This is presentation describes various types of designs mixing qualitative and quantitative methods in social and behavioural science research.

1. Dr. Kanagaraj Easwaran
Associate Professor
Department of Social Work
Mizoram University
Aizawl - 796004

2. Aspect Quantitative Qualitative
Data Numbers Words
Point of View Researcher Participants
Relationship:
Researcher and
Researched
Distance Close
Role of Theory Testing Emerging
Design Static Process-
Emergent

3. Aspect Quantitative Qualitative
Questions Structure Unstructured
Outcome Generalisation Contextual
Understanding
Nature of Data Hard,
Reliable Data
Rich, deep data
Level Macro Micro
Focus of Research Behaviour Meaning
Setting Artificial Natural

4. Hardy and Bryman (2004)
 Data Reduction:
 Answering research questions:
 Concerned with relating Results to
literature:
 Concerned with variation:
 Frequency as a springboard for analysis

5. Hardy and Bryman (2004)
 Deliberate distortion not to occur:
 Importance of Transparency:
 Address the question of error:
 Research methods appropriate to
research questions:

6.  Employing Combination of quantitative and qualitative
methods
 Perceived legitimacy of both methods
 Multi method, convergence, integrated, and combined
 Data derived from mixed methods - mutually illuminating
not use of them in tandem

7.  Campbell and Fisk(1959) used multi methods -
validity of psychological traits
 Encouraged others to employ multi method
 Started mix methods: qualitative data (field
methods viz., observation, interview combined
with quantitative data(traditional surveys)
(Sieber 1973)

8.  Recognition: All methods have limitations – biases
inherent in single method could neutralise or cancel the
biases of other methods.
 Triangulating data sources – a means for seeking
convergence across qual quan methods (Jick 1979).
 By early 1990s movement from convergence to
integrating and connecting(Takhakkori and Teddlie
1998).

9.  Research methodology evolves and develops
continuously
 Step forward utilizing strengths of both
 Inadequacy of application of quantitative or
qualitative methods alone to complexity of social
or human phenomena

10.  Interdisciplinary nature of research – research
teams with diverse methodological orientations
 Expanded understanding greater insight from
combination

11.  Embedded Method Argument :
 Research methods rooted in epistemological and ontological
commitments
 Methods not mere data gathering procedures but commitment
 Mixed methods not feasible or even desirable.
 Ignores underlying assumptions and transforms of qualitative inquiry
into a procedural variation of quantitative inquiry(Smith and
Heshusius(1986).
 Research Methods do not carry with them fixed epistemological and
ontological implications – capable of used in a variety of ways.

12.  Quantitative vs Qualitative Paradigms:
◦ Two incompatible world views –
incommensurable
◦ Integration superficial level and within a
single paradigm

13.  Contentions about interconnections between
methods and paradigms cannot be
demonstrated.
◦ No means clear that quantitative and qualitative
approaches are paradigms.
◦ There are overlaps and commonality between
them

14.  Epistemological Version:
 Incompatible
 Mixed Methods is not possible
 Technical Version:
 Strengths of both and capable of mixing
 Distinctive epistemological ontological assumptions recognised
 Connection between assumptions and methods not viewed as
fixed and ineluctable.
 Methods are autonomous and hence compatible, feasible and
desirable

15. Alan Bryman (2006) Purposes or ways
1. Triangulation or Grater Validity: Mutual corroboration
2. Offset: Research methods have own strengths and weaknesses –
combining offsets – draw strengths of both.
3. Completeness: more comprehensive account
4. Process: Quan: Structure – Qual : Process Dynamics
5. Different Research Questions : Different methods

16. 6. Explanation: one methods results are
interpreted with the help of the other
7. Unexpected Results: Surprising results of
one are explained by the other
8. Instrument Development: Development of
Questionnaire or Scale – identify close ended
answers.
9. Sampling: one approach is used to facilitate
sampling of respondents or cases.

17. 10. Credibility: both together enhance integrity of
findings
11. Context: qualitative research providing contextual
understanding coupled with externally valid findings
of survey
12. Illustration: qualitative data to illustrate the findings
of quantitative research: putting meat on the bones
of dry quantitative findings.
13. Utility or Improving the Usefulness of Findings:
combination is more useful to practitioners

18. 14. Confirm or Discover: qualitative data to generate
hypotheses and quantitative to test that
15. Diversity of Views: Combining researcher’s and
participants views – uncovering relationships and
revealing meanings among participants.
16. Enhancement or Building upon
Quantitative/Qualitative Findings: Making more of or
augmenting either quantitative or qualitative findings
by gathering data

19. Aspect Quantitative Mixed Qualitative
Methods/
Design
Predetermined Both Emerging
Questions Closed Both Open ended
Type of Data Performance,
Attitude ,
Observational
Multiple
forms from
all
possibilities
Interview
Observation
Documents,
Audio Visual
Analysis Statistical Both Text and Image
Interpretation Statistical Across
databases
interpretati
on
Themes,
Patterns
Interpretation

20. Timing Weighting Mixing Theorizing
Concurrent
No Sequence
Equal Integrating
Explicit
Sequential :
Qualitative First
Qualitative Connecting
ImplicitSequential:
Quantitative First
Quantitative Embedding

21.  Quan Qual data are merged on one end of the
continuum, kept separate on the other end
 Combined some way between these two
extremes
 Connecting:
 Quan Qual methods are connected: First
phase data collection, analysis second phase
data collection.
 Integrating
 Data collected concurrently - the two data
bases are merged
 Embedding:
 One form of data main source – other
supportive

22.  Whether a larger, theoretical perspective guides
the entire design.
 Social Science theory or broad theoretical
lens(gender, race, class etc.)
 Explicitly mentioned or implicitly not mentioned
 Explicit lens shapes questions and guides
research process and drawing implications

23. Creswell et al.
1. Sequential Designs: One after another
2. Concurrent Designs:
Together Simultaneously

24. 1. Sequential Explanatory Design
2. Sequential Exploratory Design
3. Sequential Transformative Design
1. Qual – quan
2. Quan - qual

25. 1. Concurrent Triangulation Design
1. Data Results are compared
2. Equal Weight to both
2. Concurrent Embedded Design
1. One takes primary and another supportive
3. Concurrent Transformative Design
1. Emancipatory theory as lens
2. QUAN + QUAL or
3. qual + QUAN

26.  Questions Please

27.  Thanks