Mixed Methods Research: Analysis of Two Psychology Studies

This presentation analyzes two mixed-methods research studies related to absenteeism, focusing on key aspects of mixed methods research. The presentation begins with an introduction to mixed-method research, explaining how it combines qualitative and quantitative methods to provide a comprehensive understanding of research problems. It then defines and explains four crucial elements of mixed methods research: timing (concurrent vs. sequential), weighing (the relative importance of qualitative and quantitative data), mixing (integration of findings), and theorizing (the theoretical framework guiding the research). The core of the presentation involves summarizing two research studies: "A Mixed Methods Study of the Causes of Chronic Absenteeism in a Large, Urban High School" by Keegan & Gable (2016), and "Factors Causing Absenteeism Among The Students Of Secondary Level Schools" by Qayyum Ch, Abdullah, & Khatoon (2017). For each study, the presentation details how these four aspects—timing, weighing, mixing, and theorizing—were addressed, providing a comparative analysis of the research designs and methodologies employed in both studies. The presentation concludes with a reference slide, formatted according to APA guidelines.

Mixed Method Research in
Psychology
By: Student’s Name
University Name
Date

Table of Content
• Selected Research Studies ……………………3
• Introduction……………………………………….4
• Aspects of Mixed Method Research……….5-7
• Summary of Research Study 1……………….8
• Summary of Research Study 2………………9
• Summary of Research Studies………………10
• References………………………………………….11

Selected Research Studies
1. “A Mixed Methods Study of the Causes
of Chronic Absenteeism in a Large,
Urban High School” by Keegan & Gable
(2016).
2. “Factors Causing Absenteeism Among
The Students Of Secondary Level
Schools” by Qayyum Ch, Abdullah, &
Khatoon (2017).

Introduction
• Mixed Method Research:
▫This method allows the researcher to inquire or explore
the research problem by applying both qualitative, as well
as, quantitative methods (McKim, 2017).
▫Mixed Method Research enables researcher to accentuate
on the research problem by utilizing all available research
techniques (Schoonenboom & Johnson, 2017).
▫It helps in analyzing different angles associated with the
research problem, and in obtaining more evidence to
make the argument stronger.

Aspects of Mixed Method
Research
Qualitative and Quantitative research methods
can be mixed by:
• By forming suitable questions.
• Planning different sampling and data collection
procedures (Walliman, 2017).
• Selecting different types of data analysis
techniques for numeric/statistical and
textual/visual/themes data (Walliman, 2017).
• Deriving the conclusion based on both types of
collected data i.e. objective and subjective.

Aspects of Mixed Method
Research
Procedures of Mixed Method can be planned by focusing on the
following aspects:
• Timing: It is imperative to define the timing of different components
by stating whether they will be “concurrent” or “sequential”.
▫Concurrent: in this design, qualitative & quantitative components are
performed parallel.
▫Sequential: in this design, one type of component (either qualitative or
quantitative) precedes others (Schoonenboom & Johnson, 2017).
• Weighing: Assigning a value or weight to different methods shows
whether the study is qualitative driven or quantitative driven or
equally valued. In a qualitative dominant study, higher weight is
assigned to qualitative methods. Whereas, in quantitative driven
studies, higher weight is assigned to quantitative methods.

Aspects of Mixed Method
Research
• Mixing: A point at which different components of the
research are mixed.
▫Integration: When components are executed concurrently
and mixing took place at the point of the result.
▫Connecting: when the design is sequential, and qualitative
method precedes (Almalki, 2016).
▫Embedding: when the design is sequential, and quantitative
method precedes (Almalki, 2016).
• Theorizing: refers to a theoretical perspective that guides
the execution of mixed research such as hypothesis,
structure of investigation, etc. It is explicit in concurrent
design, and implicit in sequential designs (McKim, 2017).

Summary of Research Study 1 (Keegan & Gable)
• Timing: the research study was conducted by executing a
survey on 99 students to gather quantitative data, and by
conducting 4 focus group discussions, on 17 students, to collect
qualitative data. The studies were conducted parallel and
produced independent data (Keegan & Gable, 2016).
• Weighing: the research study did not specify the weighted
allocated to different methods (in numbers). However,
throughout the article, it is clearly visible that the findings from
both types of studies are given equal importance.
• Mixing: findings from both methods were not mixed till the
result section, hence, integration mixing was used in the study.
• Theorizing: it is explicit as all theories are clearly described
and implemented for both methods (Keegan & Gable, 2016).

Summary of Research Study 2
(Qayyum Ch, Abdullah, & Khatoon)
• Timing: Under the research study, quantitative data is gathered from
199 students (using structured questionnaire), 30 teachers, 10
principles, and 20 parents (through semi-structured interviews).
Qualitative data was collected during interviews with teachers,
principles, and parents. The studies were conducted parallel and
quantitative and qualitative data was gathered at the same time
(Qayyum Ch, Abdullah, & Khatoon, 2017).
• Weighing: weighted assigned to different methods are not specified in
the article. However, the article equally discusses findings from both
qualitative, as well as, quantitative data.
• Mixing: findings are presented separately for both of the methods, and
conclusion and recommendations were made by mixing the results
(Qayyum Ch, Abdullah, & Khatoon, 2017).
• Theorizing: the research explicitly describes hypothesis and other
concepts utilized in both the methods.

Summary of Research Studies
Study Timing Weighing Mixing Theorizing
Keegan &
Gabl
Concurrent Equal Integration Explicit
Qayyum Ch,
Abdullah, &
Khatoon
Concurrent Equal Integration Explicit
Source: (Keegan & Gable, 2016; Qayyum Ch, Abdullah, &
Khatoon, 2017).

References
Almalki, S. (2016). Integrating Quantitative and Qualitative Data in
Mixed Methods Research--Challenges and Benefits. Journal of
education and learning, 5(3), 288-296.
Keegan, M., & Gable, R. (2016). A Mixed Methods Study of the
Causes of Chronic Absenteeism in a Large, Urban High School. K-
12 Education. Paper 32.
McKim, C. A. (2017). The value of mixed methods research: A mixed
methods study. Journal of Mixed Methods Research, 11(2), 202-222.
Qayyum Ch, A., Abdullah, N. A., & Khatoon, M. . (2017). Factors
Causing Absenteeism Among The Students Of Secondary Level
Schools. JPUHS, 30(1), 11-25.
Schoonenboom, J., & Johnson, R. B. (2017). How to construct a mixed
methods research design. KZfSS Kölner Zeitschrift für Soziologie
und Sozialpsychologie, 69(2), 107-131.
Walliman, N. (2017). Research methods: The basics. USA: Routledge.