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Mixed Methods Research: A Research Paradigm Whose Time Has Come

University of South Alabama, College of Education, BSET, 3700 UCOM, Mobile, AL 36688; bjohnson{at}usouthal.edu. His area of specialization is research methodology

Anthony J. Onwuegbuzie, Professor Associate

Department of Educational Measurement and Research, University of South Florida, 4202 East Fowler Avenue, EDU 162, Tampa, FL 33620-7750; tonyonwuegbuzie{at}aol.com. His areas of specialization are disadvantaged and under-served populations (e.g., minorities and juvenile delinquents) and methodological topics in the areas of quantitative, qualitative, and mixed methods

The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm "wars" and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it.

Educational Researcher, Vol. 33, No. 7, 14-26 (2004)
DOI: 10.3102/0013189X033007014


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