Mixed Methods in Educational Sciences: A Qualitative Content Analysis of Master’s Theses

Abstract

Mixed methods appeared as the third methodological movement besides the quantitative and qualitative methodologies. This article evaluates master’s theses in educational sciences that combine quantitative and qualitative methods to discuss mixed methods research in Turkey. For that aim, this article introduces a qualitative content analysis focusing on methodology chapters of 28 master’s theses in educational sciences published in 2017 in Turkish universities. We formed our sample with a purposeful approach based on the theses from the Council of Higher Education Thesis Center Database. We first argue that mixed methods’ methodological identity is in question, which is also associated with the approach to qualitative methodology. Second, there are problems in methodological rigor in the theses both for mixed methods’ elements and the qualitative dimensions. Finally, we emphasize the dominance of the quantitative paradigm that sidelines the qualitative inquiry, which appears as an extension to the quantitative part of the studies.