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NCM 111  Lowercase letters indicate a lower

LECTURE priority or weight for either

quantitative or qualitative data
Mixed Methods  Mixed Method Designs:
 Mixed Method Designs o Triangulation Design (Convergent Parallel)
o Combining quantitative and qualitative data  Researcher gives priority to both
to best understand and explain a research quantitative (QUAN) and qualitative
problem (QUAL) data
 A Brief History of Mixed Method Research  Researcher collects both
o Late 1950s initial interest in mixing various quantitative and qualitative data
forms of quantitative data collection simultaneously
o 1970s to present expansion of forms to  Researcher compares the results
include both quantitative and qualitative from quantitative and qualitative
data analysis to determine if the two data
o Mid 1980s to present question of mixing bases yield similar or dissimilar
worldviews and methods results
o Late 1980s to present rise of interest in
o Late 1990s to present advocacy for distinct
mixed method design
 Identifying Mixed Method Research: Questions
1. Is there evidence in the title?
2. Is there evidence in the data collection
3. Is there evidence in the purpose section
or research questions?
 Questions for Determining the Types of Mixed
Method Design
1. What priority or weight does the
o Strengths and Weaknesses of Mixed
researcher give to the quantitative and
qualitative data collection? Method Research
2. What is the sequence of collecting  Strengths:
 Helps to provide a complete
quantitative and qualitative data?
picture of a research problem
3. How does the researcher actually
 It is a means to incorporate
analyze the data?
quantitative data into a
 Notation System for Mixed Method Study
qualitative study
o Study #1 QUAL + QUAN
 Weaknesses:
o Study #2 QUAN qual
 Training is required in both
o Notation Used:
quantitative and qualitative
 + indicates the simultaneous or
research methods
concurrent collection of quantitative
 Greater cost of time and money
and qualitative data.
 Not all audiences are open to
 Shows sequential collection
mixed method studies
of quantitative and qualitative data
o Key Characteristics of Mixed Method
 Uppercase letters indicate a priority
or increased weight for either
1. Researcher justifies why both
quantitative and qualitative data
qualitative and quantitative data are
being collected
2. Both qualitative and quantitative data o Researcher works with groups or
are collected communities that are vulnerable to the
3. Information about the priority being control or oppression of a dominant group
given to qualitative and quantitative or culture
data is noted o Aims to raise the community consciousness
4. Information about the sequencing of to the problems that they face and
the quantitative and qualitative data empower them to discover their solutions
collection is noted o Types of Action Research Designs
5. Analysis of the data is shaped by a  Practical:
particular mixed method design  Studying local practices
6. The study contains a visual picture that involving individual or team
portrays the procedures of the design based inquiry
o Steps of Conducting a Mixed Methods Study  Focusing on teacher
 Step 1 development and student
 Determine if a Mixed Method learning
Study is Feasible  Implementing a plan of action
 Step 2  Leading to the teacher-as-
 Identify a Rationale for a researcher
Mixed Method Study  Participatory
 Step 3  Studying social issues that
 Identify the data collection constrain individual lives
strategy and type of design  Emphasizing equal
 Priority collaboration
 Sequence  Focusing on “life enhancing
 Visualization changes”
 Step 4  Resulting in the emancipated
 Develop quantitative and researcher
qualitative research questions
 Step 5
 Collect quantitative and
qualitative data
 Step 6
 Analyze data separately or
 Step 7
 Write the report as a One- or
Two- Phase Study
 Action Research

o Stinger’s (1999) Action Research Interacting

1. Think
2. Look
3. Act
o Characteristics of Action Research
1. Focus on practical issues
2. The study of educator-researcher’s own
3. Collaboration between researcher and
4. Dynamic process of spiraling back and
forth among reflection, data collection,
and action
5. Development of a plan of action to
respond to a practical issues
6. Sharing of research report with local
school, community, and educational

o Steps in Conducting an Action Research

1. Determine if action research is the best
design to use
2. Identify the problem to study
3. Locate resources to help address the
4. Identify the information you will need
5. Implement the data collection
6. Analyze the data
7. Develop a plan for action
8. Implement the plan and reflect