PDU 211 Research Methods: Mixed-Methods & Action Research Designs

Mixed-Methods & Action Research Designs
PDU 211 Metode Penelitian
Semester Gasal 2014/2015
FAKULTAS PSIKOLOGI UNIVERSITAS KATOLIK INDONESIA ATMA JAYA
Kuliah XIV - 26 November 2014
ICON CREDIT: Stir by Paul Slowinsky from The Noun Project

FAKULTAS PSIKOLOGI UNIVERSITAS KATOLIK INDONESIA ATMA JAYA PDU 211 Metode Penelitian
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One Day Objectives
2
Mahasiswa mampu memahami karakteristik
pendekatan mixed-method (dan action research
design), termasuk menemukan persamaan dan
perbedaan dari pendekatan kuantitatif dan
kualitatif
Chapter 16:
Mixed-Methods
Designs
Chapter 17:
Action Research
Designs

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Research Designs
3
QUANTITATIVE QUALITATIVE
EXPERIMENTAL
DESIGNS
CORRELATIONAL
DESIGNS
GROUNDED THEORY
DESIGNS
ETHNOGRAPHIC
DESIGNS
NARRATIVE RESEARCH
DESIGNS
(Creswell, 2012)
SURVEY
DESIGNS
ICON CREDITS: Statistics by Mateo Zlatar; Conversation by Gregory Radek; Erlenmeyer Flask by Emily van den Heever; Clipboard by Garrett Knoll; book by Eugen Belyakoff; Mask by Richard González Tapia; Documents by hunotika from The Noun Project

SURVEY
DESIGNS
MIXED-METHODS
DESIGNS
ACTION RESEARCH
DESIGNS
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Research Designs
4
QUANTITATIVE QUALITATIVE
EXPERIMENTAL
DESIGNS
CORRELATIONAL
DESIGNS
GROUNDED THEORY
DESIGNS
ETHNOGRAPHIC
DESIGNS
NARRATIVE RESEARCH
DESIGNS
(Creswell, 2012)
ICON CREDITS: Statistics by Mateo Zlatar; Conversation by Gregory Radek; Erlenmeyer Flask by Emily van den Heever; Clipboard by Garrett Knoll; book by Eugen Belyakoff; Mask by Richard González Tapia; Documents by hunotika; Stir by Paul Slowinsky; Running by Kevin Laity from The Noun Project

Mixed-Methods
Designs

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A mixed-methods research design is a procedure
for collecting, analyzing, and “mixing” both
quantitative and qualitative methods
in a single study or a series of studies
to understand a research problem.
6
(Creswell & Plano Clark, 2011; Creswell, 2012, p. 535)

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A mixed-methods research design is a procedure
for collecting, analyzing, and “mixing” both
quantitative and qualitative methods
in a single study or a series of studies
to understand a research problem.
“The uses of both quantitative and qualitative methods,
in combination, provide a better understanding
of the research problem and question
than either method by itself.”
6
(Creswell & Plano Clark, 2011; Creswell, 2012, p. 535)

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When?
one type of research is not enough to address
the research problem or answer the research questions
7
we want to provide an alternative perspective in a study
we have both types of data and they, together,
provide a better understanding of our research problem
than either type by itself
(Creswell, 2012, p. 535-536)
ICON CREDITS: Double Tap by Gary Lim; Two boxes by Ben Peetermans from The Noun Project

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Key Characteristics
8
1
2
3
4
5
6
Include collecting quantitative and qualitative data
Consider priority
Consider sequence
Match the data analysis to a design
Diagram the procedures
(Creswell, 2012, p. 548-533)
Provide a rationale for the design

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Types
Determine the type of mixed methods design will be used
by considering these aspects:
9
(Creswell, 2012, p. 539-540)
ICON CREDITS: Star by Alex S. Lakas; Redirect by Alexander Bickov; Gear by Reed Enger; Stir by Paul Slowinsky; Statistics by Mateo Zlatar; Conversation by Gregory Radek; Flask by hunotika; Test Tubes by hunotika; Shopping Cart by Márcio Duarte; Analysis by Boris Kaiser; Puzzle by SuperAtic LABS from The Noun Project

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Types
9
PRIORITY SEQUENCE ANALYSIS WHERE
TO “MIX”
(Creswell, 2012, p. 539-540)

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Types
Convergent Parallel Designs
10
TO “MIX”
(Creswell, 2012, p. 539-540)

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• Equal priority to both QUAN and
QUAL data
• Collects both the QUAN and QUAL
data concurrently or
simultaneously during the study
11
ICON CREDITS: Statistics by Mateo Zlatar; Conversation by Gregory Radek;; Puzzle by SuperAtic LABS from The Noun Project
(Creswell, 2012, p. 540)
QUAN
QUAL

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• Equal priority to both QUAN and
QUAL data
data concurrently or
simultaneously during the study
• Compares the results from QUAN
and QUAL analyses to determine if
the two databases yield similar or
dissimilar results
11
(Creswell, 2012, p. 540)
QUAN
QUAL
COMPARE/
RELATE
INTERPRETATION

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it combines the advantages of
each form of data;
for generalizability, and information
about the context or setting
12
(Creswell, 2012, p. 542)
QUAN
QUAL
COMPARE/
RELATE
INTERPRETATION
how to merge the two forms of data,
and, when this is done, to determine
how to assess results that diverge
ICON CREDITS: Statistics by Mateo Zlatar; Conversation by Gregory Radek;; Puzzle by SuperAtic LABS; Thumbs Up Smiley by im icons; Thumbs Down Smiley by im icons from The Noun Project

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Types
13
TO “MIX”
(Creswell, 2012, p. 539-540)

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Types
Explanatory Sequential Designs
14
TO “MIX”
(Creswell, 2012, p. 539-540)

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• Priority on QUAN data collection
and analysis
15
(Creswell, 2012, p. 542-543)
QUAN
QUAL

FOLLOW UP
WITH
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and analysis
• Collects QUAN data first in the
sequence
15
(Creswell, 2012, p. 542-543)
QUAN
QUAL

and analysis
• Collects QUAN data first in the
sequence
• Uses the QUAL data to refine the
results from the QUAN data
FOLLOW UP
WITH
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15
(Creswell, 2012, p. 542-543)
QUAN
QUAL
INTERPRETATION

labor intensive, requires expertise
and time to collect both data;
determine what aspect of
the QUAN results to follow up on
FOLLOW UP
WITH
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clearly identified
QUAN and QUAL parts;
captures the best of both
QUAN and QUAL data
16
(Creswell, 2012, p. 543)
QUAN
QUAL
INTERPRETATION

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Types
17
TO “MIX”
(Creswell, 2012, p. 539-540)

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Types
Exploratory Sequential Designs
18
TO “MIX”
(Creswell, 2012, p. 539-540)

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• Priority on QUAL data collection
and analysis
19
(Creswell, 2012, p. 543-544)
QUAN
QUAL

FOLLOW UP
WITH
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and analysis
• Collects QUAL data first in the
sequence
19
(Creswell, 2012, p. 543-544)
QUAN
QUAL

and analysis
• Collects QUAL data first in the
sequence
• Plans on the QUAN data to build on
or explain the initial QUAL findings
FOLLOW UP
WITH
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19
(Creswell, 2012, p. 543-544)
QUAN
QUAL
INTERPRETATION

extensive data collection;
make decisions about the most
appropriate QUAL data to use in the
follow-up QUAN phase of the study
FOLLOW UP
WITH
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identify measures actually
grounded in the data obtained
from study participants
20
(Creswell, 2012, p. 544)
QUAN
QUAL
INTERPRETATION

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Types
21
TO “MIX”
(Creswell, 2012, p. 539-540)

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Types
Embedded Designs
22
TO “MIX”
(Creswell, 2012, p. 539-540)

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Embedded Designs
• Priority to the major form of data
collection (e.g., often QUAN) and
secondary status to the supportive
form (e.g., often qual) of data
collection
data simultaneously or sequentially
23
(Creswell, 2012, p. 544-545)
QUAN
QUAL

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Embedded Designs
collection
23
(Creswell, 2012, p. 544-545)
QUAN
QUAL
INTERPRETATION

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Embedded Designs
collection
• Uses the secondary form of data to
augment or provide additional
sources of information not
provided by the primary source of
data
23
(Creswell, 2012, p. 544-545)
QUAN
QUAL
INTERPRETATION

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Embedded Designs
collection
• Uses the secondary form of data to
augment or provide additional
sources of information not
provided by the primary source of
data
23
(Creswell, 2012, p. 544-545)
QUAN
QUAL
INTERPRETATION
QUAN
QUAL
INTERPRETATION

be clear about the intent of the
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Embedded Designs
combines the advantages of both data;
collect QUAL/QUAN data, but the
overall design still emphasizes QUAN/
QUAL approaches
24
(Creswell, 2012, p. 545)
secondary database;
the simultaneous data collection of
both data may be labor intensive
QUAN
QUAL
INTERPRETATION
QUAN
QUAL
INTERPRETATION

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Types
25
TO “MIX”
(Creswell, 2012, p. 539-540)

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Types
Transformative Designs
26
TO “MIX”
(Creswell, 2012, p. 539-540)

FOLLOW UP
WITH
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• Uses either a convergent,
explanatory, exploratory, or
embedded design
27
(Creswell, 2012, p. 546-547)
QUAN
QUAL
INTERPRETATION

FOLLOW UP
WITH
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embedded design
• Uses an overall orienting lens in the
study as a transformative
framework
27
(Creswell, 2012, p. 546-547)
QUAN
QUAL
INTERPRETATION
TRANSFORMATIVE
FRAMEWORK

FOLLOW UP
WITH
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embedded design
• Uses an overall orienting lens in the
study as a transformative
framework
• The researcher calls for change
that will address the social issue
faced by the group under study
27
(Creswell, 2012, p. 546-547)
QUAN
QUAL
INTERPRETATION
TRANSFORMATIVE
FRAMEWORK

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Multiphase Designs
30
(Creswell, 2012, p. 547)
STUDY 1
QUAN
STUDY 2
QUAL
ICON CREDITS: Statistics by Mateo Zlatar; Conversation by Gregory Radek;; Puzzle by SuperAtic LABS; Stir by Paul Slowinsky from The Noun Project

INFORMS
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Multiphase Designs
30
(Creswell, 2012, p. 547)
STUDY 1
QUAN
STUDY 2
QUAL
STUDY 3
MIXED-METHODS
INFORMS

INFORMS
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Multiphase Designs
• The researchers examine a problem
or topic through a series of phases
or separate studies
30
(Creswell, 2012, p. 547)
STUDY 1
QUAN
STUDY 2
QUAL
STUDY 3
MIXED-METHODS
INFORMS
OVERALL PROGRAM
OBJECTIVES

INFORMS
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Multiphase Designs
• The researchers examine a problem
or topic through a series of phases
or separate studies
• Use either a convergent, explanatory,
exploratory, or embedded design in
multiple phases or projects
• Need to clearly identify projects or
phases that help address a larger
program objective
• Need to interrelate the different
phases or projects so that they tie
together to address a common
research objective
30
(Creswell, 2012, p. 547)
STUDY 1
QUAN
STUDY 2
QUAL
STUDY 3
MIXED-METHODS
INFORMS
OVERALL PROGRAM
OBJECTIVES

Action Research
Designs
ICON CREDIT: Running by Kevin Laity from The Noun Project

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Action research designs are systematic procedures
done by teachers (or other individuals
in an educational setting) to gather information
about, and subsequently improve,
the ways their particular educational setting operates,
their teaching, and their student learning.
33
(Mills, 2011 in Creswell, 2012, p. 577)

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Action research designs are systematic procedures
done by teachers (or other individuals
in an educational setting) to gather information
about, and subsequently improve,
the ways their particular educational setting operates,
their teaching, and their student learning.
34
(Mills, 2011 in Creswell, 2012, p. 577)
When?

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Key Characteristics
35
1
2
3
4
5
6
The educator–researcher’s own practices
Collaboration
A dynamic process
A plan of action
Sharing research
(Creswell, 2012, p. 586-588)
A practical focus

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Types
36
PRACTICAL PARTICIPATORY
ICON CREDITS: Tools by Alex AS; Group by baabullah hasan from The Noun Project

Collect
Data
Identify an
Area of Focus
Analyze &
Interpret Data
Develop an
Action Plan
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Practical
Action Research
37
DIAGRAM CREDIT: Mills (2011), p. 19 in Creswell (2012), p. 581 | ICON CREDITS: Tools by Alex AS; Shopping Cart by Márcio Duarte; Puzzle by SuperAtic LABS; Architect by Luis Prado from The Noun Project
(Creswell, 2012, p. 580)

Collect
Data
Identify an
Area of Focus
Analyze &
Interpret Data
Develop an
Action Plan
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Practical
Action Research
• To research a specific
situation with a view
toward improving
practice (Schmuck, 1997),
which is undertaken
by the practitioners.
• The practitioners ARE
the researchers.
37
DIAGRAM CREDIT: Mills (2011), p. 19 in Creswell (2012), p. 581 | ICON CREDITS: Tools by Alex AS; Shopping Cart by Márcio Duarte; Puzzle by SuperAtic LABS; Architect by Luis Prado from The Noun Project
(Creswell, 2012, p. 580)
DIALECTIC
ACTION
RESEARCH
SPIRAL

the practitioners have little time to
engage in their own research,
they may need assistance in
becoming researchers
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Practical
Action Research
practitioners can test their own
theories and explanations,
examine the effects of their
practices, and explore the impact
38
(Creswell, 2012, p. 580)
Collect
Data
Analyze &
Interpret Data
Develop an
Action Plan
Identify an
Area of Focus
DIALECTIC
ACTION
RESEARCH
SPIRAL
DIAGRAM CREDIT: Mills (2011), p. 19 in Creswell (2012), p. 581 | ICON CREDITS: Tools by Alex AS; Shopping Cart by Márcio Duarte; Puzzle by SuperAtic LABS; Architect by Luis Prado; Thumbs Up Smiley by im icons; Thumbs Down Smiley by im icons from The Noun Project

Look Look Look Look
Act
Act
Act
Act
Act
Think Think Think Think Think
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Participatory
Action Research
39
DIAGRAM CREDIT: Stringer (2007), p. 9 in Creswell (2012), p. 584 | ICON CREDITS: Group by baabullah hasan from The Noun Project
(Stringer, 2007 in Creswell, 2012, p. 582-583)

ACTION
RESEARCH
INTERACTING
SPIRAL
Look Look Look Look
Act
Act
Act
Act
Act
Think Think Think Think Think
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Participatory
Action Research
• The research that
contributes to
emancipation or change
in the society, to improve
the quality of people.
• The researcher also
engages in a process of
research that promotes
egalitarian and
democratic aims, strive
for an open, broad-based
involvement of
participants.
39
DIAGRAM CREDIT: Stringer (2007), p. 9 in Creswell (2012), p. 584 | ICON CREDITS: Group by baabullah hasan from The Noun Project
(Stringer, 2007 in Creswell, 2012, p. 582-583)

Want to know more?
Creswell, J.W. (2012). Educational research: Planning, conducting and
evaluating quantitative and qualitative research (4th ed.).
Boston, MA: Pearson Education, Inc.

PDU 211 Research Methods: Mixed-Methods & Action Research Designs

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PDU 211 Research Methods: Mixed-Methods & Action Research Designs