is actually how we:

• Use each form of analysis

• Integrate our INTERPRETATION of our analyses

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 Strengths of MMR
• Mixed method research can answer a broader and more complete range of
research questions because the researcher is not confined to a single method or
approach.
• A researcher can use strengths of an additional method to overcome the
weaknesses in another method by using both in a research study.
• Can provide stronger evidence for a conclusion through convergence and
corroboration of findings.
• Can add insight and understanding that might be missed when only a single
method is used.
• Can be used to increase the generalisability of the results.

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 Strengths of MMR (Continued)

• Words, pictures, and narrative can be used to add meaning to numbers.

• Numbers can be used to add precision to words, pictures and narrative.

(Migiro & Magangi, 2011)

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 Weaknesses of MMR
• A researcher has to learn about multiple methods and approaches and understand how to
mix them appropriately.
• Methodological purists contend that one should always work within either a qualitative or a
quantitative paradigm.

• Mixed method research can be difficult for a single researcher to carry out, especially if the
two approaches are expected to be used concurrently.

• Mixed method research is more expensive and more time consuming.

• Little guidance on transformative methods in the literature.

(Migiro & Magangi, 2011)
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 References
• Alavi, H., & Hąbek, P. (2016). Addressing research design problem in mixed methods research. Management Systems in
Production Engineering, 21(1), 62-66.
• Anastario, M., & Schmalzbauer, L. (2008). Piloting the time diary method among Honduran immigrants: gendered time use.
Journal of Immigrant and Minority Health, 10(5), 437-443.
• Bowers, B., Cohen, L. W., Elliot, A. E., Grabowski, D. C., Fishman, N. W., Sharkey, S. S., . . . Kemper, P. (2013). Creating and
supporting a mixed methods health services research team. Health services research, 48(6pt2), 2157-2180.
• Bryman, A. (2006). Integrating quantitative and qualitative research: how is it done? Qualitative Research, 6(1), 97-113.
• Creswell, J. W., & Creswell, J. D. (2003). Research design: Qualitative, quantitative, and mixed methods approaches: Sage
publications.
• Doyle, L., Brady, A.-M., & Byrne, G. (2016). An overview of mixed methods research–revisited. Journal of research in nursing,
21(8), 623-635.
• Fries, C. J. (2009). Bourdieu’s reflexive sociology as a theoretical basis for mixed methods research: An application to
complementary and alternative medicine. Journal of Mixed Methods Research, 3(4), 326-348.
• Halcomb, E. J. (2018). Mixed methods research: The issues beyond combining methods.
• Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to
practice. Field methods, 18(1), 3-20.
• Liem, A. (2018). Interview schedule development for a Sequential explanatory mixed method design: complementary-alternative
medicine (CAM) study among Indonesian psychologists. International Journal of Social Research Methodology, 21(4), 513-525.

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References (Continued)
• McAuley, C., McCurry, N., Knapp, M., Beecham, J., & Sleed, M. (2006). Young families under stress: assessing
maternal and child well‐being using a mixed‐methods approach. Child & Family Social Work, 11(1), 43-54.
• Migiro, S., & Magangi, B. (2011). Mixed methods: A review of literature and the future of the new research paradigm.
African journal of business management, 5(10), 3757-3764.
• Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing research, 40(2), 120-
123.
• Neri, M. T., & Kroll, T. (2003). Understanding the consequences of access barriers to health care: experiences of adults
with disabilities. Disability and rehabilitation, 25(2), 85-96.
• Scott, C., & Sutton, R. E. (2009). Emotions and change during professional development for teachers: A mixed
methods study. Journal of Mixed Methods Research, 3(2), 151-171
• Neri, M., Kroll, T., & Groah, S. (2005). Towards consumer-defined exercise programs for people with spinal cord injury:
focus group findings. Journal of Spinal Cord Medicine, 28(2), 132. .
• Strasser, F., Binswanger, J., Cerny, T., & Kesselring, A. (2007). Fighting a losing battle: eating-related distress of men
with advanced cancer and their female partners. A mixed-methods study. Palliative medicine, 21(2), 129-137.
• Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative
approaches in the social and behavioral sciences: Sage.
• Teddlie, C., & Tashakkori, A. (2003). Major issues and controveries inthe use of mixed methods in the social and
behvioral sciences. Handbook of mixed methods in social & behavioral research, 3-50.

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