Module: Mixed Methods Approaches to Ed. Research

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Mixed Methods Approaches to Ed. Research
Module Code	EDU1059 (ITS: IE601)
Faculty	Policy & Professional Practice	School	DCU Institute of Education
NFQ level	9	Credit Rating	5

Description

This module focuses on the rationale for, and application of, mixed methods to research problems in education. It challenges students to interrogate the epistemological and ontological principles underpinning quantitative and qualitative research and the implications of adopting a pragmatic approach to one's research. Using taxonomies of mixed methods research designs, students are supported to articulate and defend the nature, extent, timing, and weighting of 'mixing' within their Ph.D. or Masters by Research study. By exploring a range of quantitative (quasi-experimental, single case, repeated measures...) and qualitative (case studies, ethnography, grounded theory...) designs, their associated uses and limitations, students are supported to rationalize their research designs to ensure feasibility and 'best-fit' with their research topic, problem and question(s). Particular attention is paid to the practicalities of using a range of methods and tools in one study and the implications for data collection, analysis, triangulation, interpretation, validity/reliability/trustworthiness and generalisability.

Learning Outcomes

1. Classify research designs, methodologies and strategies in accordance with underpinning philosophies and worldviews.
2. LO2 Critically appraise the opportunities and challenges that present for the researcher who decides to mix quantitative and qualitative methodologies in educational research.
3. LO3 Adopt and articulate an informed justification for the use of mixed methods in his/her research project.
4. Craft a workable project plan for his/her research that maps the anticipated actions and decisions to be made at critical junctures of a potential Mixed Methods research project (regarding, for example, sampling, instrumentation - choice/design/adaptation, piloting, data collection, recording, review, mixing, analysis, etc.).
5. Consider ethical issues that can occur when using mixed methods research designs such as convergent, explanatory, experimental, social justice and multi-stage designs.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	20	Lectures Active engagement in class and group-based discussion and critique of course content. 20
Online activity	25	Participation in Synchronous and/or asynchronous classes. Discussion and/or critical review of relevant research recommended by the tutor(s)
Independent Study	30	Reading and critical review of literature relevant to the module
Assessment Feedback	50	Mixed Methods Research Plan, Oral presentation and defence of research plan
Total Workload: 125

Section Breakdown
CRN	21343	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	PASS/FAIL	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Martin Brown	Module Teacher	Majella Mcsharry

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Students are required to craft a workable Mixed Methods Research plan for their research that maps the anticipated actions and decisions that will have to be made (or have already been made) at critical junctures on their research journey. The research plan will include the following items: 1.Title 2.Introduction (Problem, Worldview/theoretical lens, Audience, Purpose Statement, Research Questions) 3.Literature Review 4.Methods; 5.Ethical issues; 6.Reliability and Validity issues;7. Researcher resources and skills; 8. References, Appendices.	80%	n/a
Presentation	Oral presentation and defence of research plan.	20%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

1
Philosophical stances/worldviews and the extent to which they fit with mixed methods research

2
Taxonomies of mixed methods research

3
Qualitative and quantitative weighting, sequencing and mixing within mixed methods designs

4
Data collection: concurrent, sequential, nested…

5
Data analysis: 'Quantitization' of qualitative data; distinct and/or mixed reporting; triangulation

6
Validity, reliability, trustworthiness, generalisability, saturation

7
Limitations

8
Ethical issues in Mixed Methods Research

9
Development of systematic Mixed Research Plan

Indicative Reading List

Books:

Creswell, J. and Plano Clark, V: 2017, Designing and conducting mixed methods research, 3rd, Sage, Thousand Oaks, CA,
Creswell, J. W.: 2014, A Concise Introduction to Mixed Methods Research, Sage, Thousand Oakes,
Brown, M., McNamara,G., O'Hara, J., O'Brien, S., Poole, P,, and Burns, D.: 2017, A mixed metthods Evaluation of the PDST ePortfolio initiative: Integrating ePortfolios in Education., EQI, Dublin,
Creswell, J. W.: 2008, Research design: qualitative, quantitative, and mixed methods approaches, 3rd ed., Sage, Thousand Oakes, CA,
Greene, J.: 2007, Mixed methods in social inquiry, San Francisco, Jossey Bass,

Articles:

Doyle, L., Brady, A. M. and Byrne, G.: 2009, An overview of mixed methods research., Journal of Research in Nursing, 14(2), pp.175-185., 0
2013: Paradigms lost and paradigms regained., Journal of Mixed Methods Research, 7(1), 3-5, 0, 1
Death of mixed methods? Or the rebirth of research as a craft.: Evaluation & Research in Education, 23(2), pp.121-136., 0, 1, Greene, J.
International Journal of Research & Method in Education: 28(2), pp.207-211, 0, 1, Ivankova, N. and Stick, S., 2007
48(1), pp.93-135: 0, 1, Ivankova, N., Creswell, J. and Stick, S., 2006, Using mixed-methods sequential explanatory design: from theory to practice
0: 1, Johnson, R., Onwuegbuzie, A. and Turner, L., 2007, Toward a definition of mixed methods research, Journal of Mixed Methods Research, 1(2), pp.112-133.,
1: Johnson, R. and Onwuegbuzie, A., 2004, Mixed methods research: a research paradigm whose time has come, . Educational Researcher, 33(7), pp.14-26,
Mertens, D.: 2012, What comes first? The paradigm or the approach, Journal of Mixed Methods Research, 6(4), pp.255-257., 0
2007: Paradigms lost and pragmatism regained methodological implications of combining qualitative and quantitative methods, Journal of Mixed Methods Research, 1(1), 48-76, 0, 1
Common “core” characteristics of mixed methods research a review of critical issues and call for greater convergence: American Behavioral Scientist, 56(6), pp.774-788, 0, 1, Youngs, H. and Piggot-Irvine, E.
. Journal of Mixed Methods Research: 6(3), 184-198,

Other Resources

Journal of Mixed Methods Research: Journal, http://journals.sagepub.com/home/mmr