Someone Help, My Methods Are All Mixed Up

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# Someone Help, My Methods Are All Mixed Up
## EDP 612 Week 11
### Dr. Abhik Roy (& numerous pieces stolen from Dr. Reagan Curtis)

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# Shameless plug

EDP 618 Mixing Research Methodologies

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> Summer II Online CRN 51971 with Dr. Reagan Curtis
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> Fall Face-to-face CRN 87727 with me
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This course is designed to allow you to acquire an understanding of the choices available for and processes involved in conducting mixed methodological research and evaluation. We will work together to identify potential research questions and/or evaluation foci you are interested in and for which mixed methodological approaches could usefully be applied. We will read and discuss both examples of mixed methodological research and writers discussing important issues to think about when doing mixed methods work. 
 
 
 
Here’s the book we use for EDP 618, and much of what we will discuss today is in there 
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<img src="img/image1.png" width="45%">
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#  Plan for this PowerPoint

- General qualitative (vs. quantitative) orientation

- General mixed methodological orientation

- Matching research questions to appropriate methodologies

- Mixed methodologies and models

- Logistic constraints and considerations

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#  Remember? Contrasting Paradigms

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Positivist
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- Reality is single, tangible, fragmentable , and measureable

- Knower and known are independent – objectivity

- Time- and context-free generalizations are possible – Big “T” Truth, [etic](http://faculty.irsc.edu/FACULTY/JLett/Article%20on%20Emics%20and%20Etics.htm) preference

- There are real causes, precedent to or simultaneous with effects

- Inquiry is value-free
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Naturalist
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- Realities are multiple, socially constructed, and holistic

- Knower and known are interactive, inseparable

- Only time- and context-bound generalizations are possible – truths are [idiographic](http://en.wikipedia.org/wiki/Idiographic), 
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.footnote[
Naturalistic Inquiry by Lincoln & Guba (1985)
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#  Activating prior knowledge

Pair-Share Activity

- Step 1: Find a partner

- Step 2: Discuss your current understanding of what Mixed Methods Research entails and why anyone would want to do it.

*If you finish this before others, also discuss how Mixed Methods Research 	does or does not seem useful for your own interests.*

- Step 3: Co-write a single sentence definition of Mixed Methods Research and 	decide which partner will read it to the class.

- Step 4: Read aloud and discuss similarities / differences across definitions.

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#  Differing Standards Across Research Traditions

Pair-Share: What do you know about philosophical foundations, especially epistemologies, related to qualitative and quantitative research traditions?

Whole class: How do you see these fitting together (or not) in mixed methodological research?

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Looking for more depth?
Lincoln & Guba’s (1985) view 
[www.socialresearchmethods.net/kb/qualval.php](http://www.socialresearchmethods.net/kb/qualval.php)

More details; some dissension 
[http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html](http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.html)
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#  Triangulation

> By data source - multiple data collection points

> By researcher – multiple researchers

> By theory – multiple researchers with different theoretical perspectives

> By method – multiple methods

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Looking for more detail? Look over Luttrell (2005) &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;<a href="downloads/Luttrell%20(2005).pdf" target='_blank' download="Luttrell (2005)">
<img src="img/pdf-ico.png" alt="Luttrell (2005)" width='35'>
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> By verification – member checking, inquiry audit

> By examination of subjectivity – researcher journaling, inquiry audit

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#  A working definition of MMR

Mixed methodological approaches use paradigms, data sources, and/or analytic procedures from both quantitative and qualitative studies in various combinations.

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Notice that there is a lot of detail NOT specified in this definition: Which paradigms, which data, which analyses, and how might they be combined?
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# Pragmatism side-steps paradigm wars

Inquiries designed to understand workability of potential lines of Action or basis for claims of warranted assertions

> lines of Action - George Herbert Mead

> workability - both William James and John Dewey

> warranted assertions (John Dewey)

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Rather than focus on nature of reality or the possibility of objective truth, focus on What are the likely consequences of believing or acting on 
, and combine elements of qualitative and quantitative approaches to achieve stronger foundations for action.

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Looking for more depth? Read Morgan (2007) from the very first issue of the *Journal of Mixed Methods Research* 
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<a href="downloads/Morgan%20(2007).pdf" target='_blank' download="Morgan (2007)">
<img src="img/pdf-ico.png" alt="Morgan (2007)" width='35'>
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</a>
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#  Purposes for mixing

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Greene, Caracelli, & Graham (1989)

A critical source for understanding the multiplicity of purposes mixed methods research is suited to address. Provides a “language” (actually one of several) for thinking about and describing mixed methods components in your evaluation, your research (dissertation?), and in sources your review.

 
 
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<a href="downloads/Greene,%20Caracelli,%20&%20Graham%20(1989).pdf" target='_blank' download="Greene, Caracelli, & Graham (1989)">
<img src="img/pdf-ico.png" alt="Greene, Caracelli, & Graham (1989)" width='35'>
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</a>
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Bryman (2006)

A combination of some elements derived from the ideas that mixed methods research reflects a tendency for the rationales for using multi-strategy research not to be thought
through sufficiently and that multi-strategy research provides such a wealth of data that researchers discover uses of the ensuing findings that they had not anticipated.

 
 
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<a href="downloads/Bryman%20(2006).pdf" target='_blank' download="Bryman (2006)">
<img src="img/pdf-ico.png" alt="Bryman (2006)" width='35'>
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</a>
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#  5 Mixed Methods Approaches

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  **Triangulation** - single phenomenon

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  **Complementarity** - overlapping phenomena

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  **Development** - one method informs the next

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  **Initiation** - seeking paradox / contradiction

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  **Expansion** - study more w/ different methods for different phenomena

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#  Sequential Explanatory Example

Way, Stauber, Nakkula, and London (1994) began with quantitative measures of depression and substance use from one suburban and one inner city high schools (*n* = 164 and 242).

Authors identified a puzzling finding: Substance use predicted depression at the suburban high school, but not at inner city high school.

Thematic analysis of 19 qualitative interviews (selected based on quantitative CDI data) allowed authors to describe different meanings of substance use across the two schools.

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#  Concurrent Triangulation Example

Idler, Hudson, and Leventhal (1999), working with 159 elderly African Americans, collected quantitative measures (health ratings, demographics, and medical history) and conducted qualitative interviews about the meanings of their ratings .

They initially analyzed the two data sets separately, but after coding the qualitative responses, they transformed qualitative codes into quantitative scores.

Next, they statistically analyzed the quantified qualitative results to determine if initially qualitative responses were related to quantitative ratings.

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#  What structural differences do you see?

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Sequential Explanatory
 
 
<img src="img/image7.png" width="55%">
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Concurrent Triangulation
 
 
<img src="img/image6.png" width="75%">
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#  Something

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Parting Shot: Truly mixed designs optimize potentials for synergy across the entire lifespan of the study, while many designs are only superficially mixed or mixed in name only.
 
 
Feel free to contact either [me](mailto:abhik.roy@mail.wvu.edu) or [Dr. Curtis](mailto:Reagan.Curtis@mail.wvu.edu) to discuss a MMR idea or if you just have a question about it
]

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#  That’s It!

Any questions?

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