El Enfoque integrador de la metodología mixta en la investigación educativa

Sara Bagur Pons; Maria Rosa  Rosselló Ramon; Berta Paz Lourido; Sebastià  Verger

doi:10.30827/relieve.v27i1.21053

Authors

Sara Bagur Pons University of Balearic Islands
Maria Rosa Rosselló Ramon University of Balearic Islands
Berta Paz Lourido University of Balearic Islands
Sebastià Verger University of Balearic Islands

DOI:

https://doi.org/10.30827/relieve.v27i1.21053

Keywords:

mixed methodology, integration, research project, educational research, sciences of education

Abstract

Educational research examines complex and dynamic social phenomena which requires a global perspective. The integrative approach of mixed methodologies (MM) allows QUAL and QUAN perspectives to be merged during the research process. Flexibility, the nature of the phenomenon and analytical density are essential aspects of this integration. The present study aims to analyse the integration of MM as a way of improving the quality and validity of educational research. A systematic review of literature published over the last ten years was carried out following the PRISMA protocol. A total of 22 documents were analysed. Present findings reveal that the effectiveness of MM lies in the degree of integration achieved with regards to methodological equality. In order to address this, it is necessary to consider its integration within theoretical perspectives, alongside research justification, design, objectives, methods, data analysis and transfer, and organisation of the research team. Nonetheless, there are many challenges to effective integration. These include debate pertaining to the rigidity of QUAL and QUAN approaches, the efficacy of integrating MM, research quality and the evaluation criteria of separatist currents which may overshadow the nature of integration. The rise of MM has contributed to understanding the dynamism of educational phenomena. The greatest potential of MM is found in its capacity to achieve effective integration but, at the same time, it presents a challenge for research teams. Hence, consolidated bases are needed to enable the scientific community to develop practices guided by principles of quality, validity and research effectiveness

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Author Biographies

Sara Bagur Pons, University of Balearic Islands

PhD student in Education with University Teacher Training contract (FPU19/02941) in the Department of Applied Pedagogy and Educational Psychology, UIB. Member of the Inclusive Schooling and Diversity Research Group (GREID). Her research refers, among others, to early care, inclusive education and mixed methodology.

Maria Rosa Rosselló Ramon, University of Balearic Islands

Associate professor at the Department of Didactics and School Organisation in the Department of Applied Pedagogy and Educational Psychology, UIB. Member of the Inclusive Schooling and Diversity Research Group (GREID). Her research refers, among others, to the inclusive education, didactics and curriculum and school organisation.

Berta Paz Lourido, University of Balearic Islands

Associate professor at the Department of Nursing and Physiotherapy, UIB. Member of the Childhood, Technology, Education and Diversity Research Group, IRIE (Institute of Research and Innovation in Education), as well as principal researcher (coordinator) of ECYCS (Education, Communication and Quality in Health, UIB) and GHIS (History of health) at IUNICS (Research Institute of health Sciences). Her research refers, among others, to the schooling of minors with chronic diseases and early care.

Sebastià Verger, University of Balearic Islands

Associate professor at the Department of Didactics and School Organisation in the Department of Applied Pedagogy and Educational Psychology, UIB. Principal researcher (coordinator) of the Research Group on Inclusive Schooling and Diversity (GREID). Member of Institute of Research and Innovation in Education (IRIE). His research concerns, among others, to the inclusive education, hospital pedagogy and early care.

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