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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    • "• Se potencia la creatividad teórica, con numerosos procedimientos críticos de valoración (Clarke, 2004). • Al combinar métodos, aumentan las posibilidades de ampliar las dimensiones de un estudio (Morse, 2003; Newman, Ridenour, Newman, & De Marco , 2003). • Se consigue una mayor y mejor exploración y explotación de los datos así como permiten una presentación más sugerente de resultados (Todd et al., 2004), al no constar únicamente tablas numéricas. "
    06/2013; DOI:10.5672/
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