The Prevalence of Philosophical Assumptions Described in Mixed Methods Research in Education

Abstract

Philosophical arguments are expected to provide the foundation of research and should be mentioned when reporting research. This study explores the presentation of philosophical assumptions in 1,026 mixed methods research (MMR) articles from the field of education. Eighty-one papers (7.9%) provided philosophical commitments, and 31 distinct stances were claimed. Philosophy was presented with different roles, including that philosophical stance can direct the decision to use mixed methods or result from that choice. This article contributes the field of MMR by highlighting an oversight in the reporting practices of the MMR community. Possible causes for the findings include weaknesses in research education and knowledge. Alternative models of the research process may be required to accurately match descriptions of research practice.