RE-THINKING MIXED METHODS RESEARCH APPROACH FOR BETTER EDUCATIONAL RESEARCH, POLICY AND PRACTICE

Abstract

The need to re-think mixed methods research for the betterment educational research, policy and practice is due to the observed limitations in both quantitative and qualitative researches to produce generally acceptable research finding, broaden, deeper and better knowledge of educational issues. Mixed methods research although not without challenges enable researchers to conceptually and analytically integrate qualitative and quantitative research data to explore diverse perspective and uncover relationships that exist between the intricate layers of our multifaceted research questions, hence boosting the validity and reliability research finding, expand and strengthen research conclusions. Moreover, MMR approach are generic, it can therefore contribute to the final literature used for educational policies and practices. In this article, the author explain the failures of the classical research models, the rise of mixed method research, and its possible uses, strengths and weaknesses, theoretical foundation and its design as well as it implications for the improvement of educational research, policy and practice.