Table 1.1        Feature* of the Four Sample Mixed Methods Studirs
fttlure	irn..-», 12001?	Kogerj, 0»y, Rjnd*", and JJenuff Vf.iOJJ	AMrldgr, frwr. and Wuang (1999J	Myerf and Ot/Ff < 2tXH)
IlP|j.l	Adolescent mnunce id drug nhVinp	Management o( antrpiycrvorif medvCJtion	Clauvoom learning environment	The auirnilatipn of new employe*) Into organ i rational wiring*
Primary uudy purpow	To examine perception! of dtug rruuance diHicukiM by drug, typ» and level ol druy w	Toeipkyr paiirnt experience* during the e»pefiment*l Ill'.i" Tii-I'K	To identify and explain crow-njtioti.il i iiiv-'i-i/n difference)	To create and validate an trmnjnieni tor measuring organ national ltnmil.it ion
Quantität»* ilala coUetTion	• Structured qumtionniiie	• Outcome ijirrinmvctrtujn puttinlervention. 1-yw follow up)	• Mcaturr mcludrnf multiple )utncalet	• Que»ttonnaif» including multiple vutacaln
[jüjlltJlllC diu collection	• SemttWurtuml • For.ut group interview»	• Oneon-one IfmnlriMluri-d kiIbvkwj	• Clatvoom observation) ■  Student interview) • Teacher interview)	• One-on-one vemirtri* cured interview! • Field note)
(Jci.inllljrrvV	• Cljmlfy by group	• Outcome wore* • Croup nmparitorti	• Scale reliability • Confirmatory 1.h■ rnr jralysn • Croup compamoni	• Scale reliabifrty • Contirmarory (actor analyvt • Correlational tests
djU irxjlyVt	• Content a/uiytä • rVtcenlage* kit each category	« Thematic artalvsi*	■ Narrative ttory development ■ Thematic inalyiu	• Coding • Thematic development • Comparison of (heme* to theory
RcdW>n to* collecting both type* ol data	Need both quantitative and qualitative dau to understand ihe problem	N«d quJlrtJtivp information as part erf in e»penmenul (rial	Need qualitative dau to explain quantitative finding)	Need quantitative data to meawjre qualitative finding)
►■low the two type* of rUrj ww mixed	The two Typ« o* dala were mer{|ed	The qualitative data were embedded ttiirun an raperrmpnf	The qualrtatrve data were connected to the quantitative rmult*	The quantitative data were connected to the qualitative letult)
iNotarnKi	QtMN + QUAl	QlJA.N|oujl]	QUAN -»Qual	quail -* QUAN
Vivu,»l du«rjni	figure 3.3	figure 3 a	Figure 3.5	Figure ].6