Mixed Methods Designs in Educational Research: Concepts, Characteristics, Design Types, and Implementation

Abstract

The development of educational research has increased the demand for methodological approaches capable of integrating quantitative and qualitative data to provide a more comprehensive understanding of educational phenomena. This article aims to analyze the concept of mixed methods designs, including their characteristics, objectives, design types, implementation procedures, strengths, limitations, and applications in educational research. This study employed a descriptive qualitative approach through a literature review by examining relevant books, scientific journal articles, and previous research. Data were collected through documentation techniques and analyzed using content analysis, which involved data reduction, thematic classification, interpretation, and conclusion drawing. The findings indicate that mixed methods designs represent a systematic research strategy that integrates quantitative and qualitative approaches to produce more valid, in-depth, and comprehensive research findings. Various designs, including Sequential Explanatory, Sequential Exploratory, Concurrent Triangulation, Embedded, Transformative, and Multiphase designs, possess distinct characteristics and functions that can be selected according to the objectives of a study. In educational research, the application of mixed methods designs enhances the analysis of learning processes, program evaluation, curriculum development, and evidence-based decision-making. Therefore, this approach serves as an effective methodological alternative for addressing the complexity of contemporary educational issues while strengthening the validity and depth of research findings.