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%)¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Across 57 mixed methods articles, high ratings were most frequent for data collection and data analysis and least frequent for study design labeling, aims and purposes, and elements of writing. → 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
Content analysis of 57 articles coded with a six-element rubric adapted from Harrison et al. (2020) by two independent raters (94.7% pre-reconciliation agreement). The review reports "data collection (84.2%; n = 48/57) and data analysis (80.7%; n = 46/57)" received the most high ratings.
"The two characteristics with the greatest quantity of high ratings were data collection (84.2%; n = 48/57) and data analysis (80.7%; n = 46/57). The articles also tended to receive high ratings for integration (71.9%; n = 41/57)."
Discussion¶
Related Claims¶
- 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 — 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
- Use of mixed methods in educational psychology journals increased after the 2019 Contemporary Educational Psychology special issue, with 54.4% of the 2016–2022 mixed methods articles published in 2020–2022 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reporting-quality-varies-by-rigor-element |
title |
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%) |
description |
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%) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — matthew-t-mccrudden-macy-bowman-gala-sofia-campos-oaxaca-2025 |
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