This document discusses perspectives on resolving discrepancies between qualitative and quantitative findings in mixed methods research. It begins by introducing the concept of triangulation as a way to understand differing results. Next, it examines views on how to proceed when findings conflict, such as juxtaposing results, determining if one set is better, or rejecting one set due to methodological issues. Finally, it discusses the perspectives of viewing discrepancies as complementary versus non-complementary, with the complementary view attempting to logically reconcile conflicts rather than eliminating one set of findings.
Combining Qualitative and Quantitative ApproachesSome Argum.docxdrandy1
Combining Qualitative and Quantitative Approaches:
Some Arguments for Mixed Methods Research
Thorleif Lund
University of Oslo
One purpose of the present paper is to elaborate 4 general advantages of the mixed methods
approach. Another purpose is to propose a 5-phase evaluation design, and to demonstrate
its usefulness for mixed methods research. The account is limited to research on groups in
need of treatment, i.e., vulnerable groups, and the advantages of mixed methods are
illustrated by the help of the 5-phase evaluation design. The basic idea is that the total
set of relevant attributes and changes for such a vulnerable group should be taken into
consideration in all phases, and that the mixed methods approach will provide an
optimal treatment, will give a more complete description and understanding of the
treatment effects, and will facilitate generalization to professional work.
Keywords: mixed methods, qualitative-quantitative combination, evaluation design
The research methodology in the social and behavioral sciences has undergone radical
changes over the past 50 years. One may speak of three methodological movements:
(1) the quantitative movement, (2) the qualitative movement, and (3) the mixed methods
movement (Polit & Beck, 2004; Teddlie & Tashakkori, 2003). Research in the twentieth
century, especially in the first half of the century, was dominated by the quantitative move-
ment. Its philosophical basis of positivism can be said to have been substituted by critical
realism in the last half of the century (Cook & Campbell, 1979). The qualitative approach
developed partly as a protest against the dominance of the quantitative tradition, and it
attained its definitive breakthrough around 1970. Several philosophical assumptions have
been proposed for the qualitative approach, mainly some variants of constructivism
(Lincoln & Guba, 2000). The differences between the two approaches with respect to philo-
sophical basis, scientific fruitfulness, and empirical methods have been extensively debated.
The disagreement has been great, in particular with respect to philosophical positions, as
illustrated by the “paradigm wars” (Gage, 1989), and the two approaches are still regarded
by many researchers as incompatible means for knowledge construction (Teddlie & Tashak-
kori, 2003). The mixed methods movement represents a blending of quantitative and quali-
tative methods in research, and it can be said to have been evolved historically from the
notion of “triangulating” information from different data sources (Campbell & Fiske,
1959; Denzin, 1978; Morse, 1991; Patton, 1990). The mixed methods approach can be con-
sidered established as a formal discipline around 2000. This third movement is characterized
by a practical/pragmatic attitude in that the research questions in empirical studies are given
ISSN 0031-3831 print/ISSN 1470-1170 online
# 2012 Scandinavian Journal of Educational Research
http://dx.doi.org/10.1080/00313831.2011.568674.
Combining Qualitative and Quantitative ApproachesSome Argum.docxcargillfilberto
Combining Qualitative and Quantitative Approaches:
Some Arguments for Mixed Methods Research
Thorleif Lund
University of Oslo
One purpose of the present paper is to elaborate 4 general advantages of the mixed methods
approach. Another purpose is to propose a 5-phase evaluation design, and to demonstrate
its usefulness for mixed methods research. The account is limited to research on groups in
need of treatment, i.e., vulnerable groups, and the advantages of mixed methods are
illustrated by the help of the 5-phase evaluation design. The basic idea is that the total
set of relevant attributes and changes for such a vulnerable group should be taken into
consideration in all phases, and that the mixed methods approach will provide an
optimal treatment, will give a more complete description and understanding of the
treatment effects, and will facilitate generalization to professional work.
Keywords: mixed methods, qualitative-quantitative combination, evaluation design
The research methodology in the social and behavioral sciences has undergone radical
changes over the past 50 years. One may speak of three methodological movements:
(1) the quantitative movement, (2) the qualitative movement, and (3) the mixed methods
movement (Polit & Beck, 2004; Teddlie & Tashakkori, 2003). Research in the twentieth
century, especially in the first half of the century, was dominated by the quantitative move-
ment. Its philosophical basis of positivism can be said to have been substituted by critical
realism in the last half of the century (Cook & Campbell, 1979). The qualitative approach
developed partly as a protest against the dominance of the quantitative tradition, and it
attained its definitive breakthrough around 1970. Several philosophical assumptions have
been proposed for the qualitative approach, mainly some variants of constructivism
(Lincoln & Guba, 2000). The differences between the two approaches with respect to philo-
sophical basis, scientific fruitfulness, and empirical methods have been extensively debated.
The disagreement has been great, in particular with respect to philosophical positions, as
illustrated by the “paradigm wars” (Gage, 1989), and the two approaches are still regarded
by many researchers as incompatible means for knowledge construction (Teddlie & Tashak-
kori, 2003). The mixed methods movement represents a blending of quantitative and quali-
tative methods in research, and it can be said to have been evolved historically from the
notion of “triangulating” information from different data sources (Campbell & Fiske,
1959; Denzin, 1978; Morse, 1991; Patton, 1990). The mixed methods approach can be con-
sidered established as a formal discipline around 2000. This third movement is characterized
by a practical/pragmatic attitude in that the research questions in empirical studies are given
ISSN 0031-3831 print/ISSN 1470-1170 online
# 2012 Scandinavian Journal of Educational Research
http://dx.doi.org/10.1080/00313831.2011.568674.
CHAPTER 10 MIXED METHODS PROCEDURESHow would you write a mixed mEstelaJeffery653
CHAPTER 10 MIXED METHODS PROCEDURES
How would you write a mixed methods procedure section for your proposal or study? Up until this point, we have considered collected quantitative data and qualitative data. We have not discussed “mixing” or combining the two forms of data in a study. We can start with the assumption that both forms of data provide different types of information (open-ended data in the case of qualitative and closed-ended data in the case of quantitative). If we further assume that each type of data collection has both limitations and strengths, we can consider how the strengths can be combined to develop a stronger understanding of the research problem or questions (and, as well, overcome the limitations of each). In a sense, more insight into a problem is to be gained from mixing or integration of the quantitative and qualitative data. This “mixing” or integrating of data, it can be argued, provides a stronger understanding of the problem or question than either by itself. Mixed methods research, therefore, is simply “mining” the databases more by integrating them. This idea is at the core of a new methodology called “mixed methods research.”
Conveying the nature of mixed methods research and its essential characteristics needs to begin a good mixed methods procedure. Start with the assumption that mixed methods is a methodology in research and that the readers need to be educated as to the basic intent and definition of the design, the reasons for choosing the procedure, and the value it will lend to a study. Then, decide on a mixed methods design to use. There are several from which to choose; consider the different possibilities and decide which one is best for your proposed study. With this choice in hand, discuss the data collection, the data analysis, and the data interpretation, discussion, and validation procedures within the context of the design. Finally, end with a discussion of potential ethical issues that need to be anticipated in the study, and suggest an outline for writing the final study. These are all standard methods procedures, and they are framed in this chapter as they apply to mixed methods research. Table 10.1 shows a checklist of the mixed methods procedures addressed in this chapter.
COMPONENTS OF MIXED METHODS PROCEDURES
Mixed methods research has evolved into a set of procedures that proposal developers and study designers can use in planning a mixed methods study. In 2003, the Handbook of Mixed Methods in the Social and Behavior Sciences (Tashakkori & Teddlie, 2003) was published (and later added to in a second edition, see Tashakkori & Teddlie, 2010), providing a comprehensive overview of this approach. Now several journals emphasize mixed methods research, such as the Journal of Mixed Methods Research, Quality and Quantity, Field Methods, and the International Journal of Multiple Research Approaches. Additional journals actively encourage this form of inquiry (e.g., International Journal of ...
Combining Qualitative and Quantitative ApproachesSome Argum.docxdrandy1
Combining Qualitative and Quantitative Approaches:
Some Arguments for Mixed Methods Research
Thorleif Lund
University of Oslo
One purpose of the present paper is to elaborate 4 general advantages of the mixed methods
approach. Another purpose is to propose a 5-phase evaluation design, and to demonstrate
its usefulness for mixed methods research. The account is limited to research on groups in
need of treatment, i.e., vulnerable groups, and the advantages of mixed methods are
illustrated by the help of the 5-phase evaluation design. The basic idea is that the total
set of relevant attributes and changes for such a vulnerable group should be taken into
consideration in all phases, and that the mixed methods approach will provide an
optimal treatment, will give a more complete description and understanding of the
treatment effects, and will facilitate generalization to professional work.
Keywords: mixed methods, qualitative-quantitative combination, evaluation design
The research methodology in the social and behavioral sciences has undergone radical
changes over the past 50 years. One may speak of three methodological movements:
(1) the quantitative movement, (2) the qualitative movement, and (3) the mixed methods
movement (Polit & Beck, 2004; Teddlie & Tashakkori, 2003). Research in the twentieth
century, especially in the first half of the century, was dominated by the quantitative move-
ment. Its philosophical basis of positivism can be said to have been substituted by critical
realism in the last half of the century (Cook & Campbell, 1979). The qualitative approach
developed partly as a protest against the dominance of the quantitative tradition, and it
attained its definitive breakthrough around 1970. Several philosophical assumptions have
been proposed for the qualitative approach, mainly some variants of constructivism
(Lincoln & Guba, 2000). The differences between the two approaches with respect to philo-
sophical basis, scientific fruitfulness, and empirical methods have been extensively debated.
The disagreement has been great, in particular with respect to philosophical positions, as
illustrated by the “paradigm wars” (Gage, 1989), and the two approaches are still regarded
by many researchers as incompatible means for knowledge construction (Teddlie & Tashak-
kori, 2003). The mixed methods movement represents a blending of quantitative and quali-
tative methods in research, and it can be said to have been evolved historically from the
notion of “triangulating” information from different data sources (Campbell & Fiske,
1959; Denzin, 1978; Morse, 1991; Patton, 1990). The mixed methods approach can be con-
sidered established as a formal discipline around 2000. This third movement is characterized
by a practical/pragmatic attitude in that the research questions in empirical studies are given
ISSN 0031-3831 print/ISSN 1470-1170 online
# 2012 Scandinavian Journal of Educational Research
http://dx.doi.org/10.1080/00313831.2011.568674.
Combining Qualitative and Quantitative ApproachesSome Argum.docxcargillfilberto
Combining Qualitative and Quantitative Approaches:
Some Arguments for Mixed Methods Research
Thorleif Lund
University of Oslo
One purpose of the present paper is to elaborate 4 general advantages of the mixed methods
approach. Another purpose is to propose a 5-phase evaluation design, and to demonstrate
its usefulness for mixed methods research. The account is limited to research on groups in
need of treatment, i.e., vulnerable groups, and the advantages of mixed methods are
illustrated by the help of the 5-phase evaluation design. The basic idea is that the total
set of relevant attributes and changes for such a vulnerable group should be taken into
consideration in all phases, and that the mixed methods approach will provide an
optimal treatment, will give a more complete description and understanding of the
treatment effects, and will facilitate generalization to professional work.
Keywords: mixed methods, qualitative-quantitative combination, evaluation design
The research methodology in the social and behavioral sciences has undergone radical
changes over the past 50 years. One may speak of three methodological movements:
(1) the quantitative movement, (2) the qualitative movement, and (3) the mixed methods
movement (Polit & Beck, 2004; Teddlie & Tashakkori, 2003). Research in the twentieth
century, especially in the first half of the century, was dominated by the quantitative move-
ment. Its philosophical basis of positivism can be said to have been substituted by critical
realism in the last half of the century (Cook & Campbell, 1979). The qualitative approach
developed partly as a protest against the dominance of the quantitative tradition, and it
attained its definitive breakthrough around 1970. Several philosophical assumptions have
been proposed for the qualitative approach, mainly some variants of constructivism
(Lincoln & Guba, 2000). The differences between the two approaches with respect to philo-
sophical basis, scientific fruitfulness, and empirical methods have been extensively debated.
The disagreement has been great, in particular with respect to philosophical positions, as
illustrated by the “paradigm wars” (Gage, 1989), and the two approaches are still regarded
by many researchers as incompatible means for knowledge construction (Teddlie & Tashak-
kori, 2003). The mixed methods movement represents a blending of quantitative and quali-
tative methods in research, and it can be said to have been evolved historically from the
notion of “triangulating” information from different data sources (Campbell & Fiske,
1959; Denzin, 1978; Morse, 1991; Patton, 1990). The mixed methods approach can be con-
sidered established as a formal discipline around 2000. This third movement is characterized
by a practical/pragmatic attitude in that the research questions in empirical studies are given
ISSN 0031-3831 print/ISSN 1470-1170 online
# 2012 Scandinavian Journal of Educational Research
http://dx.doi.org/10.1080/00313831.2011.568674.
CHAPTER 10 MIXED METHODS PROCEDURESHow would you write a mixed mEstelaJeffery653
CHAPTER 10 MIXED METHODS PROCEDURES
How would you write a mixed methods procedure section for your proposal or study? Up until this point, we have considered collected quantitative data and qualitative data. We have not discussed “mixing” or combining the two forms of data in a study. We can start with the assumption that both forms of data provide different types of information (open-ended data in the case of qualitative and closed-ended data in the case of quantitative). If we further assume that each type of data collection has both limitations and strengths, we can consider how the strengths can be combined to develop a stronger understanding of the research problem or questions (and, as well, overcome the limitations of each). In a sense, more insight into a problem is to be gained from mixing or integration of the quantitative and qualitative data. This “mixing” or integrating of data, it can be argued, provides a stronger understanding of the problem or question than either by itself. Mixed methods research, therefore, is simply “mining” the databases more by integrating them. This idea is at the core of a new methodology called “mixed methods research.”
Conveying the nature of mixed methods research and its essential characteristics needs to begin a good mixed methods procedure. Start with the assumption that mixed methods is a methodology in research and that the readers need to be educated as to the basic intent and definition of the design, the reasons for choosing the procedure, and the value it will lend to a study. Then, decide on a mixed methods design to use. There are several from which to choose; consider the different possibilities and decide which one is best for your proposed study. With this choice in hand, discuss the data collection, the data analysis, and the data interpretation, discussion, and validation procedures within the context of the design. Finally, end with a discussion of potential ethical issues that need to be anticipated in the study, and suggest an outline for writing the final study. These are all standard methods procedures, and they are framed in this chapter as they apply to mixed methods research. Table 10.1 shows a checklist of the mixed methods procedures addressed in this chapter.
COMPONENTS OF MIXED METHODS PROCEDURES
Mixed methods research has evolved into a set of procedures that proposal developers and study designers can use in planning a mixed methods study. In 2003, the Handbook of Mixed Methods in the Social and Behavior Sciences (Tashakkori & Teddlie, 2003) was published (and later added to in a second edition, see Tashakkori & Teddlie, 2010), providing a comprehensive overview of this approach. Now several journals emphasize mixed methods research, such as the Journal of Mixed Methods Research, Quality and Quantity, Field Methods, and the International Journal of Multiple Research Approaches. Additional journals actively encourage this form of inquiry (e.g., International Journal of ...
Though there are similarities concerning qualitative and quantitative research methodologies, both have distinguishing
fundamental ontological and epistemological perspectives that are unique to their respective research design. When contemplating a
methodological approach in order to answer a research question, qualitative and quantitative methodologies are not mutually
exclusive. Though the characteristics of each methodology are distinct, their corresponding qualities add to their rigor, and both
methodologies have the capacity to inform one another in order to generate, test, and confirm theory. To illustrate this, a qualitative
collective case study and a quantitative survey research method are examined. The application of each design is considered to the
extent of their usefulness in attaining a comprehensive understanding of complex phenomena. Finally, implications for future
research are also offered.
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACHResearch approacEstelaJeffery653
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACH
Research approaches are plans and the procedures for research that span the steps from broad assumptions to detailed methods of data collection, analysis, and interpretation. This plan involves several decisions, and they need not be taken in the order in which they make sense to us and the order of their presentation here. The overall decision involves which approach should be used to study a topic. Informing this decision should be the philosophical assumptions the researcher brings to the study; procedures of inquiry (called research designs); and specific research methods of data collection, analysis, and interpretation. The selection of a research approach is also based on the nature of the research problem or issue being addressed, the researchers’ personal experiences, and the audiences for the study. Thus, in this book, research approaches, research designs, and research methods are three key terms that represent a perspective about research that presents information in a successive way from broad constructions of research to the narrow procedures of methods.
THE THREE APPROACHES TO RESEARCH
In this book, three research approaches are advanced: (a) qualitative, (b) quantitative, and (c) mixed methods. Unquestionably, the three approaches are not as discrete as they first appear. Qualitative and quantitative approaches should not be viewed as rigid, distinct categories, polar opposites, or dichotomies. Instead, they represent different ends on a continuum (Creswell, 2015; Newman & Benz, 1998). A study tends to be more qualitative than quantitative or vice versa. Mixed methods research resides in the middle of this continuum because it incorporates elements of both qualitative and quantitative approaches.
Often the distinction between qualitative research and quantitative research is framed in terms of using words (qualitative) rather than numbers (quantitative), or better yet, using closed-ended questions and responses (quantitative hypotheses) or open-ended questions and responses (qualitative interview questions). A more complete way to view the gradations of differences between them is in the basic philosophical assumptions researchers bring to the study, the types of research strategies used in the research (e.g., quantitative experiments or qualitative casestudies), and the specific methods employed in conducting these strategies (e.g., collecting data quantitatively on instruments versus collecting qualitative data through observing a setting). Moreover, there is a historical evolution to both approaches—with the quantitative approaches dominating the forms of research in the social sciences from the late 19th century up until the mid-20th century. During the latter half of the 20th century, interest in qualitative research increased and along with it, the development of mixed methods research. With this background, it should prove helpful to view definitions of these three key t ...
peer1 Qualitative, Quantitative and Mixed MethodThe qualitati.docxbartholomeocoombs
peer1
Qualitative, Quantitative and Mixed Method
The qualitative method of research is characterized by the collection and analysis of textual data like surveys, interviews, focus groups, conversational analysis and observation (Olds, et-al, 2005). The qualitative approach is more uncertain, studying behavior in natural environments using words, images and identify natural patterns and themes. It also generates new hypotheses and theories based on collected data, narrating reports with description, categories and exploration. The qualitative can refute any hypotheses.
Quantitative research methods use statistical analysis for comparing, description and relating variables. It also uses numerical data, hypotheses testing, effect size and interval estimates. This is used to identify statistical relationships and generalized findings. It uses highly structured methods, such as surveys, questionnaires and observation. This can predict casual relationships; quantify variation, study design, statistical assumptions and conditions. This method is inflexible which helps with meaningful comparisons of responses across participants.
The mixed research method on the other hand is deductive and inductive with multiple objectives and forms. It studies behavior in more than one context or condition. Uses numeric variables, words and images with a statistical and holistic approach. In-depth narrative description and identification of overall themes are used as well. One major popular mixed method approach is the sequential explanatory strategy. This has the advantage of having multiple ways to explore a research problem. The mixed method can address problems of different levels, complement the strengths of single design and overcome the weaknesses as well.
The method selected for my final project model would be the qualitative method. This goes into details and more in depth, with cost-effectiveness, flexible times and locations, making interviews easier. It gives a clear picture of complex problems including how and what experiences about the project simply seeking to discover and understand the perspectives and views of people involved.
Citations
Mixed-Methods Approach. (n.d.). http://www.statisticssolutions.com/mixed-methods-approach/
Northeastern university. (n.d.). Retrieved April 21, 2017, from http://www.ccs.neu.edu/
Tan, D. (n.d.). Research design Qualitative, Quantitative, and mixed methods. http://www.scribd.com/doc/51107663/research
peer2
Qualitative Research method is information that is gathered that can be discussed. It gathers information that can be formed into a hypothesis. According to the text, "much like in quantitative research, it is used as a broad explanation for behavior and attitudes, and it may be complete with variables, constructs, and hypotheses" (Creswell, 2013). When testing your hypothesis with qualitative research, there are many different processes that can be .
Quantitative Methods of Research-Intro to research
Once a researcher has written the research question, the next step is to determine the appropriate research methodology necessary to study the question. The three main types of research design methods are qualitative, quantitative and mixed methods.
Quantitative research involves the systematic collection and analysis of data.
Though there are similarities concerning qualitative and quantitative research methodologies, both have distinguishing
fundamental ontological and epistemological perspectives that are unique to their respective research design. When contemplating a
methodological approach in order to answer a research question, qualitative and quantitative methodologies are not mutually
exclusive. Though the characteristics of each methodology are distinct, their corresponding qualities add to their rigor, and both
methodologies have the capacity to inform one another in order to generate, test, and confirm theory. To illustrate this, a qualitative
collective case study and a quantitative survey research method are examined. The application of each design is considered to the
extent of their usefulness in attaining a comprehensive understanding of complex phenomena. Finally, implications for future
research are also offered.
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACHResearch approacEstelaJeffery653
CHAPTER 1 THE SELECTION OF A RESEARCH APPROACH
Research approaches are plans and the procedures for research that span the steps from broad assumptions to detailed methods of data collection, analysis, and interpretation. This plan involves several decisions, and they need not be taken in the order in which they make sense to us and the order of their presentation here. The overall decision involves which approach should be used to study a topic. Informing this decision should be the philosophical assumptions the researcher brings to the study; procedures of inquiry (called research designs); and specific research methods of data collection, analysis, and interpretation. The selection of a research approach is also based on the nature of the research problem or issue being addressed, the researchers’ personal experiences, and the audiences for the study. Thus, in this book, research approaches, research designs, and research methods are three key terms that represent a perspective about research that presents information in a successive way from broad constructions of research to the narrow procedures of methods.
THE THREE APPROACHES TO RESEARCH
In this book, three research approaches are advanced: (a) qualitative, (b) quantitative, and (c) mixed methods. Unquestionably, the three approaches are not as discrete as they first appear. Qualitative and quantitative approaches should not be viewed as rigid, distinct categories, polar opposites, or dichotomies. Instead, they represent different ends on a continuum (Creswell, 2015; Newman & Benz, 1998). A study tends to be more qualitative than quantitative or vice versa. Mixed methods research resides in the middle of this continuum because it incorporates elements of both qualitative and quantitative approaches.
Often the distinction between qualitative research and quantitative research is framed in terms of using words (qualitative) rather than numbers (quantitative), or better yet, using closed-ended questions and responses (quantitative hypotheses) or open-ended questions and responses (qualitative interview questions). A more complete way to view the gradations of differences between them is in the basic philosophical assumptions researchers bring to the study, the types of research strategies used in the research (e.g., quantitative experiments or qualitative casestudies), and the specific methods employed in conducting these strategies (e.g., collecting data quantitatively on instruments versus collecting qualitative data through observing a setting). Moreover, there is a historical evolution to both approaches—with the quantitative approaches dominating the forms of research in the social sciences from the late 19th century up until the mid-20th century. During the latter half of the 20th century, interest in qualitative research increased and along with it, the development of mixed methods research. With this background, it should prove helpful to view definitions of these three key t ...
peer1 Qualitative, Quantitative and Mixed MethodThe qualitati.docxbartholomeocoombs
peer1
Qualitative, Quantitative and Mixed Method
The qualitative method of research is characterized by the collection and analysis of textual data like surveys, interviews, focus groups, conversational analysis and observation (Olds, et-al, 2005). The qualitative approach is more uncertain, studying behavior in natural environments using words, images and identify natural patterns and themes. It also generates new hypotheses and theories based on collected data, narrating reports with description, categories and exploration. The qualitative can refute any hypotheses.
Quantitative research methods use statistical analysis for comparing, description and relating variables. It also uses numerical data, hypotheses testing, effect size and interval estimates. This is used to identify statistical relationships and generalized findings. It uses highly structured methods, such as surveys, questionnaires and observation. This can predict casual relationships; quantify variation, study design, statistical assumptions and conditions. This method is inflexible which helps with meaningful comparisons of responses across participants.
The mixed research method on the other hand is deductive and inductive with multiple objectives and forms. It studies behavior in more than one context or condition. Uses numeric variables, words and images with a statistical and holistic approach. In-depth narrative description and identification of overall themes are used as well. One major popular mixed method approach is the sequential explanatory strategy. This has the advantage of having multiple ways to explore a research problem. The mixed method can address problems of different levels, complement the strengths of single design and overcome the weaknesses as well.
The method selected for my final project model would be the qualitative method. This goes into details and more in depth, with cost-effectiveness, flexible times and locations, making interviews easier. It gives a clear picture of complex problems including how and what experiences about the project simply seeking to discover and understand the perspectives and views of people involved.
Citations
Mixed-Methods Approach. (n.d.). http://www.statisticssolutions.com/mixed-methods-approach/
Northeastern university. (n.d.). Retrieved April 21, 2017, from http://www.ccs.neu.edu/
Tan, D. (n.d.). Research design Qualitative, Quantitative, and mixed methods. http://www.scribd.com/doc/51107663/research
peer2
Qualitative Research method is information that is gathered that can be discussed. It gathers information that can be formed into a hypothesis. According to the text, "much like in quantitative research, it is used as a broad explanation for behavior and attitudes, and it may be complete with variables, constructs, and hypotheses" (Creswell, 2013). When testing your hypothesis with qualitative research, there are many different processes that can be .
Quantitative Methods of Research-Intro to research
Once a researcher has written the research question, the next step is to determine the appropriate research methodology necessary to study the question. The three main types of research design methods are qualitative, quantitative and mixed methods.
Quantitative research involves the systematic collection and analysis of data.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com