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Mission: To promote an international forum for interdisciplinary mixed methods research, including through regional and international conferences and through web-based materials (webinars and anticipated in 2020 on-line modules).
2019-2020 Conferences: Trinidad (March 2019); Japan (September 2019); New Zealand (December 2019); Baltimore (June 2020)
Discounted rates available for students and individuals from developing nations. For additional information about membership contact Sarah Munce.
• http://mmira.wildapricot.org/admin/website/?pageId=1514647
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Mixed Methods Case StudyResearch
Loraine D. Cook & Vimala J. Kamalodeen
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Outline
• Two Approaches to Mixed Methods Case Study Research (MMCSR)
• Review of case study research
• Definition of MMCSR
• Review of the Core MMR designs
• Purpose of Mixed Methods Case Study Design
• Examples of MMCSR
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Introduction
• There is a need for research that captures and provides insight into the complexity of pressing social, economic and health problems
•Both mixed methods research and case study research offer unique methodological advantages for researchers wanting to address the complexity of these research problems and issues (Plano Clark,
Foote & Walton, 2018).4Cook & Kamalodeen, 2019
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Introduction
Case study and mixed methods research are not separate
entities but rather the boundary between them is
permeable and fluid allowing each to either support or
lead in a research endeavor (Carolan, Forbat, & Smith, 2016).
As such, this permeability or fluidity requires an
understanding of conducting MMCSR.
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DEDUCTIVE APPROACH to MMCSR
6
QUAN QUAL
CASE STUDY
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INDUCTIVE APPROACH to MMCSR
7
Case study
Mixed Methods StudyQuan Qual
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What is Case Study Research?
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Definition 1
Case Study is an in-depth exploration from multiple
perspectives of the complexity and uniqueness of a particular
project, policy, institution, programme, or system in a real-life
context. It is research-based, inclusive of different methods
and is evidence led. The primary purpose is to generate an in-
depth understanding of a specific topic (Simons, 2009, p.10).
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Definition 2
Case Studies "are a design inquiry found in many fields, especially
evaluation, in which the researchers develops in-depth analysis of
the case, often a programme, event, activity, process or, one or more
individuals. Cases are bounded by time and activity, and
researchers collect detailed information using a variety of data
collection procedures over a sustained period of time"(Creswell,
2014, p.14).
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What are elements of Case Study?
•In-depth study
•Bounded- “Edges that a researcher puts around the case.”
•Multiple sources and perspectives
•Real-Life Context
• Uniqueness relative to other cases
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Purpose for using case study (Types of case study)
Explanatory case study
Exploratory case study
Descriptive Case Study
Instrumental case
Intrinsic case
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Explanatory case study
• An explanatory case study - explain a phenomenon or issue. These explanations may be context-specific
• The researcher first acknowledges that a case is multi-faceted; therefore doing a case study allows the opportunity to relate one bit of information to the next and so forth. The explanation then will be based on the interrelationships between these bits of data (Thomas, 2016).
• Explanatory explains how and why some sequence of events happened (Yin, 2014).
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Exploratory case study
The exploratory case study according to Yin (2014) “is to identify the research questions or procedures to be used in a subsequent research study, which might or might not be a case study” (p.238).
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Descriptive Case Study
Descriptive case study – the purpose is to describe a phenomenon in its real-world context (Yin, 2014)
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Instrumental case
The purpose is that the case is a tool. The case is of secondary interest, it plays a supportive role, and it facilitates understanding of something else (Stake, 2005).
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Intrinsic
This case study is not a means to an end, but instead, we study the case because we are interested in understanding the specific case. In other words, the case itself is of interest.
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Definition of mixed methods case study research
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Definition of MMCSR
“A mixed methods case study design is a type of mixed methods study in which the quantitative and qualitative data collection, results, and integration are used to provide in-depth evidence for a case(s) or develop cases for comparative analysis” (Creswell & Plano Clarke, 2018, p.116).
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Core designs of MMR•Explanatory sequential
•Exploratory sequential
•Concurrent
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Explanatory Sequential Design
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Explainedby
InferencesDrawn
QualitativeData Collectionand Analysis
Phase 1
QuantitativeData Collectionand Analysis
Phase 2
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Qualitative Data
Collection and
Analysis
Tested or
applied by
Results
connected to
and build to
Interpretation
Quantitative Measure,
Instrument,
Intervention, APP or
Website
Quantitative Data
Collection and
Analysis
Exploratory Sequential Design
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Convergent Design
23
Merge
Interpretation
QualitativeData Collectionand Analysis
Phase 1
QuantitativeData Collectionand Analysis
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Example 1: Game-based Learning in STEM primary
Classrooms: A Mixed Methods Case Study in Trinidad, West Indies
Kamalodeen, V.J., Jaggernauth, S.J., Kalloo. R., Ramsawak-Jodha, N., Abdul-Majied, S., Dedovets. Z., Figaro-Henry, S., & Barrow, D. (UWI, St. Augustine, Trinidad)
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The Case Study
Purpose:
• The instrumental case study explored game-based learning (GBL) approaches in STEM classrooms in one primary school in Trinidad to provide methodological and procedural insights for the use of games in Math and Science classrooms.
Design
• The case (pilot study) acts as an instrument or tool to explore GBL and further understandings for implementation in a larger study of GBL in primary STEM classrooms (Stake, 2005)
Complex case
• games used for fun but not related to student attainment
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DEDUCTIVE Approach to MMCSR
Approach
• Deductive as we decided on the the pilot study as an instrumental case, then decided on the mixed methods design within the case to collect, analyse and interpret data.
Bound (Creswell & Poth, 2018).
• Time: one year
• Central issue: GBL in the STEM primary classroom
(The primary school was selected only as an instrument to study this issue in depth)
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The Mixed Methods design
Design
• Experiment/intervention design at 3 levels- Infants, std 3, std 5
Intent
• Qualitative data collection and analysis took place before, during and after the intervention to provide a contextual, holistic understanding of GBL.
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Intervention in STEM classroom-Game
AFTER-Quantitative student posttests-Qualitative Teacher interview
BEFORE Quantitative -student-pre-tests-teacher questionnaire (closed and open responses) DURING
QualitativeClassroom observationQUANT-Student rate my game scales
Case: GBL in the STEM primary classrooms
Mixed methods intervention/experiment design
Adapted from Creswell & Plano-Clark, 2018Cook & Kamalodeen, 2019 28
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Rationale for mixed method design
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Complementarity-
Student game ratings complemented student test achievement data
• Improved understanding of how participants were experiencing the games
• Identify issues and resources in implementation of games
• Make connections within STEM classrooms
Compare and Contrast-
classroom observation, student data, teacher data
• Understand context of the classroom, the students, the teachers, the games
• Improve fidelity of the implementation procedures
• Explain observations of what worked and what didn’t
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Strengths of this mixed
methods case study design
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GBL is a complex issue and the MMCSR allowed for a complex design of case study and mixed methods to come together
Allowed multiple researchers to gather data in the case at different times
Allowed for different research questions to be addressed
Allowed for greater understanding of GBL in STEM classrooms and was appealing to the funding agency
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Challenges of this mixed
methods case study design
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Range of expertise of researchers
Time consuming-multiple entries to the classrooms- impacts completeness of DC
Complex designs require much effort to design and implement
Tensions in combining Case design and well as mixed methods experimental designs
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Quantitative result
Qualitative outcomes
Students
- Responses revealed inconsistency in conceptual understandings
-enjoyed the games and rated them as ‘fun’ but ‘challenging’
- Game design and mechanics are important for appeal
-Younger students benefit less from competitive nature of games
Teachers
-felt that the games were ‘useful’ in the classroom
-felt that students were engaged in learning Math and Science
-felt learning was achieved using the games
-Need PD in GBL
Marginal but statistically significant increase in student attainment in Math and Science
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INTEGRATION AND INFERENCE
Positive student learning outcomes and favourableperspectives to GBL in STEM primary classrooms
Student age, teacher PD, game aesthetics and level of challenge are important factors in implementing GBL
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Example 2: Students’ Persistence in a distributed doctoral program in Educational Leadership in Higher Education: A Mixed Methods Study
Authors: Nataliya V. Ivankova and Sheldon Stick (2007)
Publication: Research in Higher Education, 48(1),93-135
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Purpose of the study
The purpose of this study was to identify factors contributing to students’ perseverance in the University of Nebraska-Lincoln Distributed1 Doctoral Program in Educational Leadership in Higher Education
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The Mixed Methods
design
Design
• Explanatory sequential
Rationale for mixed methods:
• Mixed methods research was necessary because either the Quan or Qual only was sufficient to capture the complex situations that contributed to the doctoral students' perseverance in their study. Also, data collected using the two research approaches provided a more complete picture of the research issue.
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Case Selection
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The 207 participants were divided into four groups based on typical response and maximum variation principles.
Group 1: BEGINNING- students completed 30 or fewer credit hours of course work (n = 78)
Group 2: MATRICULATED -students who had completed more than 30 credit hours of course work (n=78)
Group 3: GRADUATED-former students who had graduated from the program with the doctoral degree (n = 26)
Group 4: WITHDRAWN/INACTIVE-former students who either had withdrawn or had been terminated from the program or had been inactive during the last three terms (spring, fall, summer) before the survey administration (n = 25).
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INDUCTIVE APPROACH to MMCSR
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Case 2
Mixed Methods Sequential Explanatory Study
Quan Qual
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Case 1 Case 3 Case 4
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The Mixed Methods Case Study
Purpose:
• a multiple case study design. Each case was selected as a tool to illuminating a particular issue”(p.101). The case study was instrumental.
Bound
• “Each case study was bounded by one individual and by the time he or she matriculated in the ELHE program” (p.101).
Case Selection
• Typical respondents identified followed by maximum variation strategy to yield 4 groups and select 1 person per group for QUAL stage
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Conclusion
• The integration of qualitative and quantitative findings in study identified internal and external factors related to student persistence.
• The researchers used an inductive approach to MMCSR
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Summarizing and concluding the two studies
Study MMSCR approach
Purpose of case study
Mixed methods design
Case selection
Participants
Kamalodeen et. al (2018)
Deductive Instrumental Intervention/ experimental
purposive Students and teachers in one primary school
Ivankova et al. (2006)
Inductive Instrumental Sequential explanatory
TypicalMaximum variation
Doctoral students in educational leadership at a university
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Thank you
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Reference List
Carolan, C. M., Forbat, L., and Smith, A. ( 2016). Developing the DESCARTE Model: The Design of Case Study Research in Health Care. Qualitative Health Research, 26(5)
626– 639
Creswell, J., & Plano Clark, V. (2018). Designing and conducting mixed methods research, (3rd ed., ). Thousand Oaks: Sage.
Creswell, J., & Poth, C. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
Creswell, J. H. (2014)(5th Edition). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New York, NY: Pearson
Ivankova, N. V., & Stick, S. L. (2007). Students’ persistence in a distributed doctoral program in educational leadership in higher education: A mixed methods study. Research in Higher Education, 48(1), 93.
Kalloo, R., Jaggernauth, S., Ramsawak-Jodha, N., Kamalodeen, V., Abdul-Majied, S., Dedovets, Z., Barrow, D. (2019). An Exploratory Study of Game-Based Approaches in
Primary Mathematics and Science Classrooms in Trinidad and Tobago. Journal of Educational Development in the Caribbean JEDIC, 18 (1). (in print)
Plano Clark, V.L., Foote, L. A. & Walton, J. B. (2018). Intersecting Mixed Methods and Case Study Research: Design Possibilities and Challenges. International Journal of
Multiple Research Approaches,10 ( 1), 14–29.
Simons, H. (2009). Case study research in practice. London: Sage
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publication Inc.
Stake, R. E. (2005). Case Studies. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 443-454, 3rd ed.). Thousand Oaks, CA: Sage Publications.
Thomas, G. (2011) How to do your case study: a guide for students and researchers. London: Sage
Yin, R. K. (2014). Case study research: Design and method, (5th ed., ). Thousand Oaks: Sage.
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