Research Design: Qualitative, Quantitative, and Mixed Methods Approaches

THIRD EDITION
RESEARCH
DESIGN
Qualitative, Quantitative,
and Mixed Methods Approaches
JOHN W. CRESWELL
UNIVERSITY OF NEBRASKA-LlNCOLN
~SAGE
Los Angeles • London • New Delhi • Singapore

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Library of Congress Cataloqinq-in-Publicaticn Data
Creswell, [ohn W.
Research design: Qualítative, quantitative. and mixed methods approaches/john W.
Creswell. -3rd ed.
p.cm.
Includes bibliographical references and index.
ISBN 978-1-4129-6556-9 (cloth)
ISBN 978-1-4129-6557-6 (pbk.)
l. Social sciences-Research-Methodology. 2. Social sciences-Statistical
methods. 1. Title.
H62.C6963 2009
300.n-ac22 2008006242
Prinied on acid-free paper
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Brief Contents
Analytic Contents of Research Techniques
Preface
Acknowledgments
About the Author
~ Part 1:Preliminary Considerations
1. The Selection of a Research Desiqn
2. Review of the Literature
3. The Useof Theory
4. Writing Strategies and Ethical Considerations
xv
xix
xxvii
xxix
~ Part 11.Designing Research
5. The Introduction
6. The Purpose storernent
7. Research Questions and Hypotheses
8. Quantitative Methods
9. Qualitative Procedures
10. Mixed Methods Procedures
3
23
49
73
95
97
111
129
145
173
203
Glossary
References
Author Index
Subject Index
. 227
237
247
251

~ CHAPTER TEN
Mixed Methods
Procedures
With the development and perceived legitimacy of both qual-
itative and quantitative research in the social and human
sciences, mixed methods research, employing the combina-
tion of quantitative and qualitative approaches, has gained popularity.
This popularity is beca use research methodology continues to evolve
and develop, and mixed methods is another step forward, utilizing
the strengths of both qualitative and quantitative research. Also, the
problems addressed by social and health science researchersare com-
plex, and the use of either quantitative or qualitative approaches by
themselves isinadequate to address this complexity. The interdisciplinary
nature of research, as well, contributes to the formation of research
teams with individuals witb diverse methodological interests and
approaches. Finally,there is more iosight to be gained from the combi-
nation of both qualitative and quantitative research than either form by
rtself.Theircombined useprovidesan expanded understanding of research
problems.
This chapter brings together many of the threads introduced in
the earlier chapters: It extends the discussion about the philosophical
assumptions of a pragmatic philosophy, the combined use of qualita-
tive and quantitative modes of inquiry, and the use of multiple methods
introduced in Chapter l. It also extends the discussion about research
problems that lncorporote the need both ta explore and explain
(Chapter 5). It follows a purpose statement and research questions
focused on understanding a prablem using both ~ualitative and quan-
titative methods (Chapters 6 and 7), and it advances the reasons for
using multiple forms af data collection and analysis (Chapters 8 and 9).
COMPONENTS OF MIXED METHODS PROCEDURES
Mixed methods research has evolved a set of procedures that proposal devel-
opers can use in planning a rnixed methods study. In 2003. the Handbook 01
203

204 Designing Research
Mixed Methods in the Social & Behavior Sciences (Tashakk:ori & Teddlíe, 2003)
was publíshed, providing the fírst comprehensive overview of this strategy of
inquiry. Now several journals emphasize mixed methods research. such as
the Joumal 01 Mixed Methods Beseardi; Quality and Quantity. and Field Methods.
while numerous others activelyencourage this form of inquiry (e.g..Iniemaiional
[ournal 01 Social Research Methodology. Qualitative Health Research. Annals 01
Family Medicine). Numerous published research studies have incorporated
mixed methods research in the social and human sciences in diverse fields
such as occupational therapy (Lysack & Kreftíng, 1994). interpersonal com-
munication (Boneva, Kraut, & Frohlích, 2001). AIDS prevention (Ianz et al..
1996), dementia caregiving (Weitzman & Levkoff. 2000). mental health
(Rogers, Day. Randall. & Bentall, 2003). and in míddle-school science (Houtz,
1995). New books arrive each year solely devoted to mixed methods research
(Bryman, 2006; Creswell & Plano Clark, 2007; Greene, 2007; Plano Clark &
Creswell, 2008; Tashakk:ori & Teddlie, 1998).
A checklist of questions for designing a mixed methods study appears
in Table 10.1. These components call for advancing the nature of mixed
methods research and the type of strategy being proposed for the study.
They also include the need for a visual model of this approach. the specific
procedures of data collection and analysis. the researcher's roleo and the
structure for presenting the fmal report. Following the discussion of each
of these components. an example of a procedures section from a mixed
methods study is presented to show how to apply these ideas.
THE NATURE OF MIXED METHODS RESEARCH
Because mixed methods research is relatively new in the social and human
sciences as a distinct research approach, it is useful to convey a basic deñ-
nition and description of the approach in a pro pos al. This might include
the following:
• Trace a brief history of its evolution. Several sources identify its
inception in psychology and in the multitrait-multimethod matrix of
Campbell and Fiske (1959) to interest in converging or triangulating díf-
ferent quantitative and qualitative data sources (jíck, 1979) and on to the
developmeut of a distinct methodology of inquiry (see Creswell & Plano
Clark, 2007; Tashakkori & Teddlie. 1998).
• Define mixed methods research by incorporating the definition in
Chapter 1 that focuses on combining both quantitative and qualitative
research and methods in a research study (see a more expanded view of
defining mixed methods research in [ohnson, Onwuegbuzie. & Turner,
2007). Highlight the reasons why researchers employ a mixed methods
design (e.g.. to broaden understanding by incorporating both qualitative

Mixed Methods Procedures 205
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.::'fáble; 10.1 - -A;:GhecKlisfoÉQuestionsTt;;>rQesignlng a Mixed Methods.Prdcedure· -:
:;;"J~~.~'{;-;:-.!t..·.t~~(-~·"l:';-;!:-:·_";';.f.~_~;":_'· .•...r,:..·"';.~.........·:"",.:·:_ :".._',6>.- .y' - .. -,'¿.~ -, -.1 ~,l~~ •••••.• ~. : .?,f' ....l' ,:' .::.: •• ~
Is a basic definition of mixed methods research provided?
Isa reason given for using both quantitative and qualitative
approaches (or data)?
Does the reader have a sense for the potential use of a mixed
methods design?
Are the criterio identified for choosing a mixed methods strategy?
Isthe strategy identified and are its criterio for selection given?
Isa visual model presented that illustratesthe research strategy?
Isthe proper notation used in presenting the visual model?
Are procedures of data collection and analysis mentioned as they
relate to the model?
Are the sampling strategies for both quantitative and qualitative
data collection mentioned? Do they relate to the strategy?
Are specific data analysis procedures indicated? Do they relate to
the strategy?
Are the procedures for validating both the quantitative and
qualitative data discussed?
Isthe narrative structure mentioned, and does it relate to the type
of mixed methods strategy being used?
and quantitative research, or to use one approach to better understand,
explaín, or build on the results from the other approach). Also note that
the mixing of the two might be within one study or among several studies
in a program of inquiry. Recognize that many different terms are used for
this approach, such as inieqratinq, synthesis. quantitative and qualitative
methods, muliimethod, and mixed methodology. but that recent writings use
the term mixed methods (Bryman, 2006; Tashakkori & Teddlie, 2003).
o Bríefly discuss the growth of interest in mixed methods research as
expressed in books. journal articles. diverse disciplines. and funded pro]-
ects (see Creswell & Plano Clark, 2007 for a discussion about the many
initiatives that contribute to mixed methods today).
~ Note the challenges this form of research poses for the inquirer.
These include the need for extensive data collection. the tíme-íntensíve
nature of analyzing both text and numeric data. and the requirement for
the researcher to be familiar with both quantitative and qualitative forms
of research .
.1 _