Secondly, Torres analyzed the quantitative data by developing a model that reconfigured Nora et al.'s previously used scales. The data was tested by using "latent variable structural equation modeling (SEM) to assess the data-model fit" (302) to examine the causal influences on why students stayed or did not stay in college. The sixth step is to assess the author's reason for using mixed methods research. Torres used a mixed method design because the study was part of a customized longitudinal research project, and the use of both quantitative and qualitative data offered more insight into the choices of Latino/a college students. The seventh step is to determine how the two types of data were mixed. In this case, the qualitative data was collected and analyzed. By using the themes found in the qualitative data, a model was developed and tested during the quantitative phase.

The eighth step is to identify the mixed methods approach by using the mixed methods notation system. Torres's research can be described as QUAL + quan...

Finally, the ninth step is to draw a picture of the activities that occurred within the study. This image would look somewhat like:
Qualitative

Data Collection

Quantitative

Data Collection

Procedure: interviews

Qualitative

Data

Analysis

Procedure: open and axial coding

Quantitative

Data

Analysis

Procedures: survey

Products:

Emerging themes

Products: interview notes

Procedures: variable structural equation modeling

Products:

Scalable data

Products:

Plausible model

Overall results and interpretation

Procedure:

Two-step analysis process

Data-model fit

Products:

Student responses

Discussion

Recommendations