According to Kerlinger (1986: 10), 'scientific research is a systematic,

empirical and critical investigation of propositions about the presumed controlled

rel
about various phenomena'. Bulmer (1977: 5) states:'Nevertheless sociological a ti onshi ps
research,
as research,is primarily committed to establishing systematic, reliable and valid kno
edge about the social world."

The research process: its characteristics

and requirements
Fromthese definitions it is clear that research is a process for collecting, analysing and
interpreting information to answer research questions. But to qualify to be caled
'research', the process must have certain characteristics and fulfil some requirements: it
must, as far as possible, be controlled, rigorous, systematic, valid and verifiable, empirical
and critical.
Let us briefly examine these characteristics and requirements to understand what
they mean:

Controlled - In real life there are many forces that affect the outcome(s) of an event. In the social
sciences, aparticular event seldom occurs for a single reason. It is the multiplicity of factors that
determine the outcome of an event. It is true that some relationships are easy to understand while
there are others more complex and difficult. In almost evey relationship, simple or complex,most
outcomes are aresult of the interplay of a multiplicity of interacting factors. In order to reliably
establish a cause-and-effect relationship, it is therefore important to design a study in such away
that enables you to link cause(s) with the effect(s) and vice versa. It is important for such studies
to be able to isolate the effect of allother factors that are of no interest to you as aresearcher but
have a bearing on the outcomes. The concept of control implies that, in exploring causality in rela
tion to two variables, you set up your study in such a way that it either minimises or quantifies (as
it is impossible to eliminate) the effects of factors, other than the cause variable, affecting the
relationship. This can be achieved to a large extent in the physical sciences, as most of the research
is done in a laboratory. However, in the social sciences it is extremely difficult as research is carried
out on issues relating to human beings living in society, where such controls are impossible.
Therefore, in the social sciences, as youcannot control external factors, you attempt to quantify
their impact.
Rigorous - You must be scrupulous in ensuring that the procedures followed to find answers to
questions are relevant, appropriate and justified. Again, the degree of rigour varies markedly
between the physical andthe social sciences and within the social sciences.
Systematic - This implies that the procedures adopted to undertake an investigation follow a
certain logical sequence. The different steps cannot be taken in a haphazard way. Some procedures
must follow others.
Valid and verifiable - This concept implies that whatever you conclude on the basis of your find"
ings is correct and can be verified by you and others.
Empirical - This means that any conclusions drawn are based upon hard evidence gathered troni
information collected from real-life experiences or observations.
Critical - Critical scrutiny of the procedures used and the methods employed is crucial to
research enquiry. The process of investigation must be foolproof and free from any drawbacks. Ine
process adopted and the procedures used must be able to withstand critical scrutiny.
10 RESEARCH METHODOLOGY
 Types of research
Asmentioned earlier, to some extent, the definition of research varies from discipline
to discipline and expert to expert. This variation in the definition and understanding
of research, to a large extent, can be attributed to the different philosophies that
underpin research thinking. Your belief in a particular philosophy underpinning the
mode of enquiry shapes your opinion about the appropriateness of the methods for
finding answers to your research questions. On the basis of the terminology used to
describe types of research in the social science research methodology literature, the
author has tried to develop a framework for the classification of research from differ
ent perspectives (Figure 1.2). The 'mode of enquiry' perspective classifies the
research types on the basis of the different philosophies that guide them, while
the 'application' and 'objectives' perspectives look at the research classification from the
uses and purposes points of view. The three perspectives that form the basis of this
classification are:

1. applications of the findings of the research study:

2. objectives of the study:
3. mode of enquiry used in conducting the study.

The classification of the types of research on the basis of these perspectives is not mutu
ally exclusive - that is, aresearch study classified from the viewpoint of 'application' can
also be classifed from the perspectives of 'objectives' and 'enquiry mode' employed. For
example, aresearch project may be classified as pure or applied research (from the per
spective of application), as descriptive, correlational, explanatory or exploratory (from
the perspective of objectives/purposes) and as qualitative,quantitative or mixed meth
ods (from the perspective of the enquiry mode employed).

Application perspective
If you examine a research endeavour from the perspective of its application,there are
two broad categories: pure research and applied research. In the social sciences, accord
ing to Bailey (1978: 17):
Pure research involves developing and testing theories and hypotheses that are intellectually
challenging tothe researcher but may or may not have practical application at the present
time or in the future. Thus such work often involves the testing of hypotheses containing very
abstract and specialised concepts.

Pure research is also concerned with the development, examination, verification and
refinement of research methods, procedures, techniques and tools that form the body of
research methodology. Examples of pure research incude developing asampling tech
nique that can be applied to a particular situation; developing a methodology to assess
the validity of aprocedure; developing an instrument, say, to measure the stress level in
RESEARCH: A WAY OF THINKING
 Quantitative
research

Qualitative
research

Enquiry
mode Mixed
methods
research

Exploratory Explanatory
research
research

Types of
ofresearch
viewpoint
Objectives

the
From Descriptive
research
Correlational
research

Application research
Pure

Applied
research
research

of
Types

1.2
Figure
people, and finding the best way of
duced through pure research is measuring
of research methods. sought in order topeople's attitudes. The knowledge pro
add to the existing body of
Most of the research in the knowledge
social sciences is applied. In other
techniques, procedures and methods that form the body of words, the research
applied to the collection of
lem or information about various aspects research
of a methodology are
situation,
phenomenon that the information gathered can be used in issue, prob
so
as for policy
formulation, administration and the enhancement of other ways - such
phenomenon. understanding of a

Objectives perspective
If you examine a research study from the
endeavour can be classified a_ descriptive,perspective
of its objectives, broadly a research
correlational,explanatory or exploratory.
A research study classified as a descriptive study attempts to describe systematically
a situation, problem, phenomenon, service or
programme, or provides intormation
about, say, the living conditions of a community, or describes attitudes towards an issue.
For example, it may attempt to describe the types of service provided by an organisation,
the administrative structure of an organisation,the living conditions of Aboriginal peo
ple in the outback, the needs of a community, what it means to go through a divorce,
how achild feels living in ahouse with domestic violence, or the attitudes of employes
towards management. The main purpose of such studies is to describe what is prevalent
with respect to the issue or problem under study.
The main emphasis in acorrelational study is to discover or establish the existence
of a relationship, association or interdependence between two or more aspects of a
situation or phenomenon. For example,what is the impact of an advertising campaign
on the sale of a product? What is the relationship between stressful living and the inci
dence of heart attack? What is the relationship between fertility and mortality? What
is the relationship between technology and unemployment? What is the effect of a
educational
health service on the control of adisease, or the home environment on
achievement?
relationship between
Explanatory research attempts to clarify why and how there is a
typeof research attempts to explain, for
two aspects of a situation or phenomenon. This
example, why stressful living results in heart attacks; why a decline in mortality is fol
environment affects children's level of
lowed by a fertility decline; or how the home
academic achievement.
of research, from the viewpoint of the objectives of a study,is called
The fourth type undertaken with the objective either of
exploratory research. This is when a study is
little is known or of investigating the possibilities of undertaking
exploring an area where study could have multiple objectives, that
In many situations a
a particular research study. descriptive, some correlational, and some explanatory. As a
be
is, some parts of it could three of these objectives. When the purpOse
of a
study combines al
matter of fact a good
feasibility, it is also called a feasibility study or a pilot study. It is
study is to determine its researcher wants to explore areas about which s/he has little
usually carried out when a RESEARCH:AWAY OF THINKING
 worth carrying out
or no knowledge. A small-scale study is undertaken to decide if it is
detailed investigation. On the basis of the assessment made during the exploratory studv
conducted to develop, refine anl
a fullstudy may eventuate. Exploratory studies are also
1.1 shows the types of research stul.
or test nmeasurement tools and procedures. Table
from the viewpoint of objectives.
above objectivee.
Although, theoretically, aresearch study can be classified in one of the
combination of the first three; that i
perspective categories, in practice, most studies are a
explanatory research. In this book the
they contain elements of descriptive, correlational and
integrate these aspects.
guidelinessuggested for writing a research report encourage you to

Mode of enquiry perspective

are three approaches that are
Broadly, from the perspective of 'mode of enquiry', therequestions. These are:
used in social research to find answers to your research

. the quantitative or structured approach;

the qualitative or unstructured approach; and
the mixed methods approach.
to you as a
The core difference between the three is the extent of flexibility permitted
enquiry
researcher in the research process. In the quantitative or structured approach of
everything that forms the research process - objectives, design, sample, the questions
predetermined. The unstructured or
that you plan to ask of your respondents is
flexibility in all
qualitative approach, by contrast, allows you as a researcher complete
attributes from both the
has
these aspects of the process. The mixed methods approach
may have flexibility and
other approaches, that is, some aspects of the research process
to which they belong.
others may completely lack it, depending upon the paradigmrationalism; follows a rigid,
The quantitative approach is rooted in the philosophy of extent of
structured and predetermined set of procedures to explore; aims to quantify the
variables and the objectivity
variation in aphenomenon; emphasises the measurement of
size; gives impor
of the process; believes in substantiation on the basis of a large sample
tance to the validity and reliability of findings; and communicates findings in an analytical
that can be generalised.
and aggregate manner, drawing conclusions and inferences
the philosophy of
The qualitative approach, on the other hand, is embedded in
enquiry; aims to
empiricism; follows an open, flexible and unstructured approach to
and narration of
explore diversity rather than to quantify; emphasises the description communicates
measurement; and
feelings, perceptions and experiences rather than their
or less
findings in a descriptive and narrative rather than analytical manner, placing no
emphasis on generalisations.
and qualitative
The mixed methods approach uses the strengths of both quantitative
qualitative-quantitative
research. It aims to select the best methods, regardless of the
simple terms, the mixed
divide, to find answers to the research questions. In extremely
methods to colect and
methods approach to social research combines two or more
methods could be either a mix
analyse data pertaining to the research problem. These
4 RESEARCH METHODOLOGY
 Descriptive
research
research
Correlational research
Explanatory
research
Type
of

prevalent
ais
formed
isrelationship
is there the
what why
Main
theme if
describe
relationship
ascertain
explain

To To To

prevalent exists
interdependence
explore: interdependence
an awhy event
relationship,
people particular
is phenomenon
a programme
a a association
an
relationship orassociation
what community
a
of an
outcome
situation
a or
group establish explain:
To awhy OCcurs
regarding:
describe

a
Aim
To To

not?
controlling do others?
problems disease
infectious
objectives
others
workers
whilefor not?
attacks marital mortality?not
mortality issueand do
of
perspective
of
productivity
heart of
unemployment/employment?
not?
others
community extent an people
infant not? do
product of infant product towards whileothers
incidence on do
violence
immigrants increase attacks?affect some country
others while
teaching on service
a workers
the aof a services of programme attitude
from dyingmanagement to sale servicesfor while programme
residents community domestic
regard to and counselling heart work another
studies
of agency and among companyliving employment
health on
of
productivity positiveproduct
intervention
quality immigrants campaignimmunisation
in health
death with to
of mobilitywith stressful result migrate
an
characteristics
towards towards
a
dislikes childmarriage create
childahave a a
adopt
research by towards in house a
living use
by on and advertising technology particular
provided
community
living
newoccupational programme
anda place between technology onincentives stressful
andpeople people
people people
students workers
nursespeople
maternal an maternal
of by likesin in a
product faced living of of some Some SomeSome
Types service
Socioeconomic put Relationship an Effectiveness
Effectiveness a
of of Consumers' a of of doesdoes does
of a ofAttitudes
Problems of Strategies of of do
of of aof
Attitudes Attitudes of
NumberofExtent Effects ImpactImpact ImpactImpact Impact HowHowWhy do do doWhy
do
1.1 Examples Types Needs Why WhyWhy Why
Sale
Table
 paradigm. The approach
of quantitative and qualitative or belong to only one is base
upon the rationale that for certain situations qualitative techniques are
better and for
the best outcome for a research
some others the quantitative. Hence, to get
need tocombine both approaches or use more than one method. study you
The quantitative or structured. approach is more appropriate to determine the extent of
a problem, issue or phenomenon, whereas the qualitative or unstructured
predominantly used to explore its nature, in other words, the variation approachper seis
diversity wantto
in a phenomenon, issue, problem or attitude towardsSan issue. For example, if you
find out the different perspectives on an issue or the problems experienced by
people [Link]
ing in acommunity, then these are better explored by using unstructured enquiries.
the other hand, to find out how many people have a particular perspective, how many
people have a particular problem, or how many people hold a particular view, you need
to have astructured approach to enquiry. If you need to look into these aspects, you will
need to use both approaches, that is, you will need to use the mixed methods
approach.
Even if your interest is in finding out how many people have aparticular problem or hola
a particular view, before undertaking a structured enquiry, in the author's opinion. an
unstructured enquiry must be undertaken to ascertain the diversity in aphenomenon
which can then be quantified through a structured enquiry. Both approaches have their
place in research. Both have their strengths as well as weaknesses. Therefore, you should
not 'lock' yourself solely into a structured or unstructured approach.
The structured approach to enquiry, as you know, is classified as quantitative
research and unstructured as qualitative research, and the mixed methods approach
could be either entirely quantitative or qualitative or sonme sections could be qualita
tive and some quantitative. The divide between the two is based upon the philoso
phies of rationalism and empiricism and the difference in attitude towards
acquiring
knowledge. Rationalism is based upon the belief that human beings achieve know
edge because of their capacity to reason' and empiricism upon the
belief that 'the
only knowledge that human beings acquire is from sensory
1994: 2). Mixed methods, as mentioned earlier, can combine the experiences' (Bernard
The distinction between quantitative, qualitative and attributes of both.
mixed
addition to the philosophies underpinning them and the method research, in
process of enquiry, is also dependent upon some other structured/unstructured
briefly presented in Table 1.2. The choice between the considerations which are
mixedmethods quantitative, qualitative and
approaches should depend upon:
the aim of your enquiry - exploration,
the us of the findings - policy confirmation or quantification;
formulation or process understanding.
A study is classified as
a situation, phenomenon,
qualitative if the purpose of the study is primarily to describe
problem or event, that is, if the information is gathered
through the use of variables measured on nominal or
urement scales); and if the analysis is done to establishordinal scales (qualitative meas
the variation in the situation,
phenomenon or problem without quantifying it. The historical
an account of the different
opinions people have about an issue,enumeration of event
and a description of
16 RESEARCH METHO0DOLOGY
an observed situation such as the living
qualitative research. conditions of a community are examples of
On the other hand, the study is
variation in aphenomenon, classificd as quantitative if you want to quantity the
situation, problem or issue; if information is gathered using
predominantly quantitative variables; and if the analysis is geared to
nitude of the variation. Examples of ascertaining the mag
quantitative
many people have aparticular problem, and how many aspects of a rescarch study are: how
The use of statistics is not an integral part of a people hold a particular attitude.
of statistics is to act as a test to confirm or quantitative study. The main function
contradict the
conclusions that
you have
drawn on the basis of your understanding of analysed data.
Statistics, among other
things, help you to quantify the magnitude of an association or relationship, provide an
indication of the confidence you can place in your findings and help you to isolate the
effect of different variables.
lt is strongly recommended that you do not lock yourself into becoming either
solely a quantitative or solely a qualitative researcher. It is true that there are disci
plines that lend themselves predominantly either to qualitative or to quantitative
research. For example, such disciplines as anthropology, history and sociology are more

inclined towards qualitative research, whereas psychology, epidemiology, education,

economics, public health and marketing are more inclined towards quantitative
research. However, this does not mean that an economist or a psychologist never uses
the qualitative approach, or that an anthropologist never uses quantitative informa
[Link] is increasing recognition by most disciplines in the social sciences that both
types of research are important for a good research study. The research problem itself
should determine whether the study is carried out using quantitative or qualitative
methodologies.
As both qualitative and quantitative approaches have their strengths and weak
to the other
nesses, advantages and disadvantages, 'neither one is markedly superior
measurement and analysis of the
in all respects' (Ackroyd & Hughes 1992: 30). The are dependent
variables about which information is obtained in a research study
upon the purpose of the study.
In many studies you need to combine both qualita
suppose you want to find out the
tive and quantitative approaches. For example,
domestic violence in a city and the extent of
types of service available to victims of
utilisation. Types of service are the qualitative aspect of the study as finding
their The extent of utilisation of the
entails description of the services.
out about them
the quantitative aspect as it involves estimating the number of people
services is indicators that reflect the extent of utili
services and calculating other
whouse the the strengths of both paradigms to
methods approach combines
sation. The mixed research. It replaces those weaknesses of a design
best achieve the objectivesof your
paradigm only.
hadwe used methods from one understand that, as compared to mixed methods, both
to methodologies and
It is important for you approaches have well-developed
quantitative and qualitative methods and procedures of both quantitative and
methods. In most situations the mixed methods approach. Table 1.2 looks at the
in the
qualitative approaches are usedfrom different perspectives.
differences between the three THINKING
RESEARCH: A WAY OF
 methods the approach
qualitative
vield for upon
both used paradigms
mixed smailer
through
experiences. or the depending
accuracy methods
and
or and upon
theory multiple the
gained both depending the
enhance
purpose
aspects both,
research
sensory of and/or
or Measurement
and/or
description upon both
be with
unstrUctured or
sSomethe
approachcanand
Mixed
methods to
explore both, depending qualitative or quantitative
soCial
knowledge phenomenon upon one
reason for
to
or
Sizedepending of
and/or
structured, broad, value
valuable either, Quantitative
or the
to sample
Thatcapacity depth
greater objectivesDominantto
quantify
a or
methods others,
Narrow or Similar
arepractice. Larger Both
be used
Both the Can To

phenomenon, assembles of be
thatsensory variables to
identification and
meanings, or
fewer Explores
experiences, claim
knowledge
2) narratives descriptive
from describes
these
1994: of
Unstructured/flexible/open but from not
is description perceptions
feelings
and
(Bernard in issues to Authenticity,
does
but
Qualitative
approach
onlyacquire information responses,
data
variation situation,
issue,
etc. more in
narrative
nature
The multiple
beings methodology on observational
themes Organisation
and value-free
experiences'describe
Empiricism: Fewer
cases respondents
approaches Emphasis required Subjects
human Covers
To

reason' drawing
mnethods nature distributions,
Structured/rigid/predetermined
methodology enquiry,
a
variables from discovers relationship
achieve
to respondents/sources
extent, testing
nature,
a (value-free)
mixed capacity in of information theoriesstatistical
etc. either
variation of size extent
beings attitude;frequency
incidence, in and
and issue, classification
their of sample
formulates analytical
a
conclusions,
human of other of
quantitative
Quantitative
approach form
of situation, terms objectivity strength
of extent
required and
because some greater prevalence,to or
That (Bernard
1994:
2) of opinionsvariables more
or in cross-tabulations
the number
assembles and
on measurement
phenomenon, on
focus and andand
qualitative, Rationalism: Organisation
knowledge quantify Emphasis regularitiesprocedures magnitude
Emphasis Narrows Explainsissues, Subjects Reliability inferences
greater
To but of
between
to: Underpinning
philosophy Measurement
of
variables Communication
findings
of
respect
Differences Dominant
research
topic Dominant
research
value
Approach
to
enquiry
with Main
purpose
of Focus
of
enquiry Analysis
data
of
investigationSample
size
Difference
Table
1.2
 Both
quantitative
comprised of
and Important
qualitative
note to readers
approaches have
theircommon as well as respective their
own body of
theoretical knowledge base, in this book, is methods, models and theoretical knowledge
provide both the
framework and detailed in relation to the procedures. Their respective
very recent origin, to the
the best of structure for the book. As the operational steps which
mixed
extensive body of the author's
knowledge and methods approach is of
methodological literature.
quantitative and/or qualitative approaches. It mostly uses understanding, it does not have an
methods, models and
each operational step, Therefore the book does not detail procedures of the
the theoretical separately, under
When using mixed methods you
knowledge for the mixed methods approach.
first
achieve the objectives of your study. need to decide which methods are most appropriate to best
part of the mixed methods Specific methods and procedures that you are
approach are mostly either likely to use as a
either as quantitative or qualitative quantitative or qualitative, hence, are detailed
methods and procedures in this book. To learn
methods you need to consult the pertinent sections details about these
describing quantitative qualitative
or
The next section in this chapter
provides details about different aspects such as approaches.
philosophy, advantages and disadvantages, forms of mixing of the mixed definition,
details aspects that will help you to develop a greater methods approach. It
understanding
approach per se and provides background information about it as
of the mixed methods

The sole aim of the section below is to provide you, as a

appropriate.
beginner in research methods, information
sufficient to give you some understanding of the mixed methods approach as such. Also, the emphasis
is on providing practical knowledge rather than detailing historical, philosophical and conceptual issues
and debates about it. In doing so an attempt is also made not to make things too complicated but
simply tomake you aware of the mixed methods approach to research enquiry. You can consult books
on the mixed methods approach referenced in this book for greater understanding.

The mixed multiple methods approach

Introduction
for a long time', it
Though the mixed methods approach in social research has been in use
the last two decades. According to
has attained its recognition and prominence only during its roots over the last 20 years in
had
Creswelland Clark (2011:xix) 'mixed methods has
however, 'in the past 5 to 10years we have seen tremendous interest in WHAT IS MIXEO
several disciplines'; "The [mixed
research'. According to Teddlie and Tashakkori (2009: 7), METHODS?

this approach to known than the [quantitative] or [qualitative] tradi

methods] research tradition is less well
separate orientation during only the past 20years'. To the
a
tions because it has emerged as methodology but a philosophy that has come to be recog
author's mind, it is more than a so. It is based upon the assumption that for
nised as an approach during
the last 20 years ormeaningfuness of your conclusions, to have
situations, to enhance the accuracy and findings, you need to use more than
certain reconfirm your mixed/multiple
complete picture ofa situation, and to paradigms. The core of the
a
belonging to one or both of the to both paradigms, or simply
method belonging
one
approach is the use of multiple methodsMany research experts (Bernard 1994;
methods from one paradigm. Tashakkori &Teddlie 1998; Teddlie &
one method
of more than 1989: Creswell & Clark 2011; THINKING
& Hunter RESEARCH: A WAY OF
Brewer
 Important note to readers
Both quantitative and qualitative
approaches have
comprised of their common as well as respective their own body of theoretical knowledge
theoretical knowledge base, in this book, is detailedmethods, models and procedures. Their respective
in relation to the operational steps
provide both the framework and the structure for the which
book. As the mixed methods approach is of
very recent origin, to the best of the
author's knowledge and understanding, it does not have an
extensive body of methodological literature. It mostly uses methods,
models and
quantitative and/or qualitative approaches. Therefore the book does not detail procedures of the
each operational step, the theoretical knowledge for the separately, under
mixed methods approach.
When using mixed methods you first need to decide which methods are most
appropriate to best
achieve the objectives of your study. Specific methods and procedures that you are
likely to use as a
part of the mixed methods approach are mostly either quantitative or qualitative, hence, are
detailed
either as quantitative or qualitative methods and procedures in this book. To learn details about these
methods you need to consult the pertinent sections describing quantitative or qualitative approaches.
The next section in this chapter provides details about different aspects such as definition,
philosophy, advantages and disadvantages, forms of mixing of the mixed methods approach. It
details aspects that will help you to develop a greater understanding of the mixed methods
approach per se and provides background information about it as appropriate.
The sole aim of the section below is toprovide you, as a beginner in research methods, information
sufficient togive you some understanding of the mixed methods approach as such. Also, the emphasis
is on providing practical knowledge rather than detailing historical, philosophical and conceptual issues
and debates about it. In doing so an attempt is also made not to make things too complicated but
consult books
simply to make you aware of the mixed methods approach to research enquiry. You can
on the mixed methods approach referenced in this book for greater understanding.

The mixed multiple methods approach

Introduction
has been in use for a long time', it
Though the mixed methods approach in social research last two decades. According to
prominence only during the
has attained its recognition and has had its roots over the last 20 years in
Creswell and Clark (2011: xix) 'mixed methods
however, in the past 5 to 10 years we have seen tremendous interest in WHAT IS MIXED
several disciplines'; and Tashakkori (2009: 7), "The (mixed ME TH00S ?
ACcording to Teddlie
this approach to research'. known than the [quantitative] or
[qualitative] tradi
research tradition is less well
methods]
separate orientation during only the past 20 years'. To the
tions because it has emerged as amethodology but a philosophy that has come to be recog
author's mind, it is more than a years or so. It is based upon the assumption that for
last 20
nised as an approach during the accuracy and meaningfulness of your conclusions, to have
the than
certain situations, to enhance to reconfirm your findings, you need to use more
a complete picture ofa
situation, and
the paradigms. The core of the mixed/multiple
one or both of
one method belonging to methods belonging to both paradigms, or simply
multiple 1994;
methods approach is the use of one paradigm. Many research experts (Bernard
more than one method from Tashakkori & Teddlie 1998: Teddlie &
of Creswell & Clark 2011; 19
Brewer & Hunter 1989; RESEARCH: A WAY OF
THINKING
 Tashakkori 2009) have advocated the use of mixed methods approach in social
According to Bernard (1994: 1), 'whatever our theoretical orientation, a sound
qualitative and quantitative data is inevitable in any study of human thought and
[Link]
iour'. According to Brewer and Hunter (1989: 22), Since the fifties,
the socialI
grown tremendously. And with that growth, there is now virtually no major
sciencesbehhaveav-
that is studied exclusively within one method.' According to Tashakkori andd Teddlie
'most major arcas of research in social and behavioural sciences now use multiple
probl(1e998:m-ar5e)a,
as a matter of course'. Such studies that use more than two or more methods. metfromhods
either
one or both the paradigms, to enhance accuracy of the findings, are said to be
mixed/multiple methods approach.
using

Defining the approach

According to Creswell and Clark (2011: 2), 'several definitionsfor mixed methods hav
D
A emerged over the years that incorporate various elements of methods, research
processes,
philosophy, and research design'. In extremely simple terms, mixed methods is an approach
rather aphilosophy, to social enquiry that uses two or more methods, processes and Gin
certain situations) philosophies in undertaking aresearch [Link] is based upon the belief
that different paradigms and methods have different strengths and, for certain situations
their combined strength would result in improving the depth and accuracy of the findings
The mixed methods approach aims to best achieve the objectives of a study by combining
the strengths of different methods and paradigms. According to Teddlie and Tashakkoi
(2009: 7), 'Mixed methodologists present an alternative to the QUAN and QUAL tradi
tions by advocating the use of whatever methodological tools are required to answer the
research questions under study'. According to them, 'mixed method studies are those that
combine the qualitative and quantitative approaches into the research methodology of a
single study or multi-phased study' (Tashakkori &Teddlie 1998: 17-18). Writers such as
Bryman (2004) and Creswell and Clark (2007) also believe that to be calleda mixed meth
ods approach the methods you use must be from both the
Creswell and Clark (2007: 5),'as a method, it focuses on collecting, paradigms. According to
both quantitative and qualitative data in a single study or series of analysing, and mixing
ise is that the use of quantitative and qualitative studies. Its central prem
better understanding of research problems than either approaches, in combination,provides a
Tedlie (1998: ix) define 'mixed methods as a approach alone' Tashakkori and
approaches in the methodology of a study'. Theycombining
of quantitative and qualitative
where you mix quantitative and qualitative methods. consider the mixed methods design as one
mixed methods research as 'the type of research in Johnson et al. (2007: 113) define
ers combine elements of qualitative and which a researcher or team of research
qualitative and quantitative viewpoints, dataquantitative research approaches (e.g., use of
collection, analysis, inference techniques) for
the purposes, breadth, depth of
understanding, and
However, there are others such as Alexander etcorroboration.'
al. (in Gilbert 2008: 126) who con
sider an approach to be a mixed methods
only one paradigm, that is, two or more approach even if the methods used are from
they can be from one of them. methods could be from both the paradigms or
According to them, 'mixed methods research seems,
RESEARCH METHODOLOGY
self-evidently, to be the use of two or more methods in a single research project (or
research programme)'. Writers such as Cronin et al. (2007) also subscribe to the view
of Alexander et al. They 'suggest that those studies that even use two
different quantita
tive or qualitative methods can be said to be using a mixed methods approach'.
It is evident fronm the above definitions that there are two opinions
with respect to
the definition of a mixed method study (Figure 1.3).The first advocates that the two
methods must be from both the paradigms, that is, one must mix quantitative and
qualitative methods (Teddlie &Tashakkori 2009; Tashakkori &Teddlie 1998, Bryman
2004; Cresswell &Clark 2007). The second suggests that even if both the methods are
from the same paradigm, a study using two methods is considered as a mixed methods
study (Gilbert 2008; Chapter 7, Cronin et al. 2007).The present author also believes
that for astudy to be classified as a mixed methods study, the two or more methods it
uses could come from either or both the paradigms.
Though the term 'multiple methods approach' is not much in use nowadays or is used
interchangeably with 'mixed methods approach' by some, the author makes a distinction

Mixed/Multiple Methods Approach to Social Research

Qualitative
Quantitative
approach
approach

Mixed Methods Approach

Mixing
more
Mixing
more Using methods and procedures from
BOTH the paradigms one
than
method
one
than
method

Multiple Methods Approach

only
Using methods and procedures from
ONE paradigm

Using quantitativel Using in

Using methods/ Using sequential
predominantly followed by
procedures for a qualitative order
part of the
quantitative
methodologies methodologies
research process Using in parallel
Using qualitative
Using or simultaneous
Using methods/ followed by
procedures for predominantly order
quantitative
the whole
qualitative
methodologies
research process methodologies

and qualitative approaches in social research

Figure 1.3 Mixed/multiple methods, quantitative RESEARCH: A WAY OF
THINKING
 between 'multiple' and 'mixed' methods [Link] term 'mixed methods', accord.
ing to the author, is used for situations where different clements of the research process
are combined from both the quantitative and qualitative approaches, and 'multiple meth.
ods' when the methods sclected are from one paradigm only.
Combining or mixing of different methods in both these viewpoints is done with the
aim of taking advantage of the strengths of both paradigms, and, in the case of multiple
methods belonging to the same paradigm, of enhancing and enriching the accuracy, valid.
ity and relialbility of the findings. There is no single approach that, always and in all situ.
ations, carn accurately find answers to all your research questions. In some situations you
need to use different methods for differeat research questions or objectives that guide
your [Link] there are situations 'inwhich one data source may be insufficient, results
need to be explained, exploratory findings need to be generalized, a second method is
needed to enhance a primary method, a theoretical stance needs to be employed, and an,
overall research objective can be best addressed with multiple phases or projects'
(Creswell &Clark 2011l: 8). The mixed/multiple methods approach lets you choose the
methods that are best suited for your study from within or across paradigms.
There is another consideration you need to keep in mind when defining a mixed meth.
ods approach. Many researchers often use two different methods, quantitative and/or
qualitative, for only one operational step, that of data collection. For example, you may
conduct in-depth interviews with some members of the study population to further
understand the issues identified by them in the data collected through the use of a gues.
tionnaire. A similar situation is when, for exanmple, you want to develop a questionnaire to
ascertain the needs of a community and, to do so, you conduct a number of in-depth or
focus group interviews with some of the community members or organise a community
forum to establish the diversity of needs. This process of identifying the diversity of needs
becomes the basis for developing the questionnaire or interview schedule. The issue is: do
you classify such studies as mixed or multiple methods studies where you use
more than
one method only for collecting data? The complete
replication of a study, using two
approaches, is quite expe'sive and hence not common. The author considers a study to be
using multiple or mixed methods approach even though it uses nmore than one
for a single operational step. In the author's opinion the use of method
more than one method in
the following situations will qualify a study to be
classified as using a mixed/multiple
methodsapproach:
Collecting data using different methods for information gathering, that is,
data through a questionnaire or an interview you can collect the same
schedule (quantitative methods) as well as through
in-depth interviews, focus groups or a community forum
ods for data collection will qualify a study to be (qualitative methods). Using multiple metthr
upon whether the methods are from both or singleclassified mixed/multiple methods (depending
as
ent methods for data analysis and paradigm). Of course, you also need to use differ
processing to match with the methods of data collection.
Collecting the required information from different groups of people, for verification and confirmation
of findings, drawn from the same study
one sample for administering, say, a
population (different samples). In other words, selecting
iselecting the third to form a focus groupquestionnaire, selecting another for in-depth interviewing ard
for gathering similar information for
[Link] greater understanding of the- validation, verificato
issues.
RESEARCH METHODOLOGY
 Using different ways of data
analysis and information
quantitative as well as qualitative techniques to best dissemination, is, analysing data with
that
achieve the objectives of a study.
Tashakkori and Teddlie (1998) differentiate between the
According to them (p. ), 'mixed methods two byusing two different
combine the qualitative and names.
approaches to the rescarch methods of a study, while mixed quantitative
two approaches aCrOss all phases of the models studies cornbine these
of two or more methods, cither research process'. the author's opinion it is the use
In
of the research process, that quantitative, qualitative or both, for the whole or a part(s)
It is
constitutes the mixed/multiple methods approach.
important for you to
understand that way you formulate your research prob
lem or subobjective(s) determines the types the
of method that are appropriate for
their answers. Let ustake an example (Figure l.4) finding
to further understand the relationship
between the way a subobjective is formulated and the types of
priate to study it and how the methods used determine the method that are appro
typology of the
adopted. Also note that to achieve different objectives you need to use differentapproach
research
approaches. For someit is purely quantitative, for some purely qualitative and for some
it is amixed methods approach.
Suppose you are interested in the area of domestic violence and want to conduct a study
with the following subobjectives (you can select just one subobjective to study if you wish):
1. todetermine the prevalence of domestic violence in a community:
2. to understand the nature and extent of domestic violence in the community;
3. to find out what it means for a woman and a man tolive in a household with domestic violence;
4. to understand why, in spite of domestic violence, some victims, men as well as women, continue
to live in the relationship;
Suppose you are interested in the area of domestic violence and want to conduct a study with the
following sub-objectives (you can select even one sub-objective to study if you so desire):

1. To determine the prevalence of domestic violence in a community;

2. To understand the nature and extent of domestic violence in
the community:
3. To find out what it means for a woman and a man to
live in a household with domestic
violence;
some women continue to live in the
4. To understand why, in spite of domestic violence,
relationship;
victims of domestic violence in a community; and
5. To describe the types of service available to
demographic profile of people who are consumers of these
6. To establish the socio-economic
services.

needs to be carried out by using different methods. For

To achieve these objectives, the study
example: of quantitative
only be studied through methods that fall into the category determined by
Sub-objective 1 can with domestic violence episodes
households
methods (counting the number of
accepted set of criteria).
Using a predetermined and
use methods that fall into both the paradigms. 'Nature' of
[Link]-objectiye,2, youneed to focus
be explored through. methods (such as in-depth interviews, 'extent through
domestic violence can best of qualitative research and
that fall in the domain
groups, narratives,oral histories)
(Continued)

RESEARCH: A WAY OF THINKING

 Figure 1.4 (Continued)

methods (such as structured household interview, records of agencies providing

victims of domestic violence) that are Considered to be belonging to the
quantitativeservices to
Sub-objective 3can best be explored using qualitative methodology
interviews with victims, narratives, oral histories, case studies), as no (in-depth interviews,paracigm.
you more accurate information on'what does it mean' to a victim to live in a quantitative method group
house with
violence.

The reasons for living in the relationship in spite of violence (sub-objective 4), can be domestic.
through a number of methods belonging to both paradigms (you can conduct
in-depth invesigale
structured interviews, group interviews, focus groups. You can collect information
method only or through a number of them). interviews
through
Similarly types of service'(sub-objective 5) can best be studied| through a qualitative
(in-depth interviews with service providers and consumers of the services). approach
And

The 'profile of consumers' (sub-objective 6),can be beter investigated by quantitative mefhs.

(questionnaire or interview schedule).

Figure 1.4 Use of mixed and multiple methods - an example

5. to describe the types of service available to victims of domestiC Violence in a community: and
6. toestablish the socioeconomic-demographic profile of people who are consumers of these servites

To achieve these objectives, the study needs to be carried out by using different meth.
ods. For example:

Subobjective 1 can only be studied through methods that fall into the quantitative category
(counting the number of households with domestic violence episodes determined by using a
predetermined and accepted set of criteria).
For subobjective 2, you need to use methods that fall into both
paradigms. The nature' of domestic
violence can best be explored through qualitative methods (such as in-depth interviews, focus
groups, narratives, oral histories) and its 'extent through quantitative methods (such as
structured
household interview, records of agencies providing services to victims of domestic violence).
Subobjective 3 you can best explore using a qualitative methodology (in-depth interviews, group
interviews with victims, narratives, oral histories, case studies) as no quantitative method
will give you
more accurate information on 'what it means' toa victim to live in a house with
domestic violence.
The reasons for living in the relationship in spite of violence
(subobjective 4) can be investigated
through a number of methods belonging to both paradigms (youcan conduct in-depth
structured interviews, group interviews, focus groups). You can collect information using interviewS,
one
method only or a number of them.
Similarly 'types of service' (subobjective 5) you can best study through a
(in-depth interviewS with service providers and consumers of the qualitative approaul
services).
Finally, the 'profile of consumers' (subobjective 6) is best investigated by
(questionnaire or interview schedule). quantitative metnous
24 RESEARCH METHODOLOGY
 In the above example you will note that we have proposed different methods for
different subobjectives of the study. Studies like this that
different methods, irrespective of the paradigm they belongmake use of the strengths of
to and make use of multiple
methods belonging to the same paradigm, are classified as mixed or
studies. lf the methods used are from both paradigms, it is amixed multiple methods
if they are from the same methods study and
paradigm, it is a multiple method study. In brief, any study
that uses more than one method belonging to either one and/or
the other
either the total or partial research process, to best achieve the objectives paradigm for
of a study, is
classified as mixed/multiple methods study.

Rationale underpinning the approach

The rationale underpinning the mixed/multiple methods approach is primarily based
upon two beliefs. The first relates to the ability of the methods of a paradigm to provide
accurate answers to all your research questions in all situations. The second relates to the
belief that the use of more than one method in most situations will provide abetter and
more complete picture of a situation or phenomenon than a single method alone.
Specifically, these beliefs are:
The way youformulate your subobjectives determines whether a study would lend itself to a quantita
tive or qualitative mode of enquiry. Most of the time a study has several subobjectives (Figure 1.4) not
allof which lend themselves to be extensively and accurately explored by the methods of a single
paradigm. It often happens that some subobjectives are better explored through quantitative methods
and others through qualitative methods. In situations ike this if you use methods from onty one para
digm, you will compromise the quality of your findings. The mixed methods approach is based upon the
belief that, in certain situations, use of methods from both the paradigms will certainly enhance the
accuracy and reliability of the findings. Openness to the use of methods from both paradigms in a study
tobest achieve its objectives is the underpinning philosophy of the mixed methods approach.
accurate picture of
In certain circumstances a single method may not provide a complete, detailed and
your findings
the situation. Or, in some instances, to be absolutely certain you may want to double-check
the belief that in certain situations
by using another method. The use of multiple methods is based upon
method from a paradigm.
the accuracy of your findings can be enhanced by using more than one

When to use the approach

methods approach. Some of these
Several reasons warrant the use of mixed or multiple
reasons are as tollows:
look at
perspectives. Qualitative and quantitative research will
When you want to explore from both phenomenon in
from different perspectives. The qualitative perspective looks at the
a phenomenon in making gen
collected from a few individuals, hence, is limiting
depth but is based upon information information
hand, the quantitative approach gathers
eralisations and broad conclusions. On the other limited in terms of in
individuals so that it has the ability to make generalisations but is
from many study the
Taking a purely quantitative or purely qualitative approach would give the and
depth analysis. approach. It is to overcome the weaknesses of the
approach
strengths as well weaknesses of the perspectives
other approach that you combine both. By combining both
make use of the strengths of the perspectives.
complete picture and understanding of a phenomenon from both
you can have a more THINKING 25
RESEARCH: A WAY OF
 from one source is
difficult to obtain. Sometimes
accurate and complete
information
and acCurate
inforrmation about a situation there
are
When
Use of asingle metthod
situations when you are unable
from to
eitherhave complete
apprbach. Tofill such gaps you need to supplement the through the
information
approach. According to Creswell and Clark
research
by other suitedtaking
problemsthus
methods, for mixed
methods (2011:
methods are those in which one data source may be insufficient,8),
a mixed
generalized, a second method is
findings need to be
enhance a primary
results need to be explained,
method, a exploratorystance
theoretical needs to be ermployed, needed
and an Overall research obiectiveto
can be best addressed with multiple phases or projects". The author was involved in a study to ascertain
the number of births and deaths in rural India. To accurately estimate the number of births and deaths
two secondary and two primary sources were used. These included: records kept by a government-
appointed official responsible for maintaining vital statistics records in rural areas (secondary SOurce), a
village midwife who every fortnight was visited by a member of the research team to collect, through
informal interviewing, information on births and deaths during the previous fortnight (rimary SOurce);
ten 'key informants' selected fromthe residents of the village for the duration of the study and who were
source); and the resident midi.
Contacted every fortnight by a member of the research team (primary
for sending a monthly report on birth
nurse, an employee of the research team, who was responsible
compared
deaths in her area during the previous month (secondary source). All these reports were
angulated) to ascertain the total number of births and deaths in the area. It is in situations Like this, where
you want tocollect factual information on a longitudinal basis and want to be sure of the accuracy nf he
information, that you need to use more than one method, the mixed/multiple methods approach.
Amust for good quality research. Almost every go0d researcher who aims to undertake a study in
order to make generalisations first explores different aspects of the study by undertaking an explor
atory phase which mostly uses qualitative methodology. Everything needed for aquantitative study
is usually developed on the basis of an exploratory study. It is also not uncommon that after complet
ing the study you take your findings back to the respondents for explanations and clarifications. In
the author's opinion a good researcher always follows a qualitative-quantitative-qualitative" vce
of enquiry. Hence, to enhance the quality of your research, you need to mix both approaches and on
OCcasions use more than one method.
When you need to make generalisations. When your aim is to make generalisations on the basis of
your study as well as share the findings with the study population, it is good practice to
develop issues
you want toexplore and questions you would like to ask your respondents, in
tial respondents. Development and sharing can best be undertaken by
consultation with poten
situations you need to combine both qualitative and quantitative
qualitative approaches. In such
" When you need to find an explanatíon for methodologies.
your findings. There are situations when the findings from
a quantitative approach need
elaboration to the exact meaning of the responses given by the
as
respondents. These exact meanings can only be understood when
such situations you need to combine discussed with the respondents. In
the responses. According to Creswell and
quantitative methods with qualitative ones to further understand
Clark (2011: 9), 'Sometimes the result of a
an incomplete
understandíng of a research problem and there is a need for further study may provIde
case, a mixed methods study is used
with the second database helping to explanation. In tnis
typical situation is when quantitative explain first database. A
the
When youwant to develop results require an explanation as to what
a good data they mean."
questions. It is a common
collection instrument and ascertain the validity or ne
in consultation with the practice in quantitative studies to develon data collection
potential respondents to ensure their
entails the use of qualitative instruments
relevance. This consultative
questions by exploring whether methodologies.
or not the
In addition, this
process will ensure the validityprocess
Or tie
intended by the researcher. respondents interoreted and understood them d
6
RESEARCHMETHODOLOGY
 When you undertake studies with
multiple
objectives and not all of them lend themselves toobjectives. Situations when a study has multiple
a single approach warrant the
through the use of either quantitative and collection of data
lected through twO either quantitative or qualitative approaches or having two sets of data col
qualitative methods.

Ways of mixing methods

The 'typology' developed here does not strictly
reflect the
different ways in which methods and procedures from study designs per se but the
approaches are mixed with regard to when, what, at whatquantitative and qualitative
stage, in what order and to DEVELOPIN, MM

what extent. The designs, procedures and methods are PEEARr

andor qualitative research.

primarily those of quantitative
There are several ways in which you can mix methods and procedures belonging to
quantitative and/or qualitative paradigms in mixed or multiple mnethods studies. The
types of mixed methods study design, as identified by Tashakkori and Teddlie (1998: 18),
according to the author, are primarily based upon the way the methods are mixed. The
author feels that the classification or typology of studies' within mixed and multiple
methodologies predominantly depends upon what is being mixed (whether mixing is
from both paradigms or just one), when in the research process the mixing is done
(whether mixing is in a sequential or simultaneous order), at what stage of the research
process mixing is taking place (whether mixing is for a part or whole of the research
process), in what order mixing occurs (whether it is qualitative followed by quantitative
or quantitative followed by qualitative or both together), and to what extent (whether
predominantly quantitative or qualitative).
In terms of what, there are broadly twoways in which you can mix different methods:
Mix methods belonging to both paradigms either for the whole or a part of the research process.
Mix methods belonging to only one paradigm either for the whole or a part of the process.

In terms of when, again there are two ways:

research prOcess or a
Use two or more methods one after the other (sequentially) either for the whole
as sequential studies.
part of it. CreswelL (1995: 177) calls studies using methods one after the other
a part of the process. Creswell
Use twO or more methods concurrently either for the whole or
or simultaneous studies.
(1995: 177) calls studies using methods concurrently parallel

In terms of stage, there are two ways:

" Mix them for the whole of the research process.

steps.
Mix them only for one or Some operational

in which you can mix methods:

In term of order, there are three ways
quantitative.
Use qualitative methods followed by
qualitative.
Use quantitative methods followed by
qualitative methods followed by quantitative followed again by qualitative.
Use 27
RESEARCH: A WAY OF THINKING
 mixing:
twOways of
extent, there are
In terms of
status studies: Creswell 1995: 177).
methodologies equally (equivalent
Use both predominantly (dominant/less dominant studies: Creswell
Use one methodology
When, in conducting a study,
with a smallproportion of
the
the methods are
mixed in such a way that one
methods/procedures drawn from the
other paradigm 19do5m.1inats
Advantages and disadvantages
in a research project has both advantages as well as,
The use of mixed methods
tages. Some of the main
tollows:
advantages are as
situations where you have multiple
disadva,.
research possibilities. In
Enhancement of
objectives
achieve in a research study and if not all the objectives lend themselves to be explored with one.
method, use of multiple methods offers a way to find answerS to all your research questions. Fr
instance, in the example in Figure 1.4, subobjective 2has two dimensions, 'nature' and 'extent
methodologies. Nature' can be explored more
These two concepts require different richly through
qualitative methods, whereas 'extent' is better explored through quantitative methods as it
involves counting the number of households with occurrence of domestic violence. Similarty, Sup-
pose you wantto ascertain the prevalence of drug use in a community and the process of becom-
sueb
ing adrug addict. The first part you can investigate through a number of methods
structured interviewing or aquestionnaire, but the second part is best investigated by unstruchue
and in-depth interviewing. Thus, the use of mixed/multiple methods approach enhances the
research possibilities within the framework of a study.
Better for more complex situations. Another important advantage of a mixed methods approach
is that it provides freedom to use the best methods, irrespective of their paradigm, in more compley
situations. We are often confronted with situations with complex structure and dimensions that
warrant investigation by multiple methods not only within a paradigm but also across paradigms.
Amixed/multiple methods approach provides Such freedom and flexibility. According to Creswell
and Clark (2011: 21), the complexity of our research problems call for answers beyond simple
numbers in a quantitative sense or words in a qualitative sense. Acombination of both forms of
dataprovides the most complete analysis of problems."
Enrichment of data. There are situations when you collect data with one method but for its sup
plementation or enrichment you need another set of data. The second set of data primarily looks at
the issues from a different perspective. This triangulation enriches the information and enhances the
accuracy of the findings and is only possible when a mixed/multiple methods approach is used in
undertaking a study. Let us take another example (Figure 1.5), in which the author was involved, that
used non-participant observation as a method of data collection but with the recording done, on the
spot, in two different formats (descriptive and categorical). Though the data was collected by one
method, two different methods of observation recording were employed. Some of the
subsequent
steps - the analysis and communication of the findings - were treated in two
different ways appro
priate to the manner in which the data was collected. This
enrichment of data was possible only
because of the use of mixed methods in recording and subsequent steps
that followed.
Collecting additional research evidence. For complex and important
situations, where you Want
Turther evidence to support or contradict your argument. collection of data by twodifferent meth
0ds makes good sense. The second set is used for
the findings of the first method.
comparison and confirmation or contradiction or
28 RESEARCH METHODOLOGY
 The author was involved in a study desioned to develop a
and child health services for rural ndia. To work out the service delivery model for maternal
worker--population ratio, data was
collected through a 'twO-minute-instantaneous' non-participant
observation of the activities
being carried out by service delivery workers, on randomly selected
days, over four years,
taking into consideration the periods of fluctuations in the workload due to seasonality.b
Different categories of health workers, when delivering services in real-life situations, were
observed by an observer every two minutes and their activities were recorded in descriptive
as well as predetermined service-activity categories (developed on the basis of pre-test
phase) by the observers. Information gathered through descriptive recording was thermatically
analysed to ascertain the activities carried out by the workers and amount of time spent on
each one of them. The data gathered through categorical recording was similarly analysed to
establish the time spent on each activity. The two sets of data were compared (triangulated)
to ascertain the various activities carried out by the workers and the average time spent on
each one of them to form the basis of establishing the optimal worker-population ratio for the
service delivery model.

Figure 1.5 Mixed/multiple methods study - an exanmple

Some of the disadvantages are as follows:

More data means more work and resources. Collecting data through two or more methods
means more data to collect and analyse, resulting in more time, financial resources, effort and
technical expertise. Instead of one data set you have at least two data sets to handle for data col
lection, analysis, processing and information dissemination.
Requires additional and diverse skills. As multi-methods studies use different methods belonging
to both quantitative and/or qualitative paradigms, you need to be reasonably well versed in all those
methods and procedures that you are likely to use, requiring a wider skill set than for single-method
studies. You need to have knowledge and skills in data collection methods that you are proposing to
of
use. Similarly, you need to be competent in data analysis methods suitable for different methods
data collection. Finally, you need to be well versed in data triangulation and information dissemina
tion for different sets of data.
contacting and
Contacting two study populations. Using a mixed methods design may involve
that entails.
establishing rapport with two or more different study populations, with all that
between the data
Resolving disagreements in data. You may discover a significant disagreement
data?
sets. How do youdecide as to the reliability of aset of

Considerations to be kept in mind

mixed methods approach:
You need tokeep in mind a number of things when using a
additional tasks. Using different methodologies
Make sure you have sufficient time to complete the
project.
means more work for the whole research
be sure that you have the required technical expertise to develop and/or under
You also need to
take different methods and procedures.
inconsistencies, if encountered, in the findings.
You need todecide how to resolve communicated? Will they be triangulated, integrated
How willthe findings of different methods be
or communicated in a parallel manner? 29
RESEARCH: AWAY OF THINKING