Mixed Methods in Randomized Trials: Realizing the Potential, Avoiding the Pitt-falls

Some researchers and policymakers have argued for more randomized experiments in education (Boruch, 2002; Eisenhart and Towne, 2003; Cook, 2002). Despite a lively debate as to the merits and de-merits of randomized trials, the calls of advocates have been heard. The Institute of Education Sciences (IES), for example, has over the past several years funded more and more randomized experiments to determine the efficacy of educational interventions (NRC, 2002;).

Even as funding and policymaking agencies argue for more randomized trials in education, there has also been growing support mixed method studies. Studies that incorporate both qualitative and quantitative approaches are increasingly popular in education and other applied fields. While mixed method studies are no longer a rarity, there is a scarcity of examples of the mixed methods in use (Taskakkori & Teddlie, 1998). Further, frequently studies that claim to involve mixed methods are merely parallel studies with a much smaller qualitative component tagged on to the all encompassing quantitative component. In these situations, the studies are better described as parallel methods rather than mixed methods.

978_aera2007mixedmethods.pdf