Author ORCID Identifier
Olha Ketsman, http://orcid.org/0000-0001-9008-409X
Alissa Droog, https://orcid.org/0000-0003-2868-8495
Sumaiya Qazi, https://orcid.org/0009-0002-6913-2581
Document Type
Article
Publication Title
Computers & Education
Abstract
Advancing knowledge in educational technology requires a diverse array of research designs, methodologies, and data sources. Mixed methods research, particularly valuable for studying intricate issues, remains scarce in educational technology. The purpose of this study is to examine the prevalence of mixed methods research studies published in the top 10 educational technology journals between 2018 and 2022. By examining n=2380 articles from top educational technology journals, this study aims to enhance awareness of mixed methodologies among educational technology researchers, highlighting common approaches and identifying gaps. Adhering to best practices for prevalence studies and utilizing methods from evidence synthesis, three authors screened and coded articles for quantitative, qualitative, mixed methods, or non-empirical studies through three stages of data analysis. Results indicate that mixed methods research is underrepresented, constituting only 12% of all published articles, the smallest proportion compared to other types. Furthermore, 64% of these mixed methods studies did not self-identify as such despite employing mixed methods approaches, revealing a gap in methodological understanding. Among those that did self-identify, 68% failed to specify the type of core mixed methods approach used, indicating further gaps. The prevalence of mixed methods research published in the top 10 educational technology journals in a 5-year period ranged between 5% and 15% and is low compared to other types of published studies in the field. Addressing the underrepresentation and improving the specificity of methodological reporting can enhance the overall quality of research in educational technology.
First Page
105207
DOI
https://doi.org/10.1016/j.compedu.2024.105207
Publication Date
3-2025
Recommended Citation
Ketsman, O., Droog, A., & Qazi, S. (2025). Mapping the prevalence of mixed methods research in educational technology journals. Computers & Education, 226. https://doi.org/10.1016/j.compedu.2024.105207
Original Citation
Ketsman, O., Droog, A., & Qazi, S. (2025). Mapping the prevalence of mixed methods research in educational technology journals. Computers & Education, 226. https://doi.org/10.1016/j.compedu.2024.105207
Department
Department of Educational Technology, Research and Assessment (ETRA)| University Libraries
Comments
©2025. This manuscript version is made available under the CC-BY-NC-ND 4.0 license https://creativecommons.org/licenses/by-nc-nd/4.0/
The data that support the findings of this study are openly available in Huskie Commons at: https://huskiecommons.lib.niu.edu/allfaculty-datasets/7/