Abstract

Qualitative and quantitative research is often presented as two fundamentally different paradigms in studying the social world. The mixed method approach has evolved into the third methodology of movement in educational research. The validity of mixed methods research as an important problem, however, has not been extensively examined. In addition, prior discussion on validity in mixed methods research focused on research design and procedures, not validity. This paper presents another perspective by using philosophical and methodological insights resulting from Habermas's critical theory. Theoretical assumptions and how they are consistent with the principles of mixed methods research are introduced.

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