Among the 57 mixed methods articles, explanatory sequential designs were most common (52.6%), followed by convergent (40.4%) and exploratory sequential (7.0%) designs¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 30 of 57 articles used an explanatory sequential design (Quan → Qual), 23 used a convergent design (Quan + Qual), and 4 used an exploratory sequential design (Qual → Quan). → Matthew T. McCrudden · Macy Bowman · Gala Sofia Campos Oaxaca 2025

Evidence¶

Matthew T. McCrudden · Macy Bowman · Gala Sofia Campos Oaxaca 2025¶

Matthew T. McCrudden · Macy Bowman · Gala Sofia Campos Oaxaca. (2025). Reporting of Methodological Rigor in Empirical Mixed Methods Research in Educational Psychology. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10090-8

q2 · i? · review · r2

Design-type classification of the 57 articles to evaluate prevalence of designs. The review reports "30 (52.6%; 30/57) used an explanatory sequential design", 23 convergent, and four exploratory sequential; all high- and medium-rated articles used a core Creswell and Plano Clark design.

"30 (52.6%; 30/57) used an explanatory sequential design and indicated the quantitative strand preceded the qualitative strand (Quan → Qual); 23 (40.4%; 22/57) used a convergent design and indicated that the quantitative and qualitative strands were implemented at the same (or approximately at) the same time (Quan + Qual); and four (7.0%; 4/57) used an exploratory sequential design"

Discussion¶

Related Claims¶

• Reporting quality was highest for data collection (84.2% high ratings) and data analysis (80.7%), and lowest for mixed methods study design (47.4%), aims and purposes (52.6%), and elements of writing (54.4%) — related
• Mixed methods articles were rare (2.55% of empirical articles) in five educational psychology journals from 2016 to 2022, with most articles quantitative — related