CHAPTER 1. INTRODUCTION

Quantitative and qualitative research paradigms represent two different approaches to empirical research, but are not necessarily exclusive, and their principled combination has led to the emerging of the third research approach – mixed methods research.

Mixed methods research involves different combinations of qualitative and quantitative research either at the data collection or data analysis level (Dörnyei, 2007, p. 24). Its beginnings date back to the 1970s, when the concept of the ’triangulation’ was introduced into social sciences from navigation and land surveying, where it refers to the method for determining the unfamiliar position of a certain spacial point through the measurement operations from two familiar points  (Dörnyei, 2007, p. 43). Its purpose is to achieve a fuller understanding of the target phenomenon, by viewing it from different angles, as well as to verify one set of findings against the other, i.e. to validate one’s conclusion by presenting converging results obtained through different methods (Dörnyei, 2007, p. 164).

The theory use in mixed methods studies may include theory deductively, as in quantitative theory testing and verification, or inductively, as in an emerging qualitative theory or pattern. A social or health science theory may be used as a framework to be tested in either a quantitative or qualitative approach to the inquiry. Another way to think about theory in mixed methods research is as a theoretical lens or perspective to guide the study. Studies are beginning to emerge that employ mixed methods designs using a lens to study gender, race or ethnicity, disability, sexual orientation, and other bases of diversity (Mertens, 2003).

Historically speaking, the idea of using a theoretical lens in mixed methods research was mentioned by Greene and Caracelli (1997). They identified the use of a transformative design as a distinct form of mixed methods research. This design gave primacy to value-based, action-oriented research, such as in participatory action research, and empowerment approaches. In this design, they suggested mixing the value commitments of different traditions (e.g. bias-free from quantitative, and bias-laden from qualitative), the use of diverse methods, and a focus on action and solutions. The implementation of these ideas in the practice of mixed methods research has been carried forward by other authors.

Speaking about methods, researchers typically do not see specific questions or hypotheses especially tailored to mixed methods research. However, there is an ongoing discussion about the use of mixed methods questions in studies, and also about the design of a mixed methods study (Creswell et al., 2007; Tashakkori & Creswell, 2007).

A strong mixed methods study should start with a mixed methods research question so as to shape the methods, and the overall design of a study. As a mixed methods study relies on neither quantitative or qualitative research alone, some combination of the two provides the best information for the research questions and hypotheses. To be considered are what types of questions should be presented, as well as when, and what information is the most needed to convey the nature of the study:

• both qualitative and quantitative research questions (or hypotheses) need to be asked in a mixed methods study in order to narrow and focus the purpose statement. These questions or hypotheses can be asked at the beginning or when they emerge during a later phase of the research. For example, if the study begins with a quantitative phase, the investigator might introduce hypotheses. Later in the study, when the qualitative phase is addressed, the qualitative research questions would appear.
• some attention should be given to the order of the research questions and hypotheses. In a two-phase project, the first-phase questions would come first, followed by the second-phase questions so that readers can see them in the order in which they will be addressed in the proposed study. In a single-phase strategy of inquiry, the questions might be ordered according to the method that is attached the greatest importance in the design.
• a mixed methods research question that directly addresses the mixing of the quantitative and qualitative strands of the research should be included. This is the question that will be answered in the study based on the mixing (Creswell & Clark, 2007). This is a new form of questions in research methods, and Tashakkori and Creswell (2007) call it a ’hybrid’ or ’integrated’ question. This question could either be written at the beginning or when it emerges (for instance, in a two-phase study, in which one phase builds on the other, the mixed methods question might be placed in the discussion between the two phases). It can assume one of the two forms. The first one is to write it in a way that conveys the methods or procedures used in the study (e.g. Does the qualitative data help to explain the results from the initial quantitative phase of the study? (Creswell & Clark, 2007). The second form is to write it in a way that conveys the content of the study (e.g. Does the theme of social support help to explain why some students become bullies in schools? (Tashakkori & Creswell, 2007).

There are several different ways in which all types of research questions (i.e. quantitative, qualitative and mixed) can be written in a mixed methods study:

• write separate quantitative questions or hypotheses and qualitative questions. These could be written at the beginning of a study or when they appear if the study unfolds in stages or phases. With this approach, the emphasis is placed on the two approaches, and not on the mixed methods or integrative component of the study.
• write separate quantitative questions or hypotheses and qualitative questions and follow them with a mixed methods question. This highlights the importance of both the qualitative and quantitative phases of the study, as well as their combined strength and this is probably the ideal approach.
• write only a mixed methods question that reflects the procedures or the content (or write the mixed methods question in both the procedural and content-based approach), and do not include separate quantitative and qualitative questions. This approach would enhance the viewpoint that the study intends to lead to some integration or connection between the quantitative and qualitative phases of the study (i.e. the sum of both parts is greater than that of each single part).

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage.

Creswell, J. W., Hanson, W. E., Clark Plano, V. L. (2007). Qualitative research designs. The Counselling  Psychologist, 35(2), 236–264.

Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.

Greene, J. C., & Caracelli, V. J. (1997). Advances in mixed-methods evaluation: The challenges and benefits of integrating diverse paradigms: New directions for evaluation. Willey.

Mertens, D. M. (1998). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. Sage.

Tashakkori, A., & Creswell, J. W. (2007). Editorial: Exploring the nature of research questions in mixed methods research. Journal of Mixed Methods Research, 1(3), 207–211.