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Community/Public Health Nursing Online for Stanhope and Lancaster, Public Health Nursing (Access Code and Textbook Package)

Lecture notes study book Community/Public Health Nursing Online for Stanhope and Lancaster, Public Health Nursing (Access Code and Textbook Package) of Marcia Stanhope, Jeanette Lancaster - ISBN: 9780323371421 (Chfb)

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Publié le 20 juin 2024
Nombre de pages 5
Écrit en 2023/2024
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Titre de l’ouvrage:Community/Public Health Nursing Online for Stanhope and Lancaster, Public Health Nursing (Access Code and Textbook Package)

Auteur(s):Marcia Stanhope, Jeanette Lancaster

Édition:2015
ISBN:9780323371421
Édition:Inconnu

Examen
Foundations for Population Health in Community Public Health Nursing 5th Edition Stanhope Test Bank
Examen
ADVANCED NURSING
Examen
TEST BANK FOR PUBLIC HEALTH NURSING 10TH EDITION LATEST REVISED UPDATE BY MARCIA STANHOPE JEANETTE LANCASTER

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ISSN No.: 2454- 2024 (online)

International Journal of Technical Research & Science
QUANTITATIVE AND QUALITATIVE
RESEARCH: A MIXED METHOD
APPROACH IN EDUCATIONAL SCIENCE
Prokash Mondal1,, Susmita Mondal2
E-Mail Id: ,
1
Research Scholar, Department of Mathematics, Indian Institute of Engineering Science and Technology,
Shibpur, West Bengal (India)
2
Assistant Professor, Raiganj B.Ed. College, West Bengal (India)
Abstract-Mixed methods research involves the use of qualitative and quantitative data in a single research project. It
represents an alternative methodological approach, combining qualitative and quantitative research approaches,
which enables Educational Science researchers to search complex phenomena in detail. This paper studies on
practical overview of mixed methods research and its application in Educational Science, to guide the researcher
considering a mixed methods research project. At its most basic level, mixed methods research involves the use of
both qualitative and quantitative data in a single project. It characterises an alternative method to traditional
qualitative or quantitative research approaches, enabling researchers to assume detailed assessment of multifarious
phenomenon. This paper provides a practical inference for educational science, of the application of mixed methods
research. Mixed methods research is important today because of the complication of present day problems, the rise
of interest in qualitative research, and the practical need to collect multiple forms of data for various audiences. The
complexities of merging research designs could make mixed methods research a time consuming activity for
researchers. Mixed methods research is essentially a complex task in every discipline, including education and very
much helpful to carry the present day complex researches.
Keywords: Mixed methods research, qualitative research, quantitative research, Educational Science.
1. INTRODUCTION
1.1 Mixed Methods Research
A mixed methods study is research intentionally combining or integrating quantitative and qualitative approaches as
components of the research. The use of these methods can follow at different points in the research process. Mixed
methods research a “method” is with philosophical assumptions as well as quantitative and qualitative methods of
inquiry. As a method, it focuses on collecting, analyzing, and mixing both quantitative and qualitative data in a
single study or series of studies. Its central premise is that the use of quantitative and qualitative approaches in
combination provides a better understanding of research problems than either approach alone.
2. QUANTITATIVE AND QUALITATIVE DATA
Quantitative data comprises closed-ended information such as that found on attitude or behaviour, tools. The
collection of this kind of data might also involve using a closed-ended checklist, on which the researcher checks the
behaviours seen. Sometimes quantitative material is found in documents such as census records or attendance
records. The study comprises of statistically analyzing scores collected on tools, checklists, or public documents to
answer research questions or to test hypotheses. In contrast, qualitative data consists of open-ended information that
the researcher gathers through interviews with participants. The general, open ended questions asked during these
interviews allow the participants to supply answers in their own words. Also, qualitative data may be collected by
observing participants or sites of research, gathering documents from a private (e.g., diary) or public (e.g., minutes
of meetings) source, or collecting audio-visual materials such as videotapes or arti-facts. The analysis of the
qualitative data (words or text or images) typically follows the path of aggregating the words or images into
categories of information and presenting the diversity of ideas gathered during data collection. The open- versus
closed-ended nature of the data differentiates between the two types better than the sources of the data. The sources
of the data do not cleanly map onto qualitative and quantitative research, at least as much as they used to. For
example, surveys, a traditional quantitative source of data, are being used in ethnographic qualitative research, and
narrative stories, associated with qualitative research, are being linked to quantitative event history modelling.
3. MIXING THE DATA
By collaborating data, between qualitative and quantitative data to better way-out of the problem than either
approach alone. The different mixing processes are merging the two datasets, connecting the two datasets or
embedding one dataset within the other so that one type of data provides a supportive role for the other dataset. It is
DOI Number: 10.30780/IJTRS.V3.I7.2018.010 pg. 238
www.ijtrs.com
www.ijtrs.org
Paper Id: IJTRS-V3-I7-010 Volume 3 Issue VII, August 2018
@2017, IJTRS All Right Reserved

, ISSN No.: 2454- 2024 (online)

International Journal of Technical Research & Science
not enough to simply collect and analyze quantitative and qualitative data; they need to be “mixed” properly so that
together they form a more complete picture of the problem than they appear alone.
 Mixed methods research gives powers to the weaknesses of both quantitative and qualitative research. The
weakness of the quantitative research is here the voices of contributors are not directly heard. Further,
quantitative researcher’s own personal biases and explanations are not discussed every time. Qualitative
research makes up these flaws. In qualitative research researcher’s personal interpretations made create
biasness, and the difficulty in generalizing findings to a large group because of the limited number of
participants surveyed. Where in Quantitative research, has no this kind of drawbacks. The combination of
both approaches can reduce the flaws than they appear alone.
 Mixed methods research helps answer questions that cannot be answered by qualitative or quantitative
approaches alone. For example, “Do participant views from interviews and from standardized instruments
converge or depart?” is a mixed methods question. Others would be, “What explains the quantitative results
of a study?” (using qualitative data to explain the quantitative results) and “Will a treatment work with a
particular sample in an experiment?” (exploring qualitatively before an experiment begins). To answer
these questions, quantitative or qualitative approaches would not provide a satisfactory answer.
 Mixed methods encourages researchers to collaborate data in combative association between quantitative
and qualitative data.
4. FOUR OBJECTIVES ARE PURSUED IN MIXED METHODS RESEARCH
 Combining or integrating quantitative and qualitative methods toward the best possible approach to the
research problem.
 Create quantitative and qualitative data to understanding of the research problem.
 Create quantitative and qualitative data from the same research problem that allows the researcher to give
findings, suggestions and conclusions.
 Make more robust research by using the strengths from one research model to balance methodological
drawbacks from the other. This produces more consistent research.
5. DESIGNING AND CONDUCTING MIXED METHODS RESEARCH
 A content analysis study: Consider a study in which only one type of data is collected but both types of data
analysis are used. Researcher can collect only qualitative data but can evaluate the data both qualitatively
(developing themes) and quantitatively (by rating reactions). A content analysis study is one where the
researcher collects only qualitative data and transforms it into quantitative data by counting the number of
reactions.
 Multi-method research (Morse, 2003) : Consider a study in which the researcher collects, analyzes, and
mixes multiple forms of either qualitative or quantitative data. For example, a researcher could collect
multiple forms of qualitative data, such as community documents for a participatory action research study
and interviews during grounded theory research. A researcher could collect, analyze, and mix different
types of quantitative data (e.g., quantitative surveys with structured observations). Are these examples of
mixed methods research? This type of research is called multi-method research because it is based on
multiple qualitative or quantitative methods and data sets.
6. MIXED METHODS RESEARCH DESIGNS
The design means the research plan that will guide the researcher in conducting the study.
Exploratory design using sequential phases (quantitative - qualitative). The objective of this design is the exploration
of the research problem. Exploration is used when very little is known about the research problem. This design first
uses a qualitative research approach to explore the experience of participants with the phenomenon under study,
their culture or values of the group, or the structure of the institution being studied. With the findings of qualitative
data, the researcher plans a quantitative process to measure the findings of the qualitative datasets.
Explanatory design using sequential phases (quantitative - qualitative). The purpose of this design is to study or
describe the research problem in depth. Here first uses a quantitative study to measure the traits of problem and then
to a qualitative study to develop the findings of quantitative datasets.
Convergence design using parallel phases. The objective of this design is to study the research problem in its
entirety and dimension. The quantitative method helps to measure the objective aspects and the qualitative method is
used to understand the subjective aspects. It is known as merging because each design approach is used to study
different aspects of the problem. Merging occurs by the researcher who integrates quantitative and qualitative data to
explain the current problem. Triangulation design using parallel phases. The objective of this design is to use
quantitative and qualitative approaches to study in depth the same aspects of the research problem. To achieve this,
the researcher carefully plans the entire process of research to address these aspects of the problem from quantitative
DOI Number: 10.30780/IJTRS.V3.I7.2018.010 pg. 239
www.ijtrs.com
www.ijtrs.org
Paper Id: IJTRS-V3-I7-010 Volume 3 Issue VII, August 2018
@2017, IJTRS All Right Reserved

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