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
procedures
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
section?
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
Designs:
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
are collected
3. Information about the priority being
given to qualitative and quantitative
data is noted
4. Information about the sequencing of
the quantitative and qualitative data
collection is noted
5. Analysis of the data is shaped by a
particular mixed method design
6. The study contains a visual picture that
portrays the procedures of the design
o Steps of Conducting a Mixed Methods Study
 Step 1
 Determine if a Mixed Method
Study is Feasible
 Step 2
 Identify a Rationale for a
Mixed Method Study
 Step 3
 Identify the data collection
strategy and type of design
 Priority
 Sequence
 Visualization
 Step 4
 Develop quantitative and
qualitative research questions
 Step 5
 Collect quantitative and
qualitative data
 Step 6
 Analyze data separately or
concurrently
 Step 7
 Write the report as a One- or
Two- Phase Study
 Action Research
o Researcher works with groups or
communities that are vulnerable to the
control or oppression of a dominant group
or culture
o Aims to raise the community consciousness
to the problems that they face and
empower them to discover their solutions
o Types of Action Research Designs
 Practical:
 Studying local practices
involving individual or team
based inquiry
 Focusing on teacher
development and student
learning
 Implementing a plan of action
 Leading to the teacher-as-
researcher
 Participatory
 Studying social issues that
constrain individual lives
 Emphasizing equal
collaboration
 Focusing on “life enhancing
changes”
 Resulting in the emancipated
researcher
o Stinger’s (1999) Action Research Interacting
Spiral
1. Think
2. Look
3. Act
o Characteristics of Action Research
1. Focus on practical issues
2. The study of educator-researcher’s own
practices
 3. Collaboration between researcher and
participants
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
personnel

o Steps in Conducting an Action Research

Study
1. Determine if action research is the best
design to use
2. Identify the problem to study
3. Locate resources to help address the
problem
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