Research methods in mixed methods research

Within the realm of mixed methods research, Greene, Caracelli, and Graham (1989) indicate five distinct drivers, which are used to mix quantitative and qualitative methods in research. These are identified as: (1) triangulation, where the objective is to find convergence in the information gleaned; (2) complementarity, where the objective is to establish the extent of overlap between differing aspects of the area of study; (3) development, where the objective is to advance and influence the other method; (4) initiation, where the objective lies in questioning or discovering new perspectives in the form of uncovering inconsistencies and contradictions, identifying new views of frameworks, and restructuring research questions or the emergent results; and (5) expansion, where the objective is the expansion of the research in terms of the scope and range of review (Frels and Onwuegbuzie, 2013). With the vast number of possibilities available to use mixed methods, there are various designs that are available to achieve the desired research objective/s, which are influenced by the rationale for integration, its purpose and when the integration occurs. In the process

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of mixing quantitative and qualitative sources of information, this research followed sequential mixed methods, wherein the mixing of methods connects the two phases.

The table below elaborates further on mixing of data.

Table 4.8 Mixing quantitative and qualitative data Type of

Connecting Sequential One phase builds on the other

From the various options of mixed method designs, there are six prototypical designs that are identified. The first is the convergent parallel design, where quantitative and qualitative data on the phenomenon are collected and analysed separately before the two sets of results are converged at interpretation when the findings of the research are discussed as means to understand the research problem (Cresswell and Plano Clark, 2007). The second is the explanatory sequential design that refers to a two-phase process, which begins by collecting and analysing quantitative data, followed by collecting and analysing qualitative data. The intended design for the qualitative phase follows from the quantitative phase, and hence importance tends to be placed on the quantitative component (Cresswell and Plano Clark, 2007). The third is the exploratory sequential design that begins with the qualitative component exploring the phenomenon, building towards the second phase, which is quantitative to obtain data that explains the relationships found in the first phase (Cresswell and Plano Clark, 2007). The fourth is embedded design that mixes diverse groups of data at the original scoping stage, whereby one data category is embedded within a methodology that is enclosed by the alternative data form to expand or support the initial form of data (Caracelli and Greene, 1997, as cited in Cresswell and Plano Clark, 2007: 67). The fifth is transformative design that uses either the convergent, explanatory, exploratory or embedded design, and encases it within a transformative framework, thereby

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addressing an issue for the marginalised to bring about change (Cresswell and Plano Clark, 2011). The sixth and final is the multiphase design that refers to multiple research projects that are conducted over a period of time, connected by a shared common purpose. The phases in the research project may use a combination of concurrent or sequential designs (Cresswell and Plano Clark, 2007). This research falls within the realm of explanatory sequential design, beginning with the process of quantitative data collection, followed by analysis of the data. Thereafter, the collection of qualitative data occurred, followed by analysis of the qualitative data. From these two processes analysis and interpretation of the findings occurred. The six designs are graphically displayed in the following figure.

Figure 4.6 Prototypical versions of the six major mixed methods research designs

133 Source: Cresswell and Plano Clark (2011: 69-70)

Underpinning the mixed method approach are paradigms, indicating the philosophical views held, epistemology and ontology of this research approach, and these are discussed in the next section.

4.8.2 Paradigms in mixed methods research

The philosophical assumptions, stance and perspective of research with a mixed methods design, is referred to as pragmatism. Employing a pragmatic approach allows for the use of “what works” by means of varied approaches, and this places the research problem and question at the forefront as the dominant focus and recognises the contribution of knowledge, which is both subjective and objective (Morgan, 2007, as cited in Creswell, Klassen, Clark, and Smith, 2011). This perspective studies real-world consequences and the resultant effects as a critical part of meaning and truth,

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and is founded on abduction reasoning, which interplays back between induction associated with qualitative approaches and deduction associated with quantitative approaches, thus supporting the use of both in the study. The method and paradigm that was chosen is based on the research question rather than on a forced selection of existing paradigms to dictate the process, which represents a practical and functional research philosophy (Venkatesh, Brown, and Bala, 2013). With this approach the data-collection process and analysis thereof are selected on the contribution that they will add to provide clarity on the research question (Morgan, 2007).

Pragmatism indicates an ontological assumption where traditional dualisms are not accepted; rather, there is a high regard for the influence and impact of what is noted as the internal world of lived personal experiences by individuals live at play (Frels and Onwuegbuzie, 2013). Epistemology is the construction of knowledge that occurs on a foundation of real world at play and is hence formed through experience; the explanations are thus derived from defensible claims (Frels and Onwuegbuzie, 2013).

The rhetoric and tone of this component of inquiry will, therefore, be a combination of both impersonal passive voice, using technical jargon and being empathetic in nature, as well as personal voice, incorporating rich and thick descriptions (Frels and Onwuegbuzie, 2013). Like quantitative and qualitative research, mixed methods research also has its advantages and disadvantages, which are outlined below.