Applying A Mixed Methods For Choosing Text And Data Collection

Researchers are sometimes using Quantitative and Qualitative research methodologies interchangeably, or all three of the methodologies including the mixed approach, Creswell (2009). However, the most distinctive differences between the two is the application used, or the design, using words for qualitative analysis, and

Quantitative and qualitative research styles will both be used to increase the validity of the study, Parahoo (2006) agrees with this and describes this method as triangulation, incorporating a positivist approach. De Poy and Gitlin (2011) and Bryman (2012) agree with this and express that using a mixed methods approach gives a further comprehensive knowledge of the research method and conjoining the two can complement each other. Furthermore, Larkin et al (2014) state that the intention of mixed methods research is to improve confidence in findings, increase understanding in healthcare and ensure all groups in society are listened to. Moreover, Gelling, L (2014) found that the use of both approaches makes a great

Convergent design – The researcher compares and merge the results of both quantitative and qualitative data to find a relationship between the two databases (Creswell & Plano Clark, 2018).

For example, a qualitative re-searcher may implement grounded theory method, which implies that the pur-pose and question evolves throughout the project. Such practice is very sensitive to contextual influences and the specific methods and perspectives employed by the researcher. (Vromen, 2010)

129). As such, Johnson et al. represents the attitude among some scholars that the mixed research method is an acceptable methodological approach. Although, Thomas and James (2006) disputed mixed research as a methodology by saying, “the mistake…is to assume that qualitative inquiry can in any way share elements or end-points congruent with those of scientific inquiry” (p.779). Similarly, Smith and Heshusius (1986) have argued that qualitative and quantitative research are not compatible or complementary. Despite such criticism, the author believes the mixed research method approach adds rigor to this

Complementarity, practicality, incrementality, enhanced validity, and collaboration are the advantages of the mixed method research mentioned by Polit and Beck

‘The origin of mixed methods lies in two major research paradigms’ (Terrell, 2012, 257), namely qualitative and quantitative paradigms. The former exhibits many features of natural science approach such as dependency on numerical forms of data, whereas the latter focuses on exploration of social in-depth interpretations in the form of narrative words (Bryman, 1988). However, there has been a debate on the compatibility within qualitative approach and quantitative approach adopted in one enquiry. Advocators for the “incompatibility thesis” (Robson, 2011:162) maintain that ‘the two paradigms cannot be combined since they do not study the same phenomena’ (Sale, Lohfeld & Brazil, 2002, p. 43). I am not in favor of the

A researcher has to choose a topic of interest to investigate and the topic usually determines what type of design to use conduct research. The two designs (quantitative and qualitative) that researchers will choose from depends on the research questions and hypothesis. In most cases the designs will contain some of the same elements but the data, and results will differ in the end. This paper will examine quantitative, qualitative and mixed methods research design of the two articles.

For my dissertation, I decided to use a qualitative approach to describe the data collected, because it will allow me to provide a very detailed description of the experience of each participant of the study. My choice was based on multiple reasons. First, using a qualitative approach I will be able to gather constructive feedbacks from the participants, that will allow me to improve and develop further this “new” idea of teaching/practicing pragmatic and cultural aspects of a language within a Virtual Reality (VR) experience. Second, I think that following a quantitative approach would not have provided me with enough data to analyze the sample since the number of participants is very limited and the VR experience is just a proof of concept and not fully developed. However, I decided to use mixed data collection methods to have a complete description of the participants. This would not have been possible if I would have used only

Mixed methods are a combination of both qualitative and quantitative data. According to Sherperis, most researchers define themselves as either a qualitative or a quantitative researcher (Sherperis, C. J., Young, J. S., & Daniels, M. H. (2010). Although it seems that combining the two would be a win-win situation for the researcher as both sides are considered, it is important that there is trustworthiness and that coding is done appropriately. Having said this, it is important that whatever research method is used, the method must be valid Laureate Education (Producer). (n.d.).

When both research designs are used together, more information can be gathered. Mixed methodology uses the numerical portion of the quantitative study design in combination with the descriptive aspect of the qualitative study. There are many similarities between these two designs, which make them compatible with each other.

Mixed methods is defined by Johnson and Onwuegbuzie [1] as the class of research in which quantitative and qualitative research techniques, methods, approaches, concepts or language are combined into a single study. A growing body of literature debates the philosophy behind using mixed methods and reports the findings of studies conducted using mixed methods designs [2].Despite some paradigm wars between qualitative and quantitative research (discussed by Nudzor[3] and Andrew [2]), mixed methods research (MMR) is commonly known as valuable method of addressing the deficits behind the qualitative and quantitative paradigms through combining the respective strengths within one single method [4, 5], that has led to popularity and a growing body of literature in the MMR [6].

Quantitative research is considered to be the use of numbers. In the use of a quantitative study, the researcher test objective theories by examining the conjunction among variables. The variables used can be measured on instruments, so that numbered data can be used and analyzed (Creswell, 2008). Qualitative research is mainly used to explore and understand human or social problems. The process of qualitative studies includes questions and procedures; and the data is collected byway of participant’s settings. It allows the researcher to study an issue in great detail and depth, as well as not allowing data collection to be constrained by predetermined data. Mixed methods research combines quantitative and qualitative methods and it involves philosophical assumptions. This form of study includes collecting and analyzing data from a quantitative and qualitative perspective. It is believed that mixed methods research is a great method for practicing researchers who would like to bridge the schism between quantitative and qualitative research (Onwuegbuzie & Leech, 2004a). Even though these methods are different, they all involve philosophical assumptions and distinct methods or procedures (Cresswell, 2009).

Mixed Methods. A mixed methods approach consolidates the utilization of qualitative research and quantitative research to illuminate each other and increment legitimacy. Sheperis, Young, and Daniels (2010) clarify that mixed methods configuration is a perfect system for counseling research since the qualitative research indicates how counselors connect with clients and the quantitative research demonstrates how counselors conceptualize client issues. Considerations when choosing to utilize a mixed methods configuration are: decide the request you will actualize the qualitative and quantitative parts of your examination, decide the noteworthiness that will be given to the data, decide how the two sorts of data will be joined, and decide the hypothesis that will manage your plan (Sheperis, Young, and Daniels, 2010, p.193).

In educational approaches or paradigms worldwide, the researchers recognize the three major educational approaches namely quantitative research, qualitative research and mixed methods. In early 1980s, quantitative research was the commonly acknowledged research paradigms in scholastic research, when the “paradigm wars” between advocates of quantity and quality research grasp a first-hand peak (Guba, 1990; Tashakkori & Teddlie, 1998 in Christensen 2008, p.33).