Directions for Conducting Research Incorporating Multiple Research Techniques

Mixed-methods research, a powerful approach that combines quantitative and qualitative data, is proving to be a valuable tool for tackling multifaceted problems. This method enhances the richness and credibility of results, providing a more comprehensive understanding of research questions.

One of the earliest studies demonstrating the effectiveness of this approach was conducted by Way et al. in 1994. Their explanatory mixed-methods study showed how different phases of research can unfold, with statistical results guiding follow-up actions. In this study, a quantitative survey was followed by a qualitative phase to explain or expand the original results, demonstrating the potential of this research design.

Capella-Santana (2003) also used a mixed-methods approach to study multicultural attitudes and knowledge among teacher candidates. Similarly, Tashiro (2002) collected data from focus groups, developed a questionnaire based on the data, and piloted the questionnaire with new participants, highlighting the versatility of this research design.

In an embedded mixed-methods study, qualitative and quantitative data are integrated into a single study, with one data type playing a supporting role to the primary method. Examples of such studies include Meling et al.'s (2005) breath therapy study for patients with chronic back pain and Whittemore et al.'s (2000) study on social support from peer counselors after a heart attack.

The exploratory mixed-methods research design begins with a qualitative phase to investigate a topic, followed by a quantitative phase to verify or generalize the initial results. This design is particularly useful when little is known about a phenomenon, allowing researchers to develop theories, identify key variables, or create data collection instruments based on qualitative insights.

Examples of exploratory mixed-methods studies can be found in various fields, such as education research, social work, organisational studies, psychology, and cross-cultural studies. For instance, Hendrix, Fournier, and Briggs (2001) used a convergent mixed-methods design to examine the impact of co-therapy teams on client outcomes and therapist training.

Victor et al. (2004) asked participants in an intervention group to keep a diary during the intervention to reflect on their symptoms, medication use, and treatment goals. Way et al. (1994) conducted a follow-up interview with a subgroup of students who had participated in the quantitative survey used in the initial data collection phase of their study.

Researchers may also collect qualitative data through methods such as diary entries, peer counselor data, or delayed qualitative data collection after the intervention. Mixed-methods research designs can be structured based on goals and research questions, with some studies emphasising quantitative methods and others focusing on qualitative methods.

The author who published the book "Voices of teacher candidates: Positive changes in multicultural attitudes and knowledge" in 2003 is Noreen A. Skelton. Baumann (1999) asked fathers who filled out the survey if they were interested in an interview in a study on adoptive and biological fathers.

In a convergent parallel design, quantitative and qualitative data are collected simultaneously and analysed separately before being combined. Miller, McKenna, and McKenna (1998) collected data from the same pairs of alternatively and traditionally trained teachers in both the quantitative and qualitative phases of their study, providing a comprehensive understanding of the differences between the two groups.

In conclusion, mixed-methods research offers a powerful way to gain a deeper, more comprehensive understanding of complex research questions by integrating quantitative and qualitative approaches. This versatile method allows researchers to approach problems from multiple angles, providing a more complete picture of the phenomena they are studying.