منهجيات البحث المختلط في التربية : تحول في النموذج

Abstract EN

This paper aims to discuss the challenges that “mixed method research methodologies” pose that are expected to have distinct contributions to deepen our understanding of educational scientific knowledge, and to break out of the cloak of narrow statistical significance- based research, towards a broader field of serious investigation of education and learning issues.

The paper discusses, first, the quantitative/qualitative divide as a particular methodological debate in educational research.

It provides an overview of the rise of the “mixed research methodologies” as a result of what is known, “a paradigm war”, and as a response to the growing concern about poor levels of experemental validity of much educational research.

The paper reviews also what mixed-methods research is, its philosophical assumptions, and the basic features of its major designs; and discusses issues of interest to the researchers when using any of these designs.

Furthermore, the paper reviews the methodologies of four research studies in the field of mathematics education, each of which utilized a mixed method design.

One of these studies has been analyzed in detail to reveal the methodological foundations upon which the use of mixed-method design was based.

This shows also how the choice of the design was prompted by the logical analysis of the research objective and its hypotheses; hence, the methodologies for developing and validating data collection and analysis techniques, both qualitative and quantitative, were directed towards achieving the research goal.

These reviewed examples of research projects demonstrate how the utilization of appropriate mixed method designs can achieve a deeper and more comprehensive understanding of the researched inquiry