# Research Approaches in Education: A Comparison of Quantitative, Qualitative and Mixed Methods

Joseph Dave Pregoner

<figure><img src="image_1.png" /></figure>

## To cite this version:

Joseph Dave Pregoner. Research Approaches in Education: A Comparison of Quantitative, Qualitative and Mixed Methods. IMCC Journal of Science, 2024. hal-04879841

HAL Id: hal-04879841

https://hal.science/hal-04879841v1

Submitted on 10 Jan 2025

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_2.png" /></figure>
# Research Approaches in Education: A Comparison of Quantitative, Qualitative and Mixed Methods

Joseph Dave Pregoner

Graduate School of Business Management, Philippine Christian University, Manila, Philippines

* Correspondence: joseph.pregoner.phd@pcu.edu.ph

## Abstract

This paper dissects three fundamental research approaches in education: qualitative, quantitative, and mixed methods. Each offers distinct strengths for investigating educational phenomena, evaluating teaching practices, and informing policy. Qualitative research explores into participants' experiences and contexts, yielding rich, detailed insights. Conversely, quantitative research prioritizes numerical data and statistical analysis, providing objective and generalizable findings. Mixed methods research strategically combines both approaches, fostering a comprehensive understanding and robust validation through triangulation. By unpacking the unique contributions of each approach, this analysis underscores the importance of selecting the most suitable methodology to effectively address specific research questions.

**Keywords:** research approaches, qualitative, quantitative, mixed methods

**Type:** Review Article

Received: 27 March 2023; Revised: 11 February 2024; Accepted for publication: 10 July 2024; Published online: 22 July 2024

## 1. Research Approaches

Research approaches in education are systematic strategies used to investigate educational phenomena, assess teaching methods, and improve learning outcomes [1]. These approaches guide educators and researchers in exploring various aspects of education, from classroom practices to policy development, ensuring that the research is comprehensive and reliable [2]. They provide a framework that helps in structuring the research process, from formulating research questions to analyzing and interpreting data, ultimately contributing to the advancement of educational theory and practice [3].

A key aspect of research approaches in education is the alignment with educational theories and philosophies. These approaches consider the diverse contexts within which education occurs, such as cultural, social, and institutional environments [4]. By grounding research in established theories, educators can explore how different teaching strategies affect student learning, how educational policies impact schools, and how various factors influence educational outcomes. This theoretical grounding ensures that the research is not only systematic but also relevant and applicable to real-world educational settings [5].

The selection of a research approach in education also determines the types of data collected and the methods used for analysis. Educational research can involve a range of data sources, including student assessments, classroom observations, teacher interviews, and educational records. Depending on the research approach, data can be analyzed quantitatively or qualitatively to provide insights into educational practices and outcomes. By employing a well-defined research approach, educators can address

specific educational issues, develop evidence-based interventions, and contribute to the broader field of education research.

## 2. Importance of Using Appropriate Research Approaches

Using appropriate research approaches in education is crucial for several reasons. Firstly, selecting the right approach ensures that the research effectively addresses the specific questions or problems being investigated. Different educational issues may require distinct methodologies to uncover relevant insights, whether they involve quantitative data to measure educational outcomes or qualitative data to explore teaching practices [6]. By aligning the research approach with the research objectives, educators and researchers can produce findings that are both valid and applicable.

Secondly, appropriate research approaches contribute to the credibility and reliability of the research. A well-chosen approach provides a structured framework for data collection and analysis, reducing the risk of biases and errors. This methodological rigor ensures that the findings are trustworthy and can be replicated or validated by others [7]. In educational research, where the stakes can be high for policy-making and instructional practices, maintaining high standards of reliability and validity is essential for generating useful and actionable insights.

Lastly, using suitable research approaches helps in effectively communicating and applying research findings. When the approach aligns with the research questions, it enhances the clarity and relevance of the results. This, in turn, facilitates the dissemination of findings to stakeholders such as educators, policymakers, and the academic community [8]. Well-structured research provides a solid
foundation for evidence-based decision-making and practical improvements in educational settings, ultimately contributing to the advancement of educational practices and outcomes [9].

### 3. Qualitative Research

Qualitative research is a methodological approach that focuses on understanding phenomena through the collection and analysis of non-numerical data [10]. Unlike quantitative research, which relies on numerical data and statistical analysis, qualitative research seeks to explore and interpret the underlying meanings, experiences, and contexts of participants. This approach is particularly valuable for gaining deep insights into complex social, cultural, and educational issues [11]. Table 1 shows the common research designs employed in qualitative research.

At its core, qualitative research involves gathering rich, detailed data through methods such as interviews, focus groups, observations, and content analysis. These methods allow researchers to explore participants' perspectives, emotions, and experiences in their natural settings [12]. Data is often collected through open-ended questions, unstructured or semi-structured interviews, and direct observation, enabling a comprehensive understanding of the subject matter from the participants' point of view [13]. Table 1 shows the

One of the key strengths of qualitative research is its ability to provide contextually rich and nuanced insights. It helps researchers understand the complexity of human behaviour and social interactions by focusing on the subjective experiences of individuals. This approach is valuable for exploring how people make sense of their world, how they interact with their environment, and how they interpret their experiences. By capturing these dimensions, qualitative research can uncover patterns and themes that might not be apparent through quantitative methods [14].

Qualitative research is often exploratory and inductive, meaning that researchers develop theories and insights based on the data collected rather than testing pre-existing hypotheses. This approach allows for flexibility and adaptability throughout the research process, as researchers can modify their methods and focus based on emerging findings. The iterative process of data collection and analysis enables researchers to refine their understanding and develop a deeper conceptual framework grounded in the participants' lived experiences [15].

Qualitative research is important in the education discipline because it delves into the nuanced, subjective experiences of students, teachers, and administrators, offering insights that quantitative methods might miss. It helps to understand the complexities of classroom interactions, teaching methods, and educational environments from the perspectives of those directly involved [16]. By capturing detailed descriptions of educational practices and personal experiences, qualitative research informs the development of more effective, context-sensitive interventions and policies, ultimately leading to improved educational outcomes and practices that are better aligned with the needs and realities of the educational community [17].

Qualitative research provides a deep, nuanced understanding of participants' experiences, motivations, and contexts, offering valuable insights into complex social phenomena [14]. Its strength lies in capturing the richness of individual experiences and the

contexts within which they occur, allowing researchers to explore the underlying meanings and dynamics of the subject matter. This approach is inherently flexible, adapting to new insights and emerging findings throughout the research process [18]. However, qualitative research also has its limitations. The results are often specific to the studied context and may not be generalizable to larger populations [19]. Additionally, the analysis and interpretation of qualitative data can be influenced by researcher bias and personal perspectives, introducing subjectivity into the findings [20]. Furthermore, qualitative research can be time-consuming and labour-intensive, with the process of data collection and analysis requiring significant effort. The complexity of managing and coding detailed data also poses challenges, as thematic analysis can be intricate and demanding [21].

### 4. Quantitative Research

Quantitative research is a systematic investigation that primarily focuses on quantifying relationships, behaviours, phenomena, or patterns through statistical and numerical data. This approach involves the collection and analysis of measurable data to identify trends, test hypotheses, and make generalizations. By utilizing statistical tools and techniques, quantitative research aims to provide objective, replicable, and generalizable findings that contribute to broader knowledge in a given field [34]. The common research designs employed in quantitative research are given in Table 2.

The core of quantitative research lies in its emphasis on numerical data and statistical analysis. Researchers collect data through structured methods such as surveys, experiments, and secondary data analysis. These methods ensure that the data is consistent, reliable, and can be analyzed using statistical techniques. The use of standardized instruments and procedures allows researchers to control variables, reduce biases, and ensure that the findings are based on empirical evidence [35].

One of the primary strengths of quantitative research is its ability to generalize findings to larger populations. By employing techniques such as random sampling and large sample sizes, researchers can draw conclusions that extend beyond the specific sample studied. This generalizability is crucial for making informed decisions and developing theories that apply to various contexts. Quantitative research is often used in educational settings to assess the effectiveness of interventions, measure student performance, and evaluate educational policies [36].

Quantitative research is also characterized by its deductive approach. Researchers start with a hypothesis or research question derived from existing theories or literature and then design the study to test this hypothesis. The focus on hypothesis testing and statistical analysis helps to validate or refute theoretical predictions. This structured approach enables researchers to build upon previous knowledge and contribute to the development of theoretical frameworks in their field [37].

Quantitative research is essential in the education discipline because it provides objective, measurable evidence that can be used to assess the effectiveness of educational interventions, policies, and practices [38]. By employing statistical methods to analyze numerical data, quantitative research can identify trends, measure outcomes, and determine correlations between variables such as teaching methods and student performance. This approach enables
<table><caption>Table 1: Research designs in qualitative research.</caption><thead><tr><td>Research Designs</td><td>Definition</td></tr></thead><tbody><tr><td>Case Study</td><td>A case study involves an in-depth exploration of a single case or a small number of cases within their real-life context [22]. This design is useful for examining unique, complex issues or phenomena in detail. It allows researchers to gather comprehensive data through multiple sources such as interviews, observations, and documents, providing a holistic view of the case [23].</td></tr><tr><td>Phenomenology</td><td>Phenomenology aims to understand and describe the lived experiences of individuals regarding a particular phenomenon [24]. Researchers use in-depth interviews and other methods to explore how participants perceive and make sense of their experiences. The goal is to uncover the essence of these experiences and the meanings attached to them [25].</td></tr><tr><td>Grounded Theory</td><td>Grounded theory focuses on generating or developing a theory that is grounded in the data collected [26]. Researchers collect data through methods like interviews and observations and analyze it inductively to identify patterns and themes. The goal is to build theories that emerge from the data rather than testing existing theories [27].</td></tr><tr><td>Ethnography</td><td>Ethnography involves the in-depth study of people and cultures in their natural environment [28]. Researchers immerse themselves in the setting to observe and interact with participants, often over extended periods. This design provides rich, detailed descriptions of the social practices and cultural norms of a group [29]. Ethnographic research is particularly useful for understanding cultural phenomena and social interactions from the participants' perspective, offering insights into how individuals and groups make sense of their world [30].</td></tr><tr><td>Narrative Inquiry</td><td>Narrative inquiry focuses on the stories and personal narratives of individuals to understand their experiences and identities [31]. Researchers collect stories through interviews or written accounts and analyze how these narratives reflect broader themes and personal meanings [32]. This approach emphasizes the importance of storytelling in capturing the complexity of human experience and provides a means of exploring how individuals construct and interpret their life stories [33].</td></tr></tbody></table>

<table><caption>Table 2: Research designs in quantitative research.</caption><thead><tr><td>Research Designs</td><td>Definition</td></tr></thead><tbody><tr><td>Experimental Design</td><td>Experimental design involves manipulating one or more independent variables to observe their effect on dependent variables. This design is characterized by random assignment of participants to different groups (e.g., treatment and control groups) and the use of controlled conditions to establish cause-and-effect relationships [43]. Common types of experimental designs include:<br/>Randomized Controlled Trials (RCTs): Participants are randomly assigned to experimental and control groups, and the effects of an intervention are measured [44].<br/>Factorial Designs: Multiple independent variables are manipulated simultaneously to examine their individual and interactive effects on dependent variables [45].</td></tr><tr><td>Quasi-Experimental Design</td><td>Quasi-experimental designs are similar to experimental designs but lack random assignment. They are used when randomization is not feasible. This design allows researchers to study the effects of interventions or treatments in real-world settings while controlling for confounding variables [46]. Common types include:<br/>Nonequivalent Control Group Design: Compares outcomes between a group that receives an intervention and a non-randomized control group [47].<br/>Pretest-Posttest Design: Measures variables before and after an intervention to assess changes over time [48].</td></tr><tr><td>Descriptive Design</td><td>Descriptive research designs aim to describe characteristics of a population or phenomenon. They do not involve manipulation of variables but focus on providing a snapshot of the current state of affairs [49]. Common types include:<br/>Survey Research: Uses structured questionnaires or surveys to collect data on participants' attitudes, beliefs, or behaviors. It provides a broad overview of the population [50].</td></tr><tr><td>Correlational Design</td><td>Correlational research examines the relationships between two or more variables to determine if they are associated or correlated. This design does not imply causation but identifies patterns and strengths of associations [51]. Common types include:<br/>Cross-Sectional Studies: Collects data at a single point in time to examine relationships between variables [52].<br/>Longitudinal Studies: Collects data from the same subjects over multiple time points to assess changes and trends over time [53].</td></tr><tr><td>Comparative Design</td><td>Comparative research designs focus on comparing two or more groups or conditions to identify differences or similarities. This design helps to assess the impact of different variables or interventions [54]. Common types include:<br/>Between-Subjects Design: Compares outcomes between different groups of participants exposed to different conditions [55].<br/>Within-Subjects Design: Examines the same participants under different conditions to assess changes in outcomes [56].</td></tr></tbody></table>
educators and policymakers to make data-driven decisions, evaluate the impact of educational programs, and ensure that resources are allocated effectively [39]. Quantitative research thus supports the development of evidence-based practices that can be generalized across larger populations, contributing to a more systematic and rigorous understanding of educational phenomena [40].

Quantitative research excels in providing objective, numerical data that can be statistically analyzed to identify patterns and trends, offering precise measurements and comparisons through standardized tools and procedures. This approach allows for generalizability of results to larger populations if the sample is representative, and typically involves straightforward and efficient data collection and analysis processes. However, it may overlook the context and underlying reasons behind observed trends or relationships, providing limited depth in understanding individual experiences and complex social phenomena [41]. Additionally, quantitative research can be inflexible, with less adaptability to changes or emerging insights during the research process. The focus on numerical data may also lead to oversimplification, potentially reducing complex issues to mere statistics and missing the nuanced aspects of the research topic [42].

## 5. Mixed Methods Research

Mixed methods research integrates both qualitative and quantitative approaches to offer a more comprehensive understanding of a research problem. By combining numerical data with detailed contextual information, this approach leverages the strengths of both methodologies, providing a richer and more nuanced view than either method could achieve on its own. This integration allows researchers to explore a research question from multiple perspectives, enhancing the depth and breadth of their findings [57]. Mixed methods research often use several designs and these are shown in Table 3.

In mixed methods research, data is collected and analyzed through both qualitative and quantitative techniques. Quantitative data typically involves numerical measurements and statistical analysis, providing broad, generalizable insights. Qualitative data, on the other hand, is collected through methods such as interviews, observations, and content analysis, offering detailed, context-rich information about participants' experiences and perspectives. By combining these types of data, researchers can uncover patterns and relationships that might not be visible through a single-method approach [58].

The integration of qualitative and quantitative data helps to address complex research questions more effectively. For instance, quantitative data can identify trends and correlations, while qualitative data can explore the underlying reasons and meanings behind those trends. This combined approach enables researchers to understand not only "what" is occurring but also "why" it is happening, providing a fuller picture of the research topic [59].

Mixed methods research is vital in the education discipline because it combines the strengths of both qualitative and quantitative approaches, providing a more comprehensive analysis of educational issues. By integrating numerical data with detailed contextual insights, mixed methods research offers a fuller understanding of complex educational phenomena. For example, while quantitative data can reveal broad trends and measure the

impact of educational interventions, qualitative data can explore the reasons behind these trends and provide deeper insights into participants' experiences and perspectives. This dual approach allows educators and researchers to address multifaceted questions, validate findings through triangulation, and develop more nuanced and effective educational strategies and policies that are grounded in both statistical evidence and real-world context [60].

Mixed methods research offers a comprehensive view by integrating both qualitative and quantitative data, providing a fuller and more nuanced understanding of the research problem. This approach enhances the credibility and reliability of results through triangulation, combining detailed contextual insights with broad, generalizable data [61]. The flexibility of mixed methods allows researchers to address complex research questions from multiple perspectives. However, mixed methods research can be complex to design and implement, requiring expertise in both qualitative and quantitative techniques. It is often resource-intensive, demanding more time, effort, and resources to collect and analyze diverse types of data [62]. Additionally, integrating qualitative and quantitative data can pose challenges, including difficulties in reconciling conflicting findings. Managing and analyzing large volumes of data also requires advanced data management skills, which can be overwhelming [63].

## 6. Conclusion

The diverse research approaches in education—qualitative, quantitative, and mixed methods—each offer unique strengths and address specific research needs. Qualitative research excels in providing deep, contextual insights into participants' experiences and perspectives, enabling a comprehensive understanding of complex educational phenomena. It captures the richness of individual experiences, though it may face limitations in generalizability and susceptibility to researcher bias.

Quantitative research, by contrast, emphasizes objective measurement and statistical analysis, providing broad, generalizable findings that are critical for assessing educational interventions and policies. While it offers precision and efficiency, it may sometimes oversimplify complex issues and lack contextual depth.

Mixed methods research bridges the gap between these two approaches, integrating qualitative and quantitative data to provide a comprehensive, multidimensional understanding of educational issues. This approach enhances the validity of findings through triangulation and allows researchers to address multifaceted questions. However, mixed methods research can be resource-intensive and complex to implement, requiring proficiency in both methodologies.

Selecting the appropriate research approach is crucial for effectively addressing specific educational research questions. By aligning the research design with the study's objectives, researchers can ensure methodological rigor, enhance the reliability of their findings, and produce actionable insights. Ultimately, the choice of research approach should be guided by the nature of the research problem, the type of data needed, and the goals of the study, ensuring that the research contributes meaningfully to educational theory and practice.
<table><caption>Table 3: Research designs in mixed methods research.</caption><thead><tr><td>Research Designs</td><td>Definition</td></tr></thead><tbody><tr><td>Convergent Design</td><td>In a convergent design, qualitative and quantitative data are collected simultaneously but analyzed separately. After analysis, the results are compared and integrated to provide a comprehensive understanding of the research problem. This design allows researchers to validate findings across both methods and provides a more complete view by corroborating results [64].</td></tr><tr><td>Explanatory Sequential Design</td><td>This design involves collecting and analyzing quantitative data first, followed by qualitative data. The purpose of the qualitative phase is to explain or elaborate on the quantitative findings. For example, a researcher might use a survey to identify trends and then conduct interviews to explore participants' experiences and interpretations behind those trends. This approach helps to provide deeper insights into the quantitative results [65].</td></tr><tr><td>Exploratory Sequential Design</td><td>In an exploratory sequential design, qualitative data is collected and analyzed first, followed by quantitative data. The initial qualitative phase helps to develop theories, hypotheses, or instruments that are then tested in the quantitative phase. For instance, qualitative interviews might be used to develop a survey instrument, which is then used in a larger quantitative study to test hypotheses derived from the initial qualitative findings [66].</td></tr><tr><td>Embedded Design</td><td>An embedded design involves integrating qualitative and quantitative methods within a single phase of the research. For instance, a predominantly quantitative study might include qualitative components (e.g., open-ended survey questions or interviews) to provide additional context and depth. This design allows for the incorporation of qualitative data into a primarily quantitative framework, enhancing the understanding of specific aspects of the research [67].</td></tr></tbody></table>

## Acknowledgement

The authors thank the anonymous reviewers whose valuable suggestions greatly enhanced this paper.

## Conflict of Interest Statement

The author declares no conflict of interest.

## Author Contributions

The author confirms sole responsibility for the following: study conception and design, analysis and interpretation of results, and manuscript preparation. The author has approved the final version of this manuscript.

## References

[1] Matos, J.F.; Piedade, J.; Freitas, A.; Pedro, N.; Dorotea, N.; Pedro, A.; Galego, C. Teaching and learning research methodologies in education: A systematic literature review. *Educ Sci* **2023**, 13, 173.

[2] Mullet, D.R. A general critical discourse analysis framework for educational research. *J Adv Acad* **2018**, 29, 116-142.

[3] Castleberry, A.; Nolen, A. Thematic analysis of qualitative research data: Is it as easy as it sounds? *Curr Pharm Teach Learn* **2018**, 10, 807-815.

[4] Şahin, M.D.; Ozturk, G. Mixed method research: Theoretical foundations, designs and its use in educational research. *Int J Contemp Educ Res* **2019**, 6, 301-310.

[5] Darling-Hammond, L. Research on teaching and teacher education and its influences on policy and practice. *Educ Res* **2016**, 45, 83-91.

[6] Tsang, K.K.; Besley, T. Visual inquiry in educational research. *Beijing Int Rev Educ* **2020**, 2, 2-10.

[7] Eriksen, A. The research literacy of professionals: Reconciling evidence-based practice and practical wisdom. *Prof Prof* **2022**, 12.

[8] Busetto, L.; Wick, W.; Gumbinger, C. How to use and assess qualitative research methods. *Neurol Res Proc* **2020**, 2, 1-14.

[9] Goldhaber, D. Evidence-based teacher preparation: Policy context and what we know. *J Teach Educ* **2019**, 70, 90-101.

[10] Irarrázaval, L. A phenomenological paradigm for empirical research in psychiatry and psychology: Open questions. *Front Psychol* **2020**, 11, 1399.

[11] Ivey, G. Interpreting hidden meaning in qualitative research interview data: Opportunities and challenges. *Qual Res Psychol* **2023**, 20, 21-51.

[12] Moser, A.; Korstjens, I. Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. *Eur J Gen Pract* **2018**, 24, 9-18.

[13] Alamri, W.A. Effectiveness of qualitative research methods: Interviews and diaries. *Int J Eng Cult Stud* **2019**, 2, 65-70.

[14] Lisboa, J.L. Qualitative research: epistemological, theoretical and methodological foundations. *Vivat Academia* **2018**, 21, 69-76.

[15] Azungah, T. Qualitative research: Deductive and inductive approaches to data analysis. *Qual Res J* **2018**, 18, 383-400.

[16] Wilson, E.; Kenny, A.; Dickson-Swift, V. Ethical challenges in community-based participatory research: A scoping review. *Qual Health Res* **2018**, 28, 189-199.

[17] Alderman, L. Context-sensitive evaluation: Determining the context surrounding the implementation of a government policy. *Eval J Aust* **2015**, 15, 4-15.

[18] Mohajan, H.K. Qualitative research methodology in social sciences and related subjects. *J Econom Dev Env People* **2018**, 7, 23-48.

[19] Maxwell, J.A. Why qualitative methods are necessary for generalization. *Qual Psychol* **2021**, 8, 111.

[20] Sutton, J.; Austin, Z. Qualitative research: Data collection, analysis, and management. *Can J Hosp Pharm* **2015**, 68, 226.

[21] Chapple, A.; Ziebland, S. Methodological and practical issues in cross-national qualitative research: Lessons from the literature and a comparative study of the experiences of people receiving a diagnosis of cancer. *Qual Health Res* **2018**, 28, 789-799.

[22] Lewin, S.; Glenton, C. Are we entering a new era for qualitative research? Using qualitative evidence to support guidance and guideline development by the World Health Organization. *Int J Equity Health* **2018**, 17, 126.

[23] Ebneyamini, S.; Sadeghi Moghadam, M.R. Toward developing a framework for conducting case study research. *Int J Qual Methods* **2018**, 17.

[24] Qutoshi, S.B. Phenomenology: A philosophy and method of inquiry. *J Educ Educ Dev* **2018**, 5, 215-222.
[25]Alase, A. The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. *Int J of Educ Liter Stud* **2017**, *5*, 9-19.

[26]Khan, S.N. Qualitative research method: Grounded theory. *Int J Bus Manag* **2014**, *9*, 224-233.

[27]Charmaz, K.; Thornberg, R. The pursuit of quality in grounded theory. *Qual Res Psychol* **2021**, *18*, 305-327.

[28]Willig, C. What can qualitative psychology contribute to psychological knowledge? *Psychol Methods* **2019**, *24*, 796.

[29]Cahill, M.; Robinson, K.; Pettigrew, J.; Galvin, R.; Stanley, M. Qualitative synthesis: A guide to conducting a meta-ethnography. *Br J Occup Ther* **2018**, *81*, 129-137.

[30]Jamali, H.R. Does research using qualitative methods (grounded theory, ethnography, and phenomenology) have more impact? *Libr Inform Sci Res* **2018**, *40*, 201-207.

[31]O'Grady, G.; Clandinin, D.J.; O'Toole, J. Engaging in educational narrative inquiry: making visible alternative knowledge. *Ir Educ Stud* **2018**, *37*, 153-157.

[32]Nasheeda, A.; Abdullah, H.B.; Krauss, S.E.; Ahmed, N.B. Transforming transcripts into stories: A multimethod approach to narrative analysis. *Int J Qual Methods* **2019**, *18*.

[33]Sonderay, A.; Ramugondo, E.; Kathard, H. Case study and narrative inquiry as merged methodologies: A critical narrative perspective. *Int J Qual Methods* **2020**, *19*.

[34]Mohajan, H.K. Quantitative research: A successful investigation in natural and social sciences. *J Econom Dev Env People* **2020**, *9*, 50-79.

[35]Abulela, M.A.; Harwell, M.M. Data analysis: Strengthening Inferences in quantitative education studies conducted by novice researchers. *Educ Sci Theory Pract* **2020**, *20*, 59-78.

[36]Tsang, E.W. Generalizing from research findings: The merits of case studies. *Int J Manag Rev* **2014**, *16*, 369-383.

[37]Casula, M.; Rangarajan, N.; Shields, P. The potential of working hypotheses for deductive exploratory research. *Qual Quan* **2021**, *55*, 1703-1725.

[38]Yue, C.; Xu, X. Review of quantitative methods used in Chinese educational research, 1978-2018. *ECNU Rev Educ* **2019**, *2*, 515-543.

[39]Brookhart, S.M.; Guskey, T.R.; Bowers, A.J.; McMillan, J.H.; Smith, J.K.; Smith, L.F.; Stevens, M.T.; Welsh, M.E. A century of grading research: Meaning and value in the most common educational measure. *Rev Educ Res* **2016**, *86*, 803-848.

[40]Kozleski, E.B. The uses of qualitative research: Powerful methods to inform evidence-based practice in education. *Res Pract Pers Sev Disabil* **2017**, *42*, 19-32.

[41]Boeren, E. The methodological underdog: A review of quantitative research in the key adult education journals. *Adult Educ Q* **2018**, *68*, 63-79.

[42]Winkler, J.A. Embracing complexity and uncertainty. *Ann Am Assoc Geogr* **2016**, *106*, 1418-1433.

[43]Kaiser, T.; Menkhoff, L. Financial education in schools: A meta-analysis of experimental studies. *Econ Educ Rev* **2020**, *78*.

[44]Zabor, E.C.; Kaizer, A.M.; Hobbs, B.P. Randomized controlled trials. *Chest* **2020**, *158*, 79-87.

[45]Baker, T.B.; Smith, S.S.; Bolt, D.M.; Loh, W.Y.; Mermelstein, R.; Fiore, M.C.; Piper, M.E.; Collins, L.M. Implementing clinical research using factorial designs: A primer. *Behav Ther* **2017**, *48*, 567-580.

[46]Park, E.O.; Park, J.H. Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing. *Jpn J Nurs Sci* **2018**, *15*, 125-34.

[47]Krass, I. Quasi experimental designs in pharmacist intervention research. *Int J Clin Pharm* **2016**, *38*, 647-654.

[48]Alessandri, G.; Zuffianò, A.; Perinelli, E. Evaluating intervention programs with a pretest-posttest design: A structural equation modeling approach. *Front Psychol* **2017**, *8*.

[49]Bloomfield, J.; Fisher, M.J. Quantitative research design. *J Austr Rehab Nurse Assoc* **2019**, *22*, 27-30.

[50]Story, D.A.; Tait, A.R. Survey research. *Anesthesiology* **2019**, *130*, 192-202.

[51]Curtis, E.A.; Comiskey, C.; Dempsey, O. Importance and use of correlational research. *Nurse Res* **2016**, *23*.

[52]Wang, X.; Cheng, Z. Cross-sectional studies: Strengths, weaknesses, and recommendations. *Chest* **2020**, *158*, 65-71.

[53]Haas, C.; Hadjar, A. Students' trajectories through higher education: A review of quantitative research. *Higher Educ* **2020**, *79*, 1099-1118.

[54]Han, C.; Riazi, M. The accuracy of student self-assessments of English-Chinese bidirectional interpretation: A longitudinal quantitative study. *Assess Eval Higher Educ* **2018**, *43*, 386-398.

[55]Yin, J.; Yuan, J.; Arfaei, N.; Catalano, P.J.; Allen, J.G.; Spengler, J.D. Effects of biophilic indoor environment on stress and anxiety recovery: A between-subjects experiment in virtual reality. *Environ Int* **2020**, *136*.

[56]Bond, D.S.; Thomas, J.G.; Raynor, H.A.; Moon, J.; Sieling, J.; Trautvetter, J.; Leblond, T.; Wing, R.R. B-MOBILE-A smartphone-based intervention to reduce sedentary time in overweight/obese individuals: a within-subjects experimental trial. *PloS one* **2014**, *9*.

[57]Plano Clark, V.L. Mixed methods research. *J Posit Pyschol* **2017**, *12*, 305-306.

[58]Almeida, F. Strategies to perform a mixed methods study. *Eur J Educ Stud* **2018**.

[59]Almalki, S. Integrating quantitative and qualitative data in mixed methods research-Challenges and benefits. *J Educ Learn* **2016**, *5*, 288-296.

[60]Ponce, O.A.; Pagán-Maldonado, N. Mixed methods research in education: Capturing the complexity of the profession. *Int J Educ Excel* **2015**, *1*, 111-135.

[61]Gibson, C.B. Elaboration, generalization, triangulation, and interpretation: On enhancing the value of mixed method research. *Org Res Methods* **2017**, *20*, 193-223.

[62]Timans, R.; Wouters, P.; Heilbron, J. Mixed methods research: What it is and what it could be. *Theor Soc* **2019**, *48*, 193-216.

[63]Archibald, M.M.; Radil, A.I.; Zhang, X.; Hanson, W.E. Current mixed methods practices in qualitative research: A content analysis of leading journals. *Int J Qual Methods* **2015**, *14*, 5-33.

[64]Moseholm, E.; Fetters, M.D. Conceptual models to guide integration during analysis in convergent mixed methods studies. *Methodol Innov* **2017**, *10*.

[65]Subedi, D. Explanatory sequential mixed method design as the third research community of knowledge claim. *Am J Educ Res* **2016**, *4*, 570-577.

[66]McCrudden, M.T.; Marchand, G.; Schutz, P. Mixed methods in educational psychology inquiry. *Contemp Educ Psychol* **2019**, *57*, 1-8.

[67]Dawadi, S.; Shrestha, S.; Giri, R.A. Mixed-methods research: A discussion on its types, challenges, and criticisms. *J Pract Stud Educ* **2021**, *2*, 25-36.

Publisher's Note: IMCC stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

<figure><img src="image_3.png" /></figure>

Copyright of this article belongs to the journal and the Iligan Medical Center College. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).