چکیده (انگلیسی):

ABSTRACT: Mixed methods are the third paradigm of educational research. Both quantitative and qualitative
approaches are considered in mixed methods research. The quantitative paradigm is influenced by positivism and
qualitative paradigm is under the influence of hermeneutics, critical theory, and post-structuralism, but
philosophical foundation for mixed methods research is pragmatism. Therefore, educational researchers can
benefit from positive features of qualitative and quantitative research. In mixed methods, researchers collect,
analyze and integrate qualitative and quantitative data. Since quantitative research takes statistical methods,
experimental and quasi-experimental design, therefore its findings have the power of prediction and
generalization. In contrast, qualitative research findings can understand the underlying layers of social
phenomenon. Therefore, the supporters of mixed methods research are trying to design research that will have
both precision and depth. In data collection, researchers must decide about the values of each quantitative and
qualitative approach respectively (equal or dominant) and their time order (concurrent or sequential). In data
analysis stage, the researchers can use statistical techniques and descriptive - analytical methods. Then
researchers can use triangulation to confirm the validity of research findings and prepare the final research report.
The authors believe that educational research findings should possess three features: a) The findings must be able
to be generalized to most students; b) The findings must be able to deeply study the social context and the human
relations in schools; c) The findings will be able to show a significant link between educational theory and practice
and also help to solve the educational problems.