Abstract

This paper is concerned with investigating the integration of quantitative and qualitative data in mixed methods research and whether, in spite of its challenges, it can be of positive benefit to many investigative studies. The paper introduces the topic, defines the terms with which this subject deals and undertakes a literature review to outline the challenges and benefits of employing this approach to research. The specific terms research, educational research, research methodologies and methods, research design, quantitative approaches, qualitative approaches and mixed methods approaches are all defined. Mixed methods approaches are outlined in terms of their challenges and benefits, with the researcher offering a personal opinion in conclusion to the paper. The conclusion that was drawn was that provided that mixed methods research was a suitable approach to any given project, its use would yield positive benefits, in that the use of differing approaches has the potential to provide a greater depth and breadth of information which is not possible utilising singular approaches in isolation. In spite of its time-consuming nature, and the suspicion with which some quarters of academia still regard mixed methods research, it does afford opportunities for researchers to have an informed conversation or debate involving information that is generated by both quantitative and qualitative collection methods. Furthermore, evidence would suggest that, rather than restricting the opportunities for research by only utilising either qualitative or quantitative methods, a mixed methods approach provides researchers with a greater scope to investigate educational issues using both words and numbers, to the benefit of educational establishments and society as a whole.

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