Presentation for Research Methodology Course

1. RESEARCH METHODOLOGY
MIXED METHODS PROCEDURES
(TRANSFORMATIVE DESIGNS)
BY:
KAMAL BIN BAHAROM

2.  Is there evidence in the title? YES/NO?
Look at the title to determine if it includes words such as quantitative
and qualitative, mixed methods or other related terms to signify the
collection of both quantitative and qualitative.
 Is there evidence in the data collection section? YES/NO?
Examine the methods or procedure section as part of data collection.
 Is there evidence in the purpose statement or in the research question?
YES/NO?
Examine the abstract or the introduction of the study to identify the
purpose or research question.
WHAT ARE THE TYPES OF MIXED METHODS DESIGNS?

3. TRANSFORMATIVE DESIGN CHARACTERISTICS
 Priority or weight does the researcher give?
Priority or weight means that one form of data is given more
attention or emphasis in the study. However, quantitative and
qualitative data are sometimes treated equally.
 How does the researcher actually analyze the data?
Determine whether the qualitative data (or quantitative data)
comes first or second in the data collection.

4.  How does the researcher actually analyze the data?
Determine if the researchers combine the data in a one analysis or keep
the analyses separate.
TRANSFORMATIVE DESIGN CHARACTERISTICS..
 Where in the study does the researcher ‘mix’ the data?
The two form of data might be combined, linked or mixed during data
Collection, between data collection and data analysis, during data
analysis or in the interpretation of a study.

5.  Using these four questions, the mixed methods design are identified
and what is commonly used in the research.
The are six methods commonly used in educational research. The
first four is the basic designs.
 The convergent parallel design
 The explanatory sequential design
 The exploratory sequential design
 The embedded design

6. FIGURE 16.2 pg. 541 Educational Research
Quantitative
Data Collection
And Analysis
Quantitative
Data Collection
And Analysis
Follow up
with
Interpretation
TRANSFORMATIVE FRAMEWORK
Overall
Program
Objective
Study 1:
Qualitative
Study 2:
Quantitative
Informs Informs
Study 3:
Mixed
Method
Transformative Design
Multiphase Design

7. And the last two as complex designs that are becoming increasingly
popular. (Creswell & Plano Clark, 2011) .
 The transformative design
 The multiphase design
 THE TRANSFORMATIVE DESIGN
The more complex level than the four previous design is transformative
mixed methods design. The intend of this design is to use one of the
four design (Convergent, Explanatory, Exploratory and Embedded) but
to encase the design within a transformative framework or lens.
(Creswell & Plano Clark, 2011)

8.  This framework provide and orienting lens for the mixed methods
design. The intent of the framework is to address the social issue for
a marginalized or underrepresented population and engage in research
that brings about change.
 The strength of this design is that it is value-based and ideological.
(Greene, 2007). A challenge in using in this design is that still learning
about how to best integrate the framework into a mixed methods study.
 We need basic design to provide the cornerstones for this
transformative design but the transformative design goes beyond
simply the use of the basic design.

9.  This framework maybe a feminist perspective, a racial or ethnic
perspective or some other perspective. This framework that shapes
many aspect of the mixed methods design.
THE FRAMEWORK
 It basically addressed an issues for an underrepresented group and
present research intended to bring about change about the group.
 A strong key to a good transformative mixed methods study is whether
the research calls for reform or changes at the end of the study. This
call may be an explicit request for change or steps that will be required
to bring about change.

10. SEQUENTIAL TRANSFORMATIVE STRATEGY
 The sequential transformative strategy is a two phase project with
a theoretical lens (e.g.. gender, race, social science theory) overlaying
the sequential procedures.
 The theoretical lens is introduced in the introduction to a proposal,
shapes a directional research question aimed at exploring a problem.
(e.g.. Inequality, discrimination, injustice).
 In this design, the researcher may used either methods in the first
Phase of research and the weight can be given to either or distributed
evenly to both phase.

11.  The sequential transformative model has a theoretical perspective
to guide the study. The aim of this theoretical perspective, whether it be
a conceptual framework.
 The aims of this theoretical perspective, whether it be a conceptual
framework, a specific ideology, or advocacy, is more important in
guiding the study than the use of methods alone.
 The sequential transformative model shares the methodological
strengths and weaknesses of the other two sequential approaches.
Its use of distinct phases facilitates its implementation, description,
and sharing of results, although it also requires the time to complete
two data collection phases.
A THEORETICAL PERSPECTIVE

12.  Likewise, as with all sequential strategies, key decision need to be
made about what findings in the first phase will be the focus of the
second phase.
THANK YOU..
CONCLUSION