Chapter 17: Mixed Research

Test Bank

Multiple Choice

1. Strengths of quantitative research include all but which of the following?

A. confounding variables are controlled for

B. ability to make conclusions about cause and effect relationships

C. observing behavior in natural settings

D. generalizing results to larger populations

Learning Objective: 17-2: List the major strengths and limitations of quantitative research.

Cognitive Domain: Comprehension

Answer Location: Table 17.2: Strengths and Limitations of Qualitative Research

Difficulty Level: Medium

2. Which of the following is NOT closely related to mixed research or a synonym to it?

A. mixed methods research

B. multiplism

C. multimethod research

D. quan–qual research

Learning Objective: 17-4: List several synonyms for the term mixed research.

Cognitive Domain: Comprehension

Answer Location: Introduction

Difficulty Level: Medium

3. Mixed researchers usually agree with the ______.

A. incompatibility thesis

B. compatibility thesis

C. realism thesis

D. metaphysical thesis

Learning Objective: 17-3: Define mixed research (also called mixed methods research).

Cognitive Domain: Comprehension

Answer Location: Introduction

Difficulty Level: Medium

4. The compatibility thesis ______.

A. states that quantitative and qualitative methods can be used together

B. allows for violations of the assumptions of each research methodology

C. suggests using quantitative approaches more than qualitative approaches

D. suggests using qualitative approaches more than quantitative approaches

Learning Objective: 17-3: Define mixed research (also called mixed methods research).

Cognitive Domain: Comprehension

Answer Location: Introduction Difficulty Level: Medium

5. Which of the following is a strength of quantitative research?

A. It is useful when studying large numbers of people.

B. Data are based on the participants’ own categories of meaning.

C. It can describe in rich detail phenomena as they are situated and embedded in local contexts.

D. The researchers’ theories will always reflect local constituencies’ understandings.

Learning Objective: 17-2: List the major strengths and limitations of quantitative research.

Cognitive Domain: Comprehension

Answer Location: Table 17.1: Strengths and Limitations of Quantitative Research

Difficulty Level: Medium

6. Which of the following is a strength of quantitative research?

A. It is a strong method for testing hypotheses that are constructed before the data are collected.

B. It is the only method that can determine ideographic causation.

C. It is the best method for describing in rich detail phenomena as they are situated and embedded in local contexts.

D. Findings might be too abstract and general for application to unique situations.

Learning Objective: 17-2: List the major strengths and limitations of quantitative research.

Cognitive Domain: Comprehension

Answer Location: Table 17.1: Strengths and Limitations of Quantitative Research

Difficulty Level: Medium

7. Which of the following is a characteristic or strength of qualitative research?

A. It is a good methodology to use when studying large groups of people.

B. Data are based on the participants’ own categories of meaning.

C. It results in exact numerical data.

D. It is useful for determining nomothetic causation.

Learning Objective: 17-1: List the major strengths and limitations of qualitative research.

Cognitive Domain: Comprehension

Answer Location: Table 17.2: Strengths and Limitations of Qualitative Research

Difficulty Level: Medium

8. A limitation of quantitative research is ______.

A. it is difficult to test hypotheses and theories with large participant pools

B. data analysis is extremely time-consuming

C. it generally has lower credibility with commissioners of programs

D. the researcher might miss out on some phenomena because of the focus on theory or hypothesis testing rather than on theory or hypothesis generation

Learning Objective: 17-2: List the major strengths and limitations of quantitative research.

Cognitive Domain: Comprehension

Answer Location: Table 17.1: Strengths and Limitations of Quantitative Research

Difficulty Level: Medium

9. Which of the following is a strength of mixed research?

A. The researcher can generate and test a grounded theory.

B. More resources are required to complete the study.

C. The researcher has to do a great deal of work.

D. Completing a research study takes a long time.

Learning Objective: 17-3: Define mixed research (also called mixed methods research).

Cognitive Domain: Comprehension

Answer Location: Table 17.4: Strengths and Limitations of Mixed Research

Difficulty Level: Medium

10. The researcher should use a mixture or combination of methods that has complementary strengths (broadly viewed) and nonoverlapping weaknesses. What is it?

A. mixed model research

B. mixed methods research

C. the fundamental principle of mixed research

D. the fundamental principle of constructivism

Learning Objective: 17-3: Define mixed research (also called mixed methods research).

Cognitive Domain: Comprehension

Answer Location: Mixed Research

Difficulty Level: Medium

11. Which is true about this design: QUAL + QUAN?

A. It is an equal-status concurrent mixed methods design.

B. It is an equal-status sequential mixed methods design.

C. It is a primary status concurrent mixed methods design.

D. It is a primary status sequential mixed methods design.

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Application

Answer Location: Types of Mixed Research Designs

Difficulty Level: Hard

12. What type of design is QUAL 🡪 QUAN?

A. It is an equal-status concurrent mixed methods design.

B. It is an equal-status sequential mixed methods design.

C. It is a primary status concurrent mixed methods design.

D. It is a primary status sequential mixed methods design.

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Application

Answer Location: Types of Mixed Research Designs

Difficulty Level: Hard

13. What type of design is indicated by QUAN + qual?

A. It is an equal-status concurrent mixed methods design.

B. It is an equal-status sequential mixed methods design.

C. It is a primary status concurrent mixed methods design.

D. It is a primary status sequential mixed methods design.

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Application

Answer Location: Types of Mixed Research Designs

Difficulty Level: Hard

14. Mike is providing a rationale for his use of a mixed methods design by indicating that he seeks convergence, corroboration, and correspondence of results from different methods. What purpose for using mixed methods is he using?

A. triangulation

B. complementarity

C. initiation

D. expansion

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Application

Answer Location: Step 2. Determine the Rationale for Using a Mixed Design

Difficulty Level: Hard

15. What is this rationale for mixed research when the researcher seeks elaboration, enhancement, illustration, and clarification of the results from one method with the results from another method?

A. triangulation

B. complementarity

C. initiation

D. expansion

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Knowledge

Answer Location: Step 2. Determine the Rationale for Using a Mixed Design

Difficulty Level: Easy

16. What is this rationale for mixed research when the researcher seeks the discovery of paradox and contradiction, new perspectives of frameworks, and the recasting of questions or results from one method with questions or results from the other method?

A. triangulation

B. complementarity

C. initiation

D. expansion

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Knowledge

Answer Location: Step 2. Determine the Rationale for Using a Mixed Design

Difficulty Level: Easy

17. What is this rationale for mixed research when a researcher seeks to extend the breadth and range of inquiry by using different methods for different inquiry components?

A. triangulation

B. complementarity

C. initiation

D. expansion

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Knowledge

Answer Location: Step 2. Determine the Rationale for Using a Mixed Design

Difficulty Level: Easy

18. What is this rationale for mixed research when a researcher seeks to use the results from one method to develop or inform the other method? This can include issues surrounding sampling and implementation, as well as measurement decisions.

A. triangulation

B. complementarity

C. initiation

D. development

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Knowledge

Answer Location: Step 2. Determine the Rationale for Using a Mixed Design

Difficulty Level: Easy

19. In order to select one of the mixed method research designs, the researcher must answer questions about ______.

A. if the breadth of inquiry will be broadened or not

B. the status of the two approaches, and whether they will be implemented sequentially or not

C. whether the study will be data driven or theory driven

D. if participants should be randomly selected or randomly assigned

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Comprehension

Answer Location: Step 3. Select or Construct the Mixed Research Design and Mixed Sampling Design

Difficulty Level: Medium

20. In a qualitatively driven mixed design, ______.

A. qualitative methods predominate but quantitative data are collected

B. qualitative data are collected before quantitative data are collected

C. qualitative methods are used to collect quantitative data

D. equal emphasis is placed on qualitative and quantitative aspects of the study

Learning Objective: 17-6: Compare and contrast the nine mixed methods research designs.

Cognitive Domain: Comprehension

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

21. In a quantitatively driven mixed design, ______.

A. quantitative methods predominate, but qualitative data are collected

B. quantitative data are collected before qualitative data are collected

C. quantitative methods are used to collect qualitative data

D. equal emphasis is placed on qualitative and quantitative aspects of the study

Learning Objective: 17-6: Compare and contrast the nine mixed methods research designs.

Cognitive Domain: Comprehension

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

22. Mark is conducting a mixed method research design. He will interview participants about their reactions to different instructional methods and then give them a questionnaire about instructional method preferences. His analysis will focus on the interview data, with the quantitative providing collaborating data to the qualitative data. Which of the following describes his design?

A. QUAN + QUAL

B. QUAL + QUAN

C. QUAL + quan

D. Quan + QUAL

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Analysis

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

23. Mixed methods research ______.

A. involves participants from mixed demographic backgrounds

B. combines qualitative and quantitative methods

C. collects data from multiple mixed sources

D. uses qualitative methods and quantitative data analysis

Learning Objective: 17-3: Define mixed research (also called mixed methods research).

Cognitive Domain: Comprehension

Answer Location: Mixed Research

Difficulty Level: Medium

24. Roberta’s mixed research project is based on using mixed methods to discover contradictions and varying perspectives that might challenge his research questions. The purpose for his mixed methods research is ______.

A. completion

B. competition

C. initiation

D. triangulation

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Application

Answer Location: Step 2. Determine the Rationale for Using a Mixed Design

Difficulty Level: Hard

25. Which of the following is NOT one of the major steps in the mixed research process?

A. prioritize one of the methodologies

B. collect data

C. continually interpret data and findings

D. select or construct research and sampling designs

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Knowledge

Answer Location: Stages of the Mixed Research Process

Difficulty Level: Easy

26. Which of the following is one of the limitations of mixed research?

A. Insights and understanding emerge that would not be evident with one method or the other.

B. Broader and more research questions can be answered.

C. Researchers need to be competent in qualitative and quantitative methodologies.

D. One of the methodologies can provide feedback for the other method.

Learning Objective: 17-9: Explain the strengths and limitations of mixed research.

Cognitive Domain: Comprehension

Answer Location: Table 17.4: Strengths and Limitations of Mixed Research | Limitations of Mixed Research

Difficulty Level: Medium

27. Qualitizing involves which of the following?

A. converting quantitative data to qualitative form

B. converting qualitative data to quantitative form

C. converting quantitative data to quantitative form

D. converting qualitative data to qualitative form

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Knowledge

Answer Location: Step 5. Analyze the Data

Difficulty Level: Easy

28. Quantitizing involves which of the following?

A. converting quantitative data to qualitative form

B. converting qualitative data to quantitative form

C. converting quantitative data to quantitative form

D. converting qualitative data to qualitative form

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Knowledge

Answer Location: Step 5. Analyze the Data

Difficulty Level: Easy

29. A researcher interviews students to find out their experiences in an educational research class and later constructs a frequency distribution that shows the number of times words such as anxiety or fun were used during the interviews. This is known as ______.

A. hypothesis testing

B. quantitizing

C. qualitizing

D. merging

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Application

Answer Location: Step 5. Analyze the Data

Difficulty Level: Hard

30. A researcher does a study where she develops a standardized quantitative questionnaire to use in a large-scale quantitative study with several other measures. Before she uses the questionnaire in the large study, she interviews 15 participants to help her understand the language and categories of the people in her target population. Which design is this?

A. primary status sequential design

B. equal-status sequential design

C. primary status concurrent design

D. equal-status concurrent design

Learning Objective: 17-6: Compare and contrast the nine mixed methods research designs.

Cognitive Domain: Application

Answer Location: Types of Mixed Research Designs

Difficulty Level: Hard

31. A researcher wants to understand the culture of the band in a high school. He first administers a standardized questionnaire to all 50 of the band members. Later, he conducts 45-min in-depth, open-ended interviews with all 50 band members. His plan is to jointly display the data from both to use the qualitative data to elaborate on the quantitative data and use the quantitative data to learn about elements that were not clear from the qualitative data. Which design is this?

A. primary status sequential design

B. equal-status sequential design

C. primary status concurrent design

D. equal-status concurrent design

Learning Objective: 17-6: Compare and contrast the nine mixed methods research designs.

Cognitive Domain: Application

Answer Location: Types of Mixed Research Designs

Difficulty Level: Hard

32. A researcher wants to understand why people are willing to handle snakes as a part or their church activities in several rural churches in Tennessee, Alabama, and Georgia. She is a qualitative researcher, and she attends the church to observe and conduct interviews many of the church members. While she is there, “in the field,” she hands out a short quantitative instrument that measures several demographic indicators and will provide frequencies and percentages on the demographic characteristics. Which design is this?

A. primary status sequential design

B. equal-status sequential design

C. primary status concurrent design

D. equal-status concurrent design

Learning Objective: 17-6: Compare and contrast the nine mixed methods research designs.

Cognitive Domain: Application

Answer Location: Types of Mixed Research Designs

Difficulty Level: Hard

33. A researcher wants to understand why people are willing to handle snakes as a part of their church activities in several rural churches in Tennessee, Alabama, and Georgia. He makes qualitative observations at several churches but also hands out fairly lengthy instruments that quantitatively measure several constructs (IQ, religiosity, self-esteem, and political attitudes). He keeps the qualitative and quantitative data separately during analysis. He does some mixing during the discussion of his report as to how the qualitative and quantitative insights are related. Which design is this?

A. primary status sequential design

B. equal-status sequential design

C. primary status concurrent design

D. equal-status concurrent design

Learning Objective: 17-6: Compare and contrast the nine mixed methods research designs.

Cognitive Domain: Application

Answer Location: Types of Mixed Research Designs

Difficulty Level: Hard

34. What procedure involves converting qualitative data into numerical codes and then using statistical analysis techniques with the data?

A. qualitizing

B. quantitizing

C. data conversion

D. mixing

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Comprehension

Answer Location: Step 5. Analyze the Data

Difficulty Level: Medium

35. What procedure involves converting quantitative data into narrative representations that can be analyzed qualitatively?

A. qualitizing

B. quantitizing

C. data conversion

D. mixing

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Comprehension

Answer Location: Step 5. Analyze the Data

Difficulty Level: Medium

36. Which type of research tends to be more time-consuming and expensive?

A. quantitative

B. qualitative

C. mixed

D. cross-sectional

Learning Objective: 17-9: Explain the strengths and limitations of mixed research.

Cognitive Domain: Comprehension

Answer Location: Limitations of Mixed Research | Table 17.4: Strengths and Limitations of Mixed Research

Difficulty Level: Medium

37. Dr. Sims conducted a mixed methods research study with the purpose of seeking convergence, corroboration, and correspondence of the results from the different methods. What is the formal name for this purpose?

A. expansion

B. development

C. initiation

D. triangulation

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Application

Answer Location: Step 2. Determine the Rationale for using a Mixed Design

Difficulty Level: Hard

38. Dr. Hayes conducted a mixed methods research study with the purpose of seeking elaboration, enhancement, illustration, and clarification of the results from one method with the results from another method. What is the formal name for this purpose?

A. expansion

B. development

C. complementarity

D. triangulation

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Application

Answer Location: Step 2. Determine the Rationale for using a Mixed Design

Difficulty Level: Hard

39. Dr. Smith conducted a mixed methods research study with the purpose of seeking the discovery of paradox and contradiction, new perspectives of frameworks, and the recasting of questions or results from one method with questions or results from the other method. What is the formal name for this purpose?

A. expansion

B. development

C. initiation

D. triangulation

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Application

Answer Location: Step 2. Determine the Rationale for using a Mixed Design

Difficulty Level: Hard

40. Dr. Shaw conducted a mixed methods research study with the purpose of seeking to extend the breadth and range of inquiry by using different methods for different inquiry components. What is the formal name for this purpose?

A. augmentation

B. development

C. initiation

D. expansion

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Application

Answer Location: Step 2. Determine the Rationale for using a Mixed Design

Difficulty Level: Hard

41. A researcher wanted to understand why so many high school freshmen were failing mathematics. She first conducted in-depth interviews with 10 participants and then used this information to construct a structured questionnaire to be administered to a random sample of freshmen. This is an example of ______.

A. expansion

B. initiation

C. development

D. triangulation

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Application

Answer Location: Step 2. Determine the Rationale for using a Mixed Design

Difficulty Level: Hard

42. Which of the following is NOT one of the mixed methods research designs provided in the book’s typology of designs?

A. QUAL + QUAN

B. QUAL + quan

C. QUAL → QUAN

D. QUAL QUAN

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Comprehension

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

43. A mixed research design which relies more on qualitative approaches but has some quantitative data is known as ______.

A. qualitatively driven

B. quantitatively driven

C. fully balanced

D. a dominant design

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Comprehension

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

44. In Dr. Wright’s most current research publication, the majority of the data are quantitative. However, there are some qualitative data reported. This is an example of which type of research design?

A. qualitatively driven

B. quantitatively driven

C. fully balanced

D. a dominant design

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Comprehension

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

45. Which of the following is NOT a limitation of mixed research designs?

A. Mixed research designs usually require more time and resources.

B. Expertise in quantitative and qualitative research is required.

C. Sometimes the qualitative and quantitative data present contradictory findings.

D. Only small numbers of people can be studied.

Learning Objective: 17-9: Explain the strengths and limitations of mixed research.

Cognitive Domain: Comprehension

Answer Location: Limitations of Mixed Research

Difficulty Level: Medium

46. Mixed research designs ______.

A. have been well-studied

B. have not had their merits evaluated

C. have been systematized

D. require few resources

Learning Objective: 17-9: Explain the strengths and limitations of mixed research

Cognitive Domain: Comprehension

Answer Location: Limitations of Mixed Research | Table 17.3: General Characteristics of Pragmatism

Difficulty Level: Medium

47. The time orientation of mixed research refers to ______.

A. the time the quantitative and qualitative components will take to be completed

B. the time the quantitative and qualitative components will take to be analyzed

C. the time the quantitative and qualitative components will take to be designed

D. the concurrent or sequential nature of quantitative and qualitative components

Learning Objective: 17-6: Compare and contrast the nine mixed methods research designs.

Cognitive Domain: Comprehension

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

48. Dr. Lewis has been asked by the administration of his university to conduct research on undergraduate students’ satisfaction with the university. Based on the strengths and limitations of different research designs, which design should he choose to make the administrators happy?

A. mixed methods design

B. compatibility design

C. qualitative design

D. quantitative design

Learning Objective: 17-2: List the major strengths and limitations of quantitative research.

Cognitive Domain: Analysis

Answer Location: Table 17.1: Strengths and Limitations of Quantitative Research

Difficulty Level: Medium

49. An inability to generalize is a limitation of which research methodology?

A. quantitative

B. qualitative

C. qualitative dominant

D. mixed

Learning Objective: 17-1: List the major strengths and limitations of qualitative research.

Cognitive Domain: Knowledge

Answer Location: Table 17.2: Strengths and Limitations of Qualitative Research

Difficulty Level: Easy

50. Lack of matching to local conditions is a limitation of which research methodology?

A. quantitative

B. qualitative

C. qualitative dominant

D. mixed

Learning Objective: 17-2: List the major strengths and limitations of quantitative research.

Cognitive Domain: Knowledge

Answer Location: Table 17.1: Strengths and Limitations of Quantitative Research

Difficulty Level: Easy

51. The identification of contextual variables is a strength of which research methodology?

A. quantitative

B. qualitative

C. quantitative dominant

D. mixed

Learning Objective: 17-1: List the major strengths and limitations of qualitative research.

Cognitive Domain: Knowledge

Answer Location: Table 17.2: Strengths and Limitations of Qualitative Research

Difficulty Level: Easy

52. Tyrone is planning a study. He wants to test a theory and collect and analyze data quickly. He has chosen a qualitative research design. What can you conclude?

A. He does not understand the limitations of qualitative research designs.

B. He does not understand the limitations of quantitative research designs.

C. He does not understand the strengths of qualitative research designs.

D. He does not understand the limitations of mixed research designs.

Learning Objective: 17-1: List the major strengths and limitations of qualitative research.

Cognitive Domain: Analysis

Answer Location: Table 17.2: Strengths and Limitations of Qualitative Research

Difficulty Level: Medium

53. The collection of data in natural settings is a ______.

A. strength of quantitative research

B. limitation of quantitative research

C. strength of qualitative research

D. limitation of qualitative research

Learning Objective: 17-1: List the major strengths and limitations of qualitative research.

Cognitive Domain: Knowledge

Answer Location: Table 17.2: Strengths and Limitations of Qualitative Research

Difficulty Level: Easy

54. In which type of research paradigm are the researcher’s opinions most likely to influence the reported results?

A. monomethods research

B. mixed research

C. quantitative research

D. qualitative research

Learning Objective: 17-1: List the major strengths and limitations of qualitative research.

Cognitive Domain: Comprehension

Answer Location: Table 17.2: Strengths and Limitations of Qualitative Research

Difficulty Level: Medium

55. “Methodological pluralism” is used to refer to ______.

A. monomethods research

B. mixed research

C. quantitative research

D. qualitative research

Learning Objective: 17-4: List several synonyms for the term mixed research.

Cognitive Domain: Comprehension

Answer Location: Mixed Research

Difficulty Level: Medium

56. One of the strengths of mixed research as depicted in the book is ______.

A. the use of words, pictures, and narratives to amplify the numbers obtained

B. the credibility the method has with stakeholders

C. the abstract quality of the findings such studies produce

D. the knowledge base on the relative merits of mixed research designs

Learning Objective: 17-9: Explain the strengths and limitations of mixed research.

Cognitive Domain: Comprehension

Answer Location: Mixed Research

Difficulty Level: Medium

57. Mixed research designs ______.

A. rely on quantitative methods and qualitative data

B. are more efficient than quantitative designs

C. can include the complementary strengths of quantitative and qualitative methods

D. are widely accepted by methodological purists

Learning Objective: 17-9: Explain the strengths and limitations of mixed research.

Cognitive Domain: Comprehension

Answer Location: Mixed Research Designs | Table 17.4: Strengths and Limitations of Mixed Research

Difficulty Level: Medium

58. Strengths of mixed research include all of the following EXCEPT ______.

A. the provision of multiple viewpoints about the research topic

B. the use of concurrent data collection by a single researcher

C. the strengths of one method counteract the weakness of the other

D. convergence and corroboration of findings strengthen the validity of the study

Learning Objective: 17-9: Explain the strengths and limitations of mixed research.

Cognitive Domain: Comprehension

Answer Location: Table 17.4: Strengths and Limitations of Mixed Research

Difficulty Level: Medium

59. Which of the following is a limitation of mixed research according to some researchers?

A. Qualitative and quantitative research methods preclude mixing.

B. It is less expensive.

C. It is less time-consuming than either quantitative or qualitative research.

D. It can answer a broader set of research questions.

Learning Objective: 17-9: Explain the strengths and limitations of mixed research.

Cognitive Domain: Comprehension

Answer Location: Table 17.4: Strengths and Limitations of Mixed Research

Difficulty Level: Medium

True/False

1. In the design QUAL → QUAN, we know that the qualitative and quantitative components were equally emphasized, and that the qualitative component was conducted before the quantitative component.

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Analysis

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

2. Because mixed research involves expertise in qualitative and quantitative research design, several books suggest having multiple researchers involved in mixed research studies.

Learning Objective: 17-9: Explain the strengths and limitations of mixed research

Cognitive Domain: Comprehension

Answer Location: Table 17.4: Strengths and Limitations of Mixed Research | Limitations of Mixed Research

Difficulty Level: Medium

3. A QUAL + quan design in mixed methods research is an “equal-status” design.

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Application

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

4. Multimethod research is another name for mixed research.

Learning Objective: 17-3: Define mixed research (also called mixed methods research).

Cognitive Domain: Knowledge

Answer Location: Mixed Research

Difficulty Level: Easy

5. There is agreement on the one way that a mixed research report should be organized and written.

Learning Objective: 17-9: Explain the strengths and limitations of mixed research.

Cognitive Domain: Comprehension

Answer Location: Step 8. Write the Research Report

Difficulty Level: Medium

6. Online journals, book chapters, and breaking the research report into separate partial reports are the ways through which mixed methods researchers sometimes get around the problem that their research reports tend to be longer than monomethod studies.

Learning Objective: 17-9: Explain the strengths and limitations of mixed research.

Cognitive Domain: Comprehension

Answer Location: Step 8. Write the Research Report

Difficulty Level: Medium

7. Mixed research designs vary in terms of the emphasis on qualitative and quantitative methods as well as the order in which the different methods are implemented in the study.

Learning Objective: 17-6: Compare and contrast the nine mixed methods research designs.

Cognitive Domain: Comprehension

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

8. According to the symbol system used in mixed research design, a plus (i.e., +) sign represents the sequential collection of data.

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Comprehension

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

9. A strength of qualitative research designs is the time-efficient manner in which the data are collected and analyzed.

Learning Objective: 17-1: List the major strengths and limitations of qualitative research.

Cognitive Domain: Comprehension

Answer Location: Table 17.1: Strengths and Limitations of Quantitative Research

Difficulty Level: Medium

10. The steps in mixed methods research should always be followed in a linear or sequential order.

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Comprehension

Answer Location: Stages of the Mixed Research Process

Difficulty Level: Medium

11. In mixed research, validation of the data should only occur toward the end of a study.

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Comprehension

Answer Location: Stages of the Mixed Research Process | Step 6. Continually Validate the Data

Difficulty Level: Medium

12. The combination of symbols QUAL 🡪 quan says that the qualitative paradigm is the dominant paradigm used in the research study and a follow-up quantitative component is included in the study.

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Application

Answer Location: Types of Mixed Research Designs

Difficulty Level: Hard

13. Strengths of quantitative research include the ability to generalize findings and test out theories.

Learning Objective: 17-2: List the major strengths and limitations of quantitative research.

Cognitive Domain: Comprehension

Answer Location: Table 17.1: Strengths and Limitations of Quantitative Research

Difficulty Level: Medium

14. A strength of qualitative research is being able to understand individual’s experiences and interpretations of constructs.

Learning Objective: 17-1: List the major strengths and limitations of qualitative research.

Cognitive Domain: Comprehension

Answer Location: Table 17.1: Strengths and Limitations of Quantitative Research

Difficulty Level: Medium

15. Triangulation is used by researchers to put together results obtained through multiple measures collected by qualitative and quantitative methods.

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Comprehension

Answer Location: Step 2. Determine the Rationale for Using a Mixed Design

Difficulty Level: Medium

16. When a researcher uses mixed methods to extend the breadth and range of her inquiry, she is using mixed research based on a complementarity purpose.

Learning Objective: 17-7: List and explain Greene, Caracelli, and Graham’s (1989) five purposes or rationales for conducting mixed research.

Cognitive Domain: Comprehension

Answer Location: Step 2. Determine the Rationale for Using a Mixed Design

Difficulty Level: Medium

Essay

1. Explain the notational system that is used to describe mixed research designs.

Learning Objective: 17-5: Explain how to use the notational system that is used to depict mixed research designs.

Cognitive Domain: Analysis

Answer Location: Types of Mixed Research Designs

Difficulty Level: Medium

2. Explain how a researcher decides upon the design of his or her mixed research study.

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Application

Answer Location: Step 1. Determine Whether a Mixed Design Is Appropriate | Step 2. Determine the Rationale for Using a Mixed Design

Difficulty Level: Hard

3. Describe how mixed research designs address the strengths and weaknesses of quantitative and qualitative methods.

Learning Objective: 17-3: Define mixed research (also called mixed methods research).

Cognitive Domain: Analysis

Answer Location: Table 17.1: Strengths and Limitations of Quantitative Research | Table 17.2: Strengths and Limitations of Qualitative Research | Table 17.4: Strengths and Limitations of Mixed Research

Difficulty Level: Medium

4. Analyze the strengths and weaknesses of mixed research.

Learning Objective: 17-9: Explain the strengths and limitations of mixed research

Cognitive Domain: Analysis

Answer Location: Table 17.4: Strengths and Limitations of Mixed Research | Limitations of Mixed Research

Difficulty Level: Medium

5. How do researchers decide if they should use a mixed research design?

Learning Objective: 17-8: Describe the eight major steps in the mixed research process.

Cognitive Domain: Analysis

Answer Location: Types of Mixed Research Designs, Step 1. Determine Whether a Mixed Design Is Appropriate

Difficulty Level: Medium