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Mixed-methods and evaluation research: trends and issues
Steven I Miller1, Marcel Fredericks
1School of Education, Loyola University Chicago, IL, USA.
Qualitative Health Research
|March 4, 2006
Summary
This study explores mixed-methods research for educational evaluation, noting challenges like unclear rules. Quantitative-dominant sequential analysis shows potential for educational policy studies.
Area of Science:
- Educational Research
- Research Methodology
Background:
- Mixed-methods research is an emerging field with diverse designs and models.
- Its application in educational evaluation presents unique challenges, including a lack of standardized procedures and varying philosophical underpinnings (ontological commitments).
Purpose of the Study:
- To explore the relevance and applicability of mixed-methods research in educational evaluation.
- To identify and analyze general issues and problems associated with this emerging research field.
Main Methods:
- The study provides an initial exploration and analysis of mixed-methods research concepts.
- Focuses on the challenges and potential utility of specific mixed-methods designs.
Main Results:
- Mixed-methods research faces challenges such as undefined procedural rules and differing ontological commitments.
- A specific design, quantitative-dominant sequential analysis, is identified as potentially useful.
Conclusions:
- Despite challenges, mixed-methods research, particularly quantitative-dominant sequential analysis, may offer valuable approaches for educational evaluation and policy studies.