combined qualitative & quanttaitive research design (2).pptx

Education

1. Research Design - Combined Qualitative & Quantitative Method: 1. A procedure, technique, or way of doing something , especially in accordance with a definite plan : There are many methods of teaching . 2. A manner or mode of procedure, especially an orderly, logical, or systematic way of instruction , inquiry, investigation, experiment, presentation, etc.: the empirical method of inquiry. 3 . An order or system in doing anything : to work with method. 4. An orderly or systematic arrangement, sequence, or the like. 5. A theory and technique of acting in which the performer identifies with the character to be portrayed and renders the part in a naturalistic, no declamatory, and highly individualized manner.

2. Method is, in general sense, a means to an end , a reflection on the possible paths that can be followed to achieve a goal , so that the method is based medium and final. The method of teaching is the means used for teaching the guidance of the teaching- learning process. The main feature of the method is that teaching is aimed at a target, and includes operations and targeted actions to achieve this , such as: planning and systematization. Method of teaching is the activity of interaction between teacher and student designed to achieve the objectives of the teaching-learning process : A set of methods of teaching . A means by which the teacher leads students from ignorance to knowledge. A structure of teaching content .

3. Research Design - Combined Qualitative & Quantitative Model: 1. A standard or example for imitation or comparison. 2. A representation, generally in miniatur e, to show the construction or appearance of something. 3. An image in clay, wax, or the like , to be reproduced in more durable material . 4. A person or thing that serves as a subject for an artist, sculptor, writer, etc. 5. A person whose profession is posing for artists or photographers.

4. A model is a structured teaching that can be used1) to set a curriculum , 2) to design teaching materials and 3) to guide classroom instruction ... Since there is no model that can deal with all types and styles of learning plan ,a teacher must not limit his/her methods to a single model, which is attractive at first glance. Some components of a teaching model are: Underlying theory Syntax: phases of the model Social system: social climate Early reaction : motivational incentives Support system: requirements to operate Instructional Effects objectives pursued Evaluation

5. Design Based Research Model Phase 1 Phase 2 Phase 3 Phase 4 Analysis of practical problems by researchers and practitioners in collaboration Development of solutions informed by existing design principles and technological innovations Iterative cycles of testing and refinement of solutions in practice Reflection to produce “design principles” and enhance solution implementation

6. Paradigm Paradigm as "an example or pattern : small, self-contained, simplified examples that we use to illustrate procedures, processes, and theoretical points. " (Webster Dictionary ) The most quoted definition of paradigm is Thomas Kuhn's (1962, 1970) concept in The Nature of Science Revolution , i.e. paradigm as the underlying assumptions and intellectual structure upon which research and development in a field of inquiry is based . ‘ Paradigms in the human and social sciences help us understand phenomena : They advance assumptions about the social world , how science should be conducted , and what constitutes legitimate problems , solutions and criteria of “proof”( Creswell J.W ,1994, p.1)’.

7. Contd … A set of assumptions, concepts, values, and practices that constitutes a way of viewing reality for the community that shares them, especially in an intellectual discipline. A philosophical and theoretical framework of a scientific school (of thought) or discipline within which theories, laws, and generalizations and the experiments performed in support of them are formulated; broadly : a philosophical or theoretical framework of any kind. Thomas Kuhn characterizes a paradigm as: “An integrated cluster of substantive (having practical importance, value, or effect ) concepts, variables and problems attached with corresponding methodological approaches and tools …”

8. Paradigm A paradigm is a world view, a general perspective, a way of breaking down the complexity of the real world . (Patton (1990) Paradigm is an interpretative framework , which is guided by "a set of beliefs and feelings about the world and how it should be understood and studied." ( Guba , 1990) Denzin and Lincoln (2001) listed three categories of those beliefs : - Ontology: what kind of being is the human being. Ontology deals with the question of what is real. - Epistemology: what is the relationship between the inquirer and the known: " epistemology is the branch of philosophy that studies the nature of knowledge and the process by which knowledge is acquired and validated " (Gall, Borg, & Gall, 1996) Methodology : how do we know the world, or gain knowledge of it?

9. Paradigm – Functions Dills, C. R., & Romiszowski , A. J. (1997) stated the functions of paradigms as follows: Define how the world works , how knowledge is extracted from this world, and how one is to think, write, and talk about this knowledge . Define the types of questions to be asked and the methodologies to be used in answering : Decide what is published and what is not published Structure the world of the academic worker Provide its meaning and its significance

10. Paradigm - Types Theoretical questions in education emerge from different conceptions and interpretations of social reality, different paradigms have been evolved to determine the criteria according to which one would select and define problems for inquiry. During the 20th century, due to the extraordinary growth in social sciences research , different paradigms have been proposed . There are mainly two paradigms based on and connected to the theoretical basis , data collection and processing techniques , drawing findings , conclusions and recommendations.

11. Paradigm – Importance Two major philosophical doctrines in the social science inquiry are positivism and post positivism Quantitative paradigm – the positivism, the experimental , ,the empiricist Qualitative paradigm - Anti-positivism, the constructivist approach or naturalistic, interpretative , post positivist or post modern inquiry/approach

12. Research Design - Combined Qualitative & Quantitative The advocates of quantitative and qualitative research paradigms engaged in dedicated debate disputing the strengths, weaknesses, procedures ,reporting the inferences of the two paradigms : Qualitative and Quantitative . Two schools of thoughts / researchers support their paradigm ( Campbell & Stanley, 1963; Lincoln & Guba , 1985). Supporters of Quantitative paradigm (Ayer, 1959; Maxwell & Delaney, 2004; Popper, 1959; Schrag , 1992) articulate (expressive ) assumptions that are consistent with what is commonly called a positivist philosophy.

13. Research Paradigms – Research Methods Each of the paradigms has definite research methods which can be used in carrying out scientific investigation . Positivism emphasizes objectivist approach to studying social phenomena and lays importance to research methods focusing on quantitative analysis, surveys, experiments , etc . Anti-positivism stresses on subjectivist approach to studying social phenomena , attaches importance to a range of research techniques focusing on qualitative analysis , e.g. personal interviews, participant observations, account of individuals, personal constructs, etc. Critical theory suggests i deology critique and action research as research methods to explore the existing phenomena.

14. Research Paradigm –Types Paradigms Approach Research methods Examples Positivism Quantitative - Surveys : longitudinal , cross-sectional , co relational; - experimental , and quasi-experimental and - ex-post facto research - Attitude of distance learners towards online based education - Relationship between students’ motivation and their academic achievement . - Effect of intelligence on the academic performances of primary school learners Anti-positivism Qualitative Biographical; Phenomenological; Ethnographical; case study - A study of autobiography of a great statesman. - A study of dropout among the female students - A case study of a open distance learning Institution in a country. Critical theory Critical and action-oriented Ideology critique; action research - A study of development of education during the British rule in India - Absenteeism among standard five students of a primary school

15. Quantitative and Qualitative Paradigm – Assumptions Assumption Quantitative Qualitative Ontological (relating to the study of existence, nature of reality, Objective and singular and independent of researcher Subjective and multiple as observed by the participants Epistemological (the branch of philosophy that studies the nature of knowledge , in particular its foundations, scope, and validity/ R elationship of researcher to that researched ) What is being researched is independent of the researcher ; the two are separate ( systematic sample) Researcher interact with that being researched Axiological (the study of the nature, types, and governing criteria of values and value judgments/Role of values ) Value free and unbiased (Reporting the facts ; arguing from the evidences gathered) Value laden and biased (reports his/her values, and biases as well as those found in the field)

16. Contd Assumption Quantitative Qualitative Rhetoric (the study of methods employed to write or speak effectively and persuasively) Formal Based on set definitions Impersonal voice Use of quantitative terminology Informal Evolving decision Personal voice Use of qualitative terminology Methodological (the study of methods/process of research Deductive process Cause and effect Static design - categories isolated before research Context free Generalizations leading to prediction, explanation, and understanding Accurate and reliable through validity and reliability Inductive process Mutual, shaping of factors Emerging design – categories during research Context bound Patterns , theories developed for understanding Accurate and reliable through verification

17. Quantitative (Positivist ) Qualitative (anti- Positivist , constructivists and inter- pretivists ) social observations should be treated as entity /object in the same way as the physical scientists treat physical phenomena . Multiple-constructed realities abound, The researcher does not interact with what is being researched i.e. . the two are separate . Researcher and researched/object can not be separated. The respondent is the source of reality Social science inquiry should be objective; time and context free generalizations desirable and possible Subjective , time- and context-free generalizations are neither desirable nor possible Cause and effect relationship ,deductive Impossible to differentiate fully causes and effects relationship; (explanations are generated inductively from the data)

18. Quantitative (Positivist ) Qualitative (anti- Positivist , constructivists and inter- pretivists ) Value free and unbiased value-bound Stated hypothesis( es ) are tested and justified empirically explanations are generated inductively from the data) Rhetorical neutrality : f ormal writing, style , based on set definitions, impersonal passive voice and use of quantitative terminology characterized by a dislike of a detached and passive style of writing, preferring, instead, detailed, rich, and thick (empathic) description, written directly and some what informally.

19. Research Design - Combined Qualitative & Quantitative The advocates of quantitative and qualitative research paradigms engaged in dedicated debate disputing the strengths, weaknesses, procedures ,reporting the inferences of the two paradigms : Qualitative and Quantitative . Two schools of thoughts / researchers support their paradigm ( Campbell & Stanley, 1963; Lincoln & Guba , 1985). Supporters of Quantitative paradigm (Ayer, 1959; Maxwell & Delaney, 2004; Popper, 1959; Schrag , 1992) articulate (expressive ) assumptions that are consistent with what is commonly called a positivist philosophy.

20. Research Paradigms – Research Methods Each of the paradigms has definite research methods which can be used in carrying out scientific investigation . Positivism emphasizes objectivist approach to studying social phenomena and lays importance to research methods focusing on quantitative analysis, surveys, experiments , etc . Anti-positivism stresses on subjectivist approach to studying social phenomena , attaches importance to a range of research techniques focusing on qualitative analysis , e.g. personal interviews, participant observations, account of individuals, personal constructs, etc. Critical theory suggests i deology critique and action research as research methods to explore the existing phenomena.

21. Selection of Paradigm Each school of thought consider their paradigms as the best and strongly believe the appropriateness of the idea that qualitative and quantitative research paradigms , including their associated methods, cannot and should not be mixed (Howe, 1988). The quantitative versus qualitative debate impacted the educational endeavor to the extent that some graduate seeking employment as a research or as faculty carried the impression that they have to side with one of the school of thought. Guba , the leading supporter of qualitative paradigm asserted “accommodation between paradigms is impossible . . . we are led to vastly diverse, disparate, and totally antithetical ends” ( Guba , 1990, p. 81).

22. Contd The debate between two schools of thought persistently focus on the differences between the two paradigms that culminate into in two research cultures , “one professing the superiority of ‘deep, rich observational data' and the other the virtues of ‘hard, generalizable’ . . . data” ( Sieber , 1973, p. 1335).

23. Commonalities Among the Traditional Paradigms Although there are many important paradigmatic differences between qualitative and quantitative research (which have been frequently written about in the Educational Researcher and other places), there are some similarities between the various approaches that are sometimes overlooked. both quantitative and qualitative researchers use empirical observations to address research questions. both methodologies “describe their data, construct explanations…

24. Third Research Paradigm -   Mixed Research Method There have been many developments in research methodologies from past few decades . In many disciplines, the quantitative research paradigm , which incorporates multiple types of q uantitative research designs, was the first and only research d esign choice during the 19th century. The quantitative research paradigm was considered as the only research methodology  because it was the first research paradigm that incorporated ontological, epistemological,   axiological, rhetorical, and methodological assumptions and principles. (Leech, and Onwuegbuzie , 2007). 

25. Third Research Paradigm -   Mixed Research Method Literature about the research methodology indicates quantitative research paradigm was accepted as the first phase while the qualitative research paradigm was emerged as an alternative to it and was conceptualized as the opposite of quantitative paradigm. Many researchers started advocating in mixing both quantitative and qualitative methods, resulted to established mixed research method paradigm . Two types of mixed research methods called mixed method research and mixed model research . Further describes confirmation and complementarily [At this camp, we regard indoor and outdoor activities as complementary. ] two purposes of mixed research method. There are multiple advantages of mixed research method over using one method in a study.

26. Combined /Mixed Paradigms … the third methodological or research paradigm … an intellectual and practical synthesis based on qualitative and quantitative research … the collection and analysis of both qualitative and quantitative data in a single study in which the data are collected concurrently or sequentially, are given a priority, and involve integration of the data at one or more stages in the process of research ( Creswell et al.,2003,p.212) Mixed methods research has been established as a third methodological movement over the past few decades , complementing the existing traditions of quantitative and qualitative movements .

27. The term ‘mixed methods ’ has come to be used to refer to the use of two or more methods in a research project yielding both qualitative and quantitative data. The paradigm problem for mixed methods arises because of the ‘paradigm wars’ of the 1970s and 80s where the positivist paradigm of quantitative research came under attack from social scientists supporting qualitative research and proposing constructivism (through processes of accommodation and assimilation , individuals construct new knowledge from their experiences or variants thereof) as an alternative paradigm. There exist a problem for mixed methods researchers is finding a rationale for combining qualitative and quantitative data i n the face of seemingly incompatible paradigms underneath them. Indeed it has been claimed that mixed methods are not possible due to the incompatibility of the paradigms underlying them.

28. Combined /Mixed Paradigms – Characteristics Allow the researcher to generalise from a sample to a population (as in Quantitative Research ) to gain a rich contextual understanding of the phenomenon being researched (as in Qualitative Research) Recognises the importance of traditional quantitative and qualitative research but offers powerful third paradigm choice that often the most informative, complete , balanced, and useful research results . Both quantitative and qualitative research methods may be used either sequentially or concurrently.

29. Combined /Mixed Paradigms – Characteristics The information may be quantitative and qualitative . Responses evaluation does not rule out quantitative modes as is mistakenly believed by many . The information is concerned with the issue. Collection of quantitative and qualitative data (open ended and closed ended) in response to research questions Integration of the two data sources (merging, connecting ,embedding ) e.g. Survey followed by focused group data are merged and compared. Survey followed by focus and / or focus group are first conducted . Information learned can be used to construct an instrument for a follow up with a random sample

30. Combining or mixing quantitative and qualitative research approaches, enables researchers to be more flexible, integrative, holistic, and rigorous in their investigative techniques as they attempt to address a range of complex research questions that emerged and surfaced. helps to attain participant enrichment, instrument fidelity, treatment integrity, and significance enhancement (Collins, Onwuegbuzie ,& Sutton, 2006). One reason for the limited use of mixed research investigations might stem from the lack of guidelines given for conducting and reporting mixed research studies in these fields.

31. Single vs Combined Paradigms It is much easier to work within single research paradigm as the implementation of two or more paradigm (combined qualitative and quantitative ) may involve : Expertise Time Extension of scope ,size ,time required beyond the normally accepted criteria, The number of pages of publication exceeds normally allowed by the journals ‘ This type of work may be possible for sponsored research, project studies,… Each of the paradigms has corresponding approaches and research methods, yet a researcher may implement research methods across research paradigms as per the research questions researchers proposes to answer.

32. Combined / Mixed Methods A combined or mixed methods research study uses multiple methods of data collection and analysis. The combined method of the approach of combing Qualitative and Quantitative research methods link the methods and research design. within methods: collection of quantitative data employing different data collection techniques ; a survey followed by experiment between methods : in all the phases of the study; using qualitative and quantitative data collection techniques In mixed methods research, both quantitative and qualitative research are important and useful.

33. The goal of mixed methods research is not to replace either of these approaches but rather to draw from the strengths and minimize the weaknesses of both in single research studies and across studies. If qualitative and quantitative approaches are considered two extremes sitting on a bipolar continuum with qualitative research at one pole and quantitative research at the other, mixed methods research covers the large set of points in the middle area. Categorically, mixed methods research sits in a new third chair, with qualitative research sitting on the left side and quantitative research sitting on the right side.

34. Mixed methods research offers great promise for practicing researchers who would like to see methodologists describe and develop techniques that are closer to what researchers actually use in practice. Mixed methods research as the third research paradigm can also help bridge the split between quantitative and qualitative research . Mixed methods research paradigm is a recent phenomena . Much work remains to be undertaken in the area of mixed methods research regarding its philosophical positions, designs, data analysis, validity strategies, mixing and integration procedures, rationales, etc.

35. Combined / Mixed Methods - Purposes Convergence of results or triangulation – combination of methodologies in the study of the same phenomena.( seeking convergence and corroboration of results from different methods and designs studying the same phenomenon); { Triangulation is the technique to avert any bias, inherent in certain data source, researcher/ investigator, and method/ procedure. This would be the result of using multiple methods of data source, investigators and methods.} complimentarily: overlapping and different aspects of the phenomena may appear (i.e., seeking elaboration, enhancement, illustration, and clarification of the results from one method with results from the other method);

36. developmentally: first method is used sequentially to provide information for the second method (i.e., using the findings from one method to help inform the other method); initiation: instigate contradictions and fresh perspective (i.e., discovering paradoxes and contradictions that lead to a re-framing of the research question); expansion : add scope and breadth to a study ( i.e., seeking to expand the breadth and range of research by using different methods for different inquiry components).

37. A Mixed Methods Research Process Model Mixed methods research process model comprises eight distinct steps: determine the research question; determine whether a mixed design is appropriate; select the mixed method or mixed-model research design; collect the data; (5) analyze the data; (6) interpret the data; (7) legitimate the data; and (8) draw conclusions (if warranted) and write the final report. Although mixed research starts with a purpose and one or more research questions, the rest of the steps can vary in order (i.e., they are not necessarily linear or unidirectional) , and even the question and/or purpose can be revised, if required.

38. Mixed Research - Strengths and Weaknesses Strengths Words, pictures, and narrative can be used to add meaning to numbers. Numbers can be used to add precision to words, pictures, and narrative. Can provide quantitative and qualitative research strengths Researcher can generate and test a grounded theory. Can answer a broader and more complete range of research questions because t he researcher is not confined to a single method or approach.

39. Contd … The specific mixed research designs discussed have specific strengths and weaknesses that should be considered (e.g., in a two-stage sequential design, the Stage 1 results can be used to develop and inform the purpose and design of the Stage 2 component. A researcher can use the strengths of an additional method to overcome the weaknesses in another method by using both in a research study. Can provide stronger evidence for a conclusion through convergence and corroboration of findings. Can add insights and understanding that might be missed when only a single method is used. Can be used to increase the generalizability of the results. Qualitative and quantitative research used together produce more complete knowledge necessary to inform theory and practice .

40. Quantitative approaches to research include numbers and demonstrable results, such as experiments and surveys. Whereas Qualitative research is more subjective , often including observation and interpretation of data via ethnography and personal interviews. Recent approaches to research design include using both qualitative and quantitative research -- a mixed-methodology research design. There are some advantages and disadvantages to this approach.

41. Exploration vs. Analysis Most mixed-methodology research begins with a qualitative observation of an event or phenomenon . Qualitative study offers the opportunity to provide insubstantial details that outline a problem. The research then uses a quantitative tool, like a survey, to validate or invalidate observations made during the qualitative phase. This approach relegate qualitative analysis to an exploratory tool and doesn’t maximize quantitative analysis as a tool to both explore and define a problem and potential solutions.

42. Broader Perspective A single-approach design might only include experiments to determine cause and effect regarding a specific issue. Conversely, it might only use observation to tell the story of why a problem has arisen . A mixed-approach design uses the strengths of both methodologies to provide a broader perspective on the overall issue. An experiment may reveal an anomaly that wasn’t evident in observation, while observations provide shades that can’t be captured in multiple-choice surveys.

43. Personal Bias As people are different, some are more adept at performing one research methodology over the other. A pragmatic person inclines more to the definitive answers provided in quantitative research . Those who think in a less linear manner might have a better ability to perform qualitative analysis . If someone inclined toward a particular research methodology, the research could suffer from bias unless adjustments are made to account for a methodology which may be a weakness strength for the researcher.

44. More Data Mixed-method design expands the research in a way that a single approach can’t. The process of offering a statistical analysis, along with observation, makes the research more comprehensive. Academics gather information from other academics and mixed methodologies offer a broader landscape. There is simply more information from which to develop more hypotheses. Mixed methodology research may advance the timeline of a debate by offering more data for future discussions and research.(could be considered weakness)

45. Mixed Methods – Disadvantages One of the main disadvantages of this design is that when qualitative data is quantized ,it loses its flexibility and depth, which is one of the main advantages of qualitative research . It is possible for a researcher to avoid quantitizing qualitative data but it can become very time-consuming and complex process as it requires analysing, coding and integrating data from unstructured to structured data (Driscoll et al., 2007).  Another problem associated with mixed method design is the possible statistical measurement limitations of qualitative data when it has been quantitized as quantitized qualitative data is very vulnerable to co linearity (Roberts, 2000). Researchers having to collect and analyse qualitative data may reduce their sample size for the design to be less time-consuming and doing so can affect statistical procedures like analyses of variance and t-tests.

46. Mixed Methods – Disadvantages Time Consuming & Expensive . Difficult finding a researcher with experience in both qualitative and quantitative research. • Researcher has to learn multiple methods and be able now how to mix each method effectively. • Methodological purists believe that a researcher should either pick the qualitative or quantitative paradigm and not both. • How to interpret conflicting results & analysing quantitative data qualitatively still need to be figured out .

47. Mixed Method - Report Writing A well-written report should describe all steps of the mixed research process and should describe the context in which the mixed research study took place. Such contextualization not only helps the researcher to assess how the quantitative and qualitative findings relate to each other but also provides information regarding the extent to which meta inferences can be made . ( Onwuegbuzie and Johnson (2004,p.?) It is essential that mixed method research reports reflects “the highest standards of ethical practice both with respect to human participation and with respect to the execution of professional conduct and judgment in research.”( AERA, 2006, p. 39)

48. Mixed Method -Report Writing Authors should ensure that their mixed research reports are accurate and complete; do not distort differences within and among individuals and groups; are free from plagiarism or misrepresentation of the ideas and conceptualizations of other scholars; and contain findings that are adequately accessible for reanalysis, further analysis, verification, or replication. Also , authors should always strive to report how all ethical considerations were addressed in the study , including the : informed consent of the participants, confidentiality agreements between the participants and the researcher(s ),

49. Mixed Method -Report Writing incentives given for participation, funding sources, potential conflicts of interest, and biases . Authors should specify study approval in accordance with an institutional review board either in the report or in the cover letter submitted to the editor. Mixed Methods researchers should write their reports in such a way that they “ communicate the practical significance for policy, including limits in effectiveness and in generalizability to situations, problems, and contexts.”