Porównaj metody

	Jakościowo-dominujący sekwencyjny projekt wyjaśniający metod mieszanych	Jakościowo-priorytetowy mieszany projekt badawczy
Dziedzina	Projektowanie badań	Projektowanie badań
Rodzina	Process / pipeline	Process / pipeline
Rok powstania	2000s (formalized in Creswell & Plano Clark 2007, 2011, 2018)	1991–2003 (formalized in mixed methods typologies)
Twórca	Creswell & Plano Clark (explanatory sequential base); Morse (priority notation)	Janice Morse; John W. Creswell & Vicki L. Plano Clark
Typ	Mixed methods research design	Mixed methods research design
Źródło pierwotne	Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Sage. ISBN: 978-1483344379	Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Sage. ISBN: 978-1483344379
Inne nazwy	QUAL-dominant explanatory sequential design, qual-priority explanatory sequential MMR, qualitative-weighted explanatory sequential design	QUAL-dominant mixed methods, qualitative-dominant mixed design, qual-priority MMR, qualitative-weighted mixed methods
Pokrewne	6	6
Podsumowanie	The qualitative-dominant explanatory sequential mixed methods design follows a two-phase sequential structure — quantitative data collected first, qualitative data collected second — while assigning dominant analytical weight to the qualitative strand. The quantitative phase surfaces statistical patterns that require deeper explanation; the qualitative phase, which carries greater interpretive authority in this variant, provides the rich contextual understanding that the numbers alone cannot supply.	Qualitative-priority mixed methods design is a mixed methods approach in which qualitative inquiry carries the greater weight — in terms of volume, analytical depth, and interpretive authority — while a supplementary quantitative strand provides supporting evidence. The design acknowledges that the phenomenon under study is best understood through meaning-making, lived experience, or social processes, with numbers used to corroborate or contextualize, not to dominate, the research story.