Principles of Mixed Methods and Multimethod Research Design

Thousand Oaks
In book: Handbook of Mixed Methods In Social and Behavioral Research, Publisher: Sage, Editors: Abbas Tashakkori AND Charles Teddle
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    • "The complementary strengths thesis keeps the methods separate so as to draw on the strengths of each (Morse, 2003). The dialectical thesis (Greene, 2007; Greene & Caracelli, 2003) claims that insights can be gained from mixing 'mental models' where a 'mental model' is " the set of assumptions, understandings, predispositions, and values and beliefs with which all social inquirers approach their work " (Greene, 2007, p12). "
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    ABSTRACT: The concept of ‘weak measurements’ in quantum physics is a way of ‘cheating’ the Uncertainty Principle. Heisenberg stated (and 85 years of experiments have demonstrated) that it is impossible to know both the position and momentum of a particle with arbitrary precision. More precise measurements of one decrease the precision with which the other can be measured. By ‘sneaking a peak’ at one variable however—conducting a ‘weak measurement’ that does not fully collapse the quantum wavefunction—and combining this with a subsequent strong measurement of the other variable, increased information of better quality can be gathered. By analogy, theories and methodological approaches could conceivably be combined in research in such a way that one does not ‘force [the other] into blindness’ (Bauersfeld 1988). This paper offers a theoretical and metaphorical introduction to an approach. The criteria for judging its value are empirical: does it work? Does it allow research work to be done and conceptualised in ways that are valuable? That evidence will be forthcoming as this approach is adopted and tested.
    Australian Educational Researcher 07/2015; 42(3). DOI:10.1007/s13384-015-0169-0 · 0.29 Impact Factor
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    • "First of all qualitative findings, the use of qualitative findings (development of a measurement tool, development of new quantitative measurements etc.) were reported and later on quantitative findings were reported. According to Morse [61], the research process can be symbolized as follows QUALITATIVE →quantitative. The research process was designed according to Myers and Oetzel [62] and Creswell and Pablo-Clark [21] and presented in detail in Figure 1. "
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    ABSTRACT: The aim of this study is to ascertain the problems social studies teachers face in the teaching of topics covered in 8th grade TRHRK Course. The study was conducted in line with explanatory sequential mixed method design, which is one of the mixed research method, was used. The study involves three phases. In the first step, exploratory process was followed, in the second step measurement tool was developed and in the third step the measurement tool was applied to the sample chosen from the universe. In this study, data collection process was realized in two steps. In the first step, qualitative data were collected and later on quantitative data were collected using quantitative measurement tool, which was developed based on qualitative data and then validated. The qualitative study group of the research was determined using criterion sampling, which is one of the purposeful sampling methods. The quantitative study group was determined via double (two-phase) cluster sampling method. In line with the responds provided by the participants, qualitative findings were categorized and presented as 3 themes: (i) inadequacy of course time and the problems caused by intensive content, (ii) adoption of Behaviorist Approach as opposed to constructivism, (iii) Problems caused by perception, attitude towards the course and other factors. Following from this, 23-item quantitative measurement tool was developed and administrated on the qualitative sample of the study composed of 1090 social studies teachers working in 28 cities. Quantitative data indicated that qualitative data can be generalized. As a result, even if the education program of TRHRK is designed according to constructivist approach, traditional, teacher-centered history education based on memorization is continued because of the obstacles defined in the current study.
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    • "psychology research. In these studies, I took a pragmatist stance to mixed methods and aimed to retain the integrity of individual qualitative and quantitative components to maximize their contribution to the overall research goals (Morse, 2003; Yardley & Bishop, 2008). "
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    ABSTRACT: Purpose: To outline some of the challenges of mixed methods research and illustrate how they can be addressed in health psychology research. Methods: This study critically reflects on the author's previously published mixed methods research and discusses the philosophical and technical challenges of mixed methods, grounding the discussion in a brief review of methodological literature. Results: Mixed methods research is characterized as having philosophical and technical challenges; the former can be addressed by drawing on pragmatism, the latter by considering formal mixed methods research designs proposed in a number of design typologies. There are important differences among the design typologies which provide diverse examples of designs that health psychologists can adapt for their own mixed methods research. There are also similarities; in particular, many typologies explicitly orient to the technical challenges of deciding on the respective timing of qualitative and quantitative methods and the relative emphasis placed on each method. Characteristics, strengths, and limitations of different sequential and concurrent designs are identified by reviewing five mixed methods projects each conducted for a different purpose. Conclusions: Adapting formal mixed methods designs can help health psychologists address the technical challenges of mixed methods research and identify the approach that best fits the research questions and purpose. This does not obfuscate the need to address philosophical challenges of mixing qualitative and quantitative methods. Statement of contribution What is already known on this subject? Mixed methods research poses philosophical and technical challenges. Pragmatism in a popular approach to the philosophical challenges while diverse typologies of mixed methods designs can help address the technical challenges. Examples of mixed methods research can be hard to locate when component studies from mixed methods projects are published separately. What does this study add? Critical reflections on the author's previously published mixed methods research illustrate how a range of different mixed methods designs can be adapted and applied to address health psychology research questions. The philosophical and technical challenges of mixed methods research should be considered together and in relation to the broader purpose of the research.
    British Journal of Health Psychology 11/2014; 20(1). DOI:10.1111/bjhp.12122 · 2.70 Impact Factor
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