State of Mixed Methods research in Engineering Education: In-depth examination of JEE articles, 2010–2015

Abstract

Mixed methods study designs can improve understanding of many research questions in ways not possible with only qualitative or quantitative methods. Yet despite its potential advantages, mixed methods research carries challenges related to added time and resources, research skill requirements, and justification hurdles. In recent years, scholars have started using mixed methods research to understand problems related to engineering education such as student retention, active learning, diversity, and classroom-based research. In this paper we report on an in-depth examination of mixed methods research articles published 2010–2015 in the Journal of Engineering Education (JEE). We found 12 qualifying articles that explicitly mentioned mixed methods in the abstract. To evaluate the identified studies we used a research process oriented framework that offers guidance for Good Reporting on a Mixed Methods Study (GRAMMS). The results from this in-depth examination of the selected JEE articles using the GRAMMS framework suggests that authors needed to be more explicit about the rationale behind using a mixed methods approach. It also suggests a need for more explicit focus on reporting the integration of qualitative and quantitative components. We expect our findings will be useful for researchers who are involved with carrying out and/or reviewing mixed methods studies, including by providing a view on the current state of the field and associated considerations for evaluating the quality of mixed methods research.