A research design is defined by Yin (2003:20) as “a logical plan for getting
from here to there, where here may be defined as the initial set of questions and there is the conclusions to these questions”. Saunders et al. (2012:680)
view the research design as “a framework for the collection and analysis of
data to answer the research questions and meet research objectives providing reasoned justification for choice of data sources, collection methods and analysis techniques”. The process of a research design is to ensure that the evidence acquired allows the researcher to answer the main research questions in a clear manner and to satisfy the aims and objectives
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of the study (Creswell, 2009). In addition, it develops the plan of how research should be carried out. It also includes theoretical and philosophical assumptions upon which research is based. This will then enlighten the methods adopted for the study. Creswell (2012 and 2014) identifies some types of mixed methods designs such as the convergent parallel design, the explanatory sequential design, the exploratory sequential design, the embedded design, the transformative design, and the multiphase design.
a) The convergent parallel design is a form of mixed methods research in which quantitative data and qualitative data are merged to provide a comprehensive analysis of the research problem. Both quantitative data and qualitative data are given equal priority and are collected and analysed simultaneously and seperately. The findings are compared and integrated to achieve the interpretation; and if there are are any contradictions, they should be explained or further probed.
b) The explanatory sequential design involves two phases in which
quantitative data collection and analysis are done initially and followed up with qualitative data collection and analysis to get the interpretation. The key idea is that the qualitative data collection builds directly on the quantitative results. Thus, quantitative data are given the priority while qualitative data are used to refine the results from the quantitative data and elaborate the findings. The qualitative sample should be the same or part of the same quantitative sample because the aim of this design is to follow up the quantitative results and explore them in more depth. This design is the most popular form of mixed methods design in educational research.
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c) The exploratory sequential design is the reverse sequence of the
explanatory sequential design; that is, qualitative data collection and analysis precede and build to quantitative data collection and analysis to get the interpretation. The intention of this design is to develop better measurements with specific samples of populations and to find out if data from a small sample in the qualitative phase can be generalised to a larger sample of a population. However, the sample for the quantitative data collection cannot be the same because the quantitative sample needs to be much larger than the qualitative sample. Consequently, the results of both phases cannot be compared. The qualitative results are exploratory and the quantitative results refine and extend the qualitative findings to determine whether the qualitative outcomes can be generalised to a larger sample.
d) The embedded design is an advanced mixed methods design that
integrates the elements of convergent, explanatory sequential and exploratory sequential designs. In general, quantitative and qualitative data can be collected simultaneosly or sequentially but one form of data plays a supportive role and provides additional information to the primary form of data. Quantitative data are often the major form and qualitative data usually take the secondary status. The two datasets are analysed separately then compared.
e) The transformative design encases the convergent, explanatory,
exploratory, or embeded design within a transformative framework. Quantitative and qualitative data could be processed convergently or they
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could be ordered sequentially with one building on the other. This design uses a theoretical lens drawn from social justice as a perspective. The typical frameworks in this mixed methods design are feminist, ethnic, racial, and disability perspectives. Thus, the intent of this design is to address and engage a social issue for underpresented or marginalised populations in research that brings about change or reform.
f) The multiphase design is common in the fields of evaluation and
programme interventions. Concurrent or sequential strategies are used to best understand a long-term programme goal. This design involves examining and studying a problem or topic through a series of phases or separate studies by a group of researchers to address a common research objective. The different phases or studies should link together to provide insight into an overall project objective.
The selection of an appropriate research design has significant implications for the whole process of the research (Easterby-Smith et al., 2002; Creswell, 2009). According to Bryman and Bell (2011), the choice of research design is based on the research questions, objectives, time, the extent of the existing knowledge and other resources. However, it should be noted that there is no research design that is more superior or less inferior to any other design or strategy (Churchill and Lacobucci, 2009).
In this study, (a quantitative method) closed questionnaires were distributed and analysed before conducting semi-structured interviews (a qualitative method). Thus, this study is following the embedded mixed methods design. After measuring the students’ views about their reading
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skills and about the teaching strategies of their lecturers, interviews were conducted to gauge and interpret the lecturers’ points of view about the teaching and learning of reading comprehension. Afterwards, the results were compared and integrated to gain a deeper understanding of the problems and obstacles that EFL students and lectures encounter in reading classes at the Department of English at Zawia University in Libya, which can enable the researcher to benefit the stakeholders and decision- makers in this respect and make recommendations based on the findings of this study.