This document provides an overview of mixed-methods research. It defines mixed-methods research as involving both quantitative and qualitative research methods in a single study to provide a more complete understanding than either method alone. It discusses the history and examples of mixed-methods research in education. Key aspects covered include different research designs like exploratory, explanatory, and triangulation; sampling strategies; steps in conducting mixed-methods research; and evaluating and ensuring ethics in mixed-methods studies. The document aims to explain what mixed-methods research entails at a high-level.

1. Lecturer:
Dr. Johan
Presented by :Huwaida binti Tajudin 2013422458
Hanafi bin Hasbullah 2013401686
Saiful Nizam bin Mat Saat 2013416388
Mohd Faizal Ridha 2013426796

2. MIXED-METHODS RESEARCH
What does it mean?
- Involves the use of both quantitative and qualitative methods
in a single study.
- Those who engage in such research argues that the use of
both methods provides a more complete understanding of
research problems than does the use of either one.

3. What does it mean?
• Started in the early 1950s.
• Only has achieved a significant place in
educational research.
• The first journal devoted to it began
publication in 2005.
• There are different views to what
a MIXED METHOD RESEARCH is.

4. Examples of the kinds of mixed-methods studies
“Combining Qualitative and Quantitative Methodologies
in Research on Teachers’ Lives, Work, and Effectiveness.”
“Closed and Open-Ended Question Tools in a Telephone
Survey About ‘The Good Teacher’.”
“Emotions and Change During Professional Development
for Teachers: A Mixed Methods Study’.”
“Telling It All: A Story of Women’s Social Capital Using a
Mixed Methods Approach’.”

5. There are different views to what a
MIXED METHOD RESEARCH is :Numerical and statistical analysis.
In-depth information, often in narrative form, frequently
obtained through the analysis of written communication.

6. What does it mean?
- Qualitative – Developing a holistic picture and analysis
of the phenomenon being studied with an emphasis on
‘thick’ rather than ‘selective’ description.
- Quantitative – Observation and interviewing,
prominent instruments used in qualitative research,
are also commonly found in quantitative studies.

7. Why do mixed-methods research
IT HAS SEVERAL STRENGTHS:
1. Clarify and explain relationships
found to exist between variables.
2. Explore relationships between variables IN DEPTH.
3. Mixed method studies can help to confirm or
cross-validate relationships discovered between
variables, as when quantitative and qualitative
methods are compared to see if they converge
on a single interpretation of a phenomenon.

8. Drawbacks of Mixed-Method Studies.
• You might ask “Why all research problems are not
addressed using mixed methods designs?”
1. Extremely time-consuming and expensive to carry out.
2. Many researchers are only experienced in only one type of
research.

9. Avoiding the drawbacks
1. Multiple researchers with
differing areas of expertise work
as a team.
2. Better off doing a purely
quantitative or qualitative study
and doing it well.

10. 1) THE EXPLORATORY DESIGN
 Viewing the study as a two-phase project. (analyze data
separately)
 QUALITATIVE data collection precedes quantitative data
collection.
 Greater emphasis is placed on the QUALITATIVE data in the
study.
 Example: You first conduct interviews and then follow up with
a few individuals who answered positively to the questions by
giving out survey forms.

11. SEQUENTIAL OF EXPLORATORY DESIGN
QUALITATIVE
QUANTITATIVE
QUAL DATA
COLLECTION
QUAL DATA
ANALYSIS
QUAN DATA
COLLECTION
QUAN DATA
ANALYSIS
INTERPRETATION

12. 2) THE EXPLANATORY DESIGN
• Viewing the study as a two-phase project. (analyze data
separately)
• Collecting QUAN data first followed by collecting QUAL data
second
• Greater emphasis is placed on the QUAN data in the study
• Example: You first conduct a survey and then follow up with a
few individuals who answered positively to the questions
through interviews.

13. SEQUENTIAL OF EXPLORATORY DESIGN
QUANTITATIVE
QUALITATIVE
QUAL DATA
COLLECTION
QUAL DATA
ANALYSIS
QUAN DATA
COLLECTION
QUAN DATA
ANALYSIS
INTERPRETATION

14. 3) THE TRIANGULATION DESIGN
• Collecting both QUAN and QUAL data
• Collecting these data at the same time in the research
procedure
• Analyzing the QUAN and QUAL data separately
• Comparing or combining the results of the QUAN and QUAL
analysis
• Example: collect survey data (quantitative) and collect
individual interviews (qualitative) and then compare the results

15. SEQUENTIAL OF TRIANGULATION DESIGN
QUANTITATIVE
QUALITATIVE
QUAN DATA COLLECTION
QUAL DATA COLLECTION
QUAN DATA ANALYZE
QUAL DATA ANALYZE
DATA RESULTS ARE
COMPARED/COMBINED

16. Advocacy lenses
• Presence or absence of an ‘advocacy lens’ – a factor used to
categorized the mixed-method designs.
• Occurs when – the researcher’s worldview implies that the purpose
of the research is to recommend the improved treatment to
participants in the world outside the research.
• ‘Worldview’ is a comprehensive view of the world and human life.
– (including everything)
• Example of worldview that involve advocacy lens are:
– feminist theory, race-based theory and critical theory

17.  Example of research:
 A research wanted to triangulating(dividing) quantitative and
qualitative methods.
 A research on the student academic performance.
 Between white suburban school with primarily black inner-city
(poorer central section of city) school.
 Purposes of research might be: Improve condition and academic school black inner-city student

18. SAMPLING
• Qualitative researchers - use purposive sampling.
– Researchers select participants who have
experience with central concept being
investigate.
– Small sample size (to get considerable amount of details)
• Quantitative researchers - choose individual who are representative
of a larger population.
– to get generalize result
• Generally random sampling strategies are preferred, however, it is often
not suitable in educational research.
• Thus, convenience, systematic or purposive sampling must be used.
• Sample sizes are much larger than qualitative studies.

19. • Example of the research
• A researcher might randomly select two high schools for the
study on drug. (suburban schools)
• Survey the 800 graduating.
• Then conduct six focus group using purposive sample of
students.
• Finally conclude by randomly selecting 40 students as subjects.
• *researcher must make a number of decisions with regard to
sampling before beginning a mixed-methods study.

20. MIXED MODEL STUDIES
 Tashakkori and Teddlie (1998) defined
 Mixed model studies as those that ‘combine qualitative and quantitative aproches
within several different phases of the research proses.
 Single study- involve an experimental study, then qualitative data
collection after it has been converted to numbers.
Mixed-model study- qualitative and quantitative study
ma be addressed in three phases. (refer book page 563)
Complicated system for classifying research design.
 Because the three phases occur very rarely in practice.

21. STEPS IN CONDUCTING A MIXED-METHODS STUDY

22. EVALUATING A
MIXED-METHODS STUDY

23. EVALUATING A
MIXED-METHODS STUDY

24. ETHICS IN MIXED-METHODS RESEARCH
Three ethical concern
Protecting participant identity
privacy
Treating participants with respect
sensitivity
Protecting participants from both physical and
psychological harm
Injury and pressure

25. SUMMARY
• Mixed method studies becoming popular and common in
educational research.
• The values lies in combining qualitative and quantitative
methods (complement each other)
• Requires time, energy and resources in both quantitative
and qualitative methods.

26. Thank You
For your attention..