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A sequential mixed method design was employed.
A mixed method design was used to identify tasks, inclusive of focus groups and field observations.
A quantitative method design was used to address the research objective.
A mixed method design was used to investigate the use of error analysis in a seventh-grade mathematics unit on equations and inequalities.
A mixed method design was used and included students ages 6 through 13 (n = 110) and parents, teachers, and community leaders (n = 20).
A mixed method design was used to analyze data from 110 participants between 5 and 15 years of age, who were examined in a Swedish radiology department.
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The detailed information on the method design is given in Table 1.
An important consideration for the purification method design is the choice of pore size to be used for filtration steps.
The references to the relevant literature on the mixed method design were also provided in order to support the proposed methodology.
Explanatory mixed method design is a two phased study, which starts with the collection of quantitative data followed by qualitative data.
To meet the purpose of this research, mixed-method design was followed.
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