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Layla Ahmad Al-Khatib
Faculty of Educational Sciences,
University of Jordan,
Amman, Jordan
E-mail: layla.alkhatib@ju.edu.jo
ORCID: 0000-0004-4567-4010
Keywords: research methodology, educational research, qualitative methods, quantitative methods, mixed-methods, teacher education, learning theories
Abstract. This article explores methodological approaches commonly employed in educational research, with a focus on their application and relevance in Jordanian academic contexts. It compares qualitative, quantitative, and mixed-methods designs, highlighting their respective strengths and limitations in addressing research questions in pedagogy. Drawing on recent research projects conducted in Jordan, the study emphasizes the need for contextually appropriate and culturally responsive methodologies that align with local educational realities.
Introduction
The selection and application of research methodology play a critical role in shaping the quality, relevance, and impact of educational research. In recent decades, educational systems in the Middle East, including Jordan, have witnessed increasing demands for evidence-based reforms, policy innovations, and pedagogical improvements. As a result, the methodological choices made by researchers have come under greater scrutiny, especially in terms of their alignment with local educational realities and research objectives. In Jordan, the landscape of educational research has been evolving rapidly. With the expansion of higher education institutions, increased publication pressures, and the influence of international standards, scholars are expected to produce high-quality research that meets both academic rigor and contextual applicability. Despite this progress, there remains limited literature exploring how Jordanian researchers conceptualize and apply different methodological approaches in their work. This study aims to fill this gap by analyzing the methodological patterns in Jordanian educational research. Specifically, it examines the prevalence and characteristics of qualitative, quantitative, and mixed-methods designs in recent publications. In addition, it explores the perceptions of Jordanian scholars regarding the challenges, constraints, and institutional factors that influence their methodological decisions. The findings offer valuable insights for enhancing methodological literacy, research training, and academic support structures in the Jordanian educational system.
Main part. Methodology in educational research refers to the systematic planning and structuring of research activities. It encompasses philosophical paradigms (e.g., positivism, interpretivism, pragmatism) and specific research designs. Each approach reflects different epistemological assumptions and serves distinct research purposes:
- Quantitative Methods: Based on positivist philosophy, these methods aim to test hypotheses, measure variables, and generalize findings.
- Qualitative Methods: Rooted in interpretivism, they seek to understand phenomena in depth through narrative data, often from interviews or observations.
- Mixed-Methods: This pragmatic approach combines both, offering a comprehensive perspective.
This study adopts a qualitative-dominant mixed-methods approach, integrating documentary analysis and semi-structured expert interviews to gain a comprehensive understanding of methodological trends in Jordanian educational research.
The first phase of the study involved a systematic documentary analysis of 35 peer-reviewed academic articles published by Jordanian scholars between 2018 and 2023. The articles were selected from leading regional and international educational journals indexed in Scopus, ERIC, and regional Arabic databases such as Dar AlMandumah. Inclusion criteria included:
- Articles focused explicitly on pedagogical or educational research conducted in Jordan;
- Clear articulation of research methodology and design;
- Availability in full text.
Each article was reviewed to extract data on the type of methodology used (quantitative, qualitative, or mixed-methods), research instruments, sampling strategies, data analysis techniques, and the educational context (e.g., primary education, teacher training, higher education).
A thematic content analysis was then applied using NVivo 12 software. Thematic codes were both pre-determined (e.g., research paradigm, data collection method) and emergent (e.g., rationale for choice of method, constraints). The frequency and contextual application of each methodological approach were compared across variables such as educational level, institutional affiliation, and publication language.
In the second phase, semi-structured interviews were conducted with 10 educational researchers from three leading Jordanian universities: the University of Jordan, Yarmouk University, and the Hashemite University. Participants were selected through purposive sampling, based on their extensive publication history and involvement in postgraduate research supervision.
Interviews lasted between 45 and 60 minutes and were conducted either face-to-face or via secure video conferencing platforms, depending on participant availability. The interview protocol focused on the following key areas:
- Researchers’ perceptions of various methodological approaches;
- Factors influencing their methodological choices (e.g., institutional policy, funding, access to data);
- Challenges encountered in applying or combining methodologies;
Their training background and views on methodological education in Jordan. All interviews were audio-recorded with consent and transcribed verbatim. Thematic analysis was performed iteratively, with coding aligned to the conceptual framework of the study. Triangulation between interview data and the documentary analysis helped to validate findings and provide a nuanced understanding of methodological preferences and constraints.
Prior to data collection, ethical approval was obtained from the University of Jordan’s Research Ethics Committee. All participants were informed about the purpose of the study and signed a consent form ensuring voluntary participation, anonymity, and the right to withdraw at any time without consequence. All collected data were stored securely and used solely for academic purposes.
Conclusion
This study highlights the prevailing methodological trends in educational research conducted by Jordanian scholars, revealing a strong inclination toward quantitative approaches, albeit with a growing appreciation for qualitative and mixed-methods designs. The findings suggest that institutional expectations, publication norms, and limited access to methodological training significantly shape researchers’ decisions.
While quantitative research remains dominant due to its perceived objectivity and ease of publication, many scholars recognize the value of qualitative inquiry for capturing contextual and cultural nuances in education. However, challenges such as limited funding, bureaucratic obstacles in schools, and insufficient interdisciplinary collaboration hinder broader methodological experimentation. To address these limitations, Jordanian universities and research institutions must prioritize comprehensive training in diverse research methods, foster methodological innovation, and create supportive environments for reflective and contextually grounded research. By strengthening the methodological foundations of educational research, Jordan can more effectively contribute to regional knowledge production and educational improvement.
References
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