This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Johnson, R. B. Articles by Onwuegbuzie, A. J. Search for Related Content Social Bookmarking                   What's this?

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.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				N. L. Leech Research and the "Inner Circle": The Need to Set Aside Counterproductive Language Educational Researcher, May 1, 2007; 36(4): 200 - 202. [Full Text] [PDF]

				A. E. Kelly and R. K. Yin Strengthening Structured Abstracts for Education Research: The Need for Claim-Based Structured Abstracts Educational Researcher, April 1, 2007; 36(3): 133 - 138. [Abstract] [Full Text] [PDF]

				A. J. Onwuegbuzie, A. E. Witcher, K. M. T. Collins, J. D. Filer, C. D. Wiedmaier, and C. W. Moore Students' Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis American Educational Research Journal, March 1, 2007; 44(1): 113 - 160. [Abstract] [Full Text] [PDF]

				S. C. Yanchar and D. D. Williams Reconsidering the Compatibility Thesis and Eclecticism: Five Proposed Guidelines for Method Use Educational Researcher, December 1, 2006; 35(9): 3 - 12. [Abstract] [PDF]

				S. W. Raudenbush Learning from Attempts to Improve Schooling: The Contribution of Methodological Diversity Educational Researcher, June 1, 2005; 34(5): 25 - 31. [Abstract] [PDF]