Education Doctoral Students’ Perceptions on Mixed Methods Research: Value, Rigor, and Feasibility

This mixed methods study examined doctoral students’ ( N = 22) perceptions of mixed methods research, as well as their training needs. We used descriptive statistics to analyze closed-ended survey data and axial coding to analyze open-ended survey responses, course discussion boards, and qualitative interview data. The findings have implications for education doctoral programs as they consider requirements for research methods sequences. Findings suggest that there are advantages to including mixed methods coursework for doctoral students in schools of education and that the experiences can help strengthen students’ overall research skills, influence future research experiences, and aid in identification of needs for more training.