The mixed research approach in professional master’s dissertations on education and teaching of technology in Brazil
DOI:
https://doi.org/10.31417/educitec.v10.2313Keywords:
research methods, methodology, scientific approach, master’s degreeAbstract
The present study discloses the findings of an investigation conducted on professional master's theses from various Brazilian institutions. The goal was to categorize the investigations that adopted a mixed-methods approach through documentary research, focusing on professional master's theses set within the concentration areas of education and teaching of technology, with an emphasis on the methodology employed. The study’s objective is of both exploratory and descriptive nature, whose design consists of a sequential explanatory mixed method. In the first phase, 667 theses from 13 Brazilian institutions were analyzed, in which it was identified that 136 (20.4%) adopted the mixed-methods approach. In the second stage, the analysis was limited to the 136 theses with a mixed-methods approach: of this group, only 22 (16.2%) fully met all the established criteria (nature, objectives, approach, procedures, instruments, presentation of results, and analysis of results), meaning that 114 (83.8%) had some deficiencies regarding the set criteria. From the given focus, it can be inferred that the mixed-methods approach is the least prevalent in scientific research, with the qualitative being the most recurring. This can be attributed to several factors such as initial training issues, unfamiliarity with quantitative techniques, or the perception that quantitative data do not allow a deeper analysis of research problems.
Downloads
Metrics
References
BRASIL. Ministério da Educação. Plano Nacional de Pós-Graduação 2011-2020. Brasília, DF: CAPES, 2010.
CRAMER, D.; HOWITT, D. The SAGE Dictionary of Statistics. Londres: SAGE Publications, 2004. DOI: https://doi.org/10.4135/9780857020123
CRESWELL, J. W.; CRESWELL, J. D. Projeto de pesquisa: método qualitativo, quantitativo e misto. 5. ed. Porto Alegre: Penso, 2021.
CRESWELL, J. W.; PLANO CLARK, V. L. Desing and conducting mixed method research. 2. ed. Thousand Oaks, CA: SAGE Publications, 2011.
GATTI, B. A. Estudos quantitativos em educação. Educação e Pesquisa, São Paulo, v. 30, n. 1, p. 11-30, jan./abr. 2004. Disponível em: https://www.scielo.br/j/ep/a/XBpXkMkBSsbBCrCLWjzyWyB/?lang=pt&format=pdf. Acesso em: 19 jul. 2023. DOI: https://doi.org/10.1590/S1517-97022004000100002
GATTI, B. A. Implicações e perspectivas da pesquisa educacional no Brasil contemporâneo. Cadernos de Pesquisa, São Paulo, n. 113, p. 68-81, jul. 2001. Disponível em: https://www.scielo.br/j/cp/a/VVXgbRbzwwsLTZvmYSL6M9b/?format=pdf&lang=pt. Acesso em: 24 abr. 2023. DOI: https://doi.org/10.1590/S0100-15742001000200004
GIL, A. C. Métodos e técnicas de pesquisa social. 7. ed. São Paulo: Atlas, 2019.
GIL, A. C. Como elaborar projetos de pesquisa. 7. ed. São Paulo: Atlas, 2022.
MATIAS-PEREIRA, J. Manual de metodologia da pesquisa científica. 4. ed. São Paulo: Atlas, 2019.
MATTAR, J.; RAMOS, D. K. Metodologia da pesquisa em educação: abordagens qualitativas, quantitativas e mistas. 1. ed. São Paulo: Edições 70, 2021.
MINAYO, M. C. S.; SANCHES, O. Quantitativo-qualitativo: oposição ou complementaridade? Cadernos de Saúde Pública, Rio de Janeiro, v. 9, n. 3, p. 239-262, 1993. DOI: https://doi.org/10.1590/S0102-311X1993000300002
MOREIRA, H.; CALEFFE L. G. Metodologia da pesquisa para o professor pesquisador. 2. ed. Rio de Janeiro: Lamparina, 2008.
MORGAN, D. L. Paradigms lost and pragmatism regained: methodological implications of combining qualitative and quantitative methods. Journal of Mixed Methods Research, [s. l.], v. 1, n. 1, p. 48-76, 2007. DOI: https://doi.org/10.1177/2345678906292462
OLIVEIRA, E. C.; MOREIRA, F. J. F.; SILVA, S. V. C. Abordagens mistas na pesquisa em dissertações de mestrado de um programa de pós-graduação de educação. Revista Transmutare, Curitiba, v. 4, e.1911322, p. 1-17, 2019. Disponível em: https://periodicos.utfpr.edu.br/rtr/article/view/11322. Acesso em: 13 mar. 2023. DOI: https://doi.org/10.3895/rtr.v4n0.11322
PEREIRA, G.; ORTIGÃO, M. I. R. Pesquisa quantitativa em educação: algumas considerações. Periferia, Duque de Caxias, v. 8, n. 1, jan./jun. 2016. DOI: https://doi.org/10.12957/periferia.2016.27341
SAMPIERI, R. H.; COLLADO, C. F.; LUCIO, M. del P. B. Metodologia da pesquisa. 5. ed. Porto Alegre: Penso, 2013.
SANTOS, J. R.; SANTOS, M. N.; LIMA, N. A. C. Abordagens mistas na pesquisa em educação: levantamento e análise das dissertações (2017-2019) do PPGE/UFMG. Revista Cocar, Pará, v. 15. n. 32, p. 1-19, 2021. Disponível em: https://periodicos.uepa.br/index.php/cocar/article/view/3920. Acesso em: 15 mar. 2023.
SEVERINO, A. J. Metodologia do trabalho científico. 24. ed. São Paulo: Cortez, 2016.
SOUZA, K. R.; KERBAUY, M. T. M. Abordagens mistas na pesquisa em educação. Educação e Filosofia, Uberlândia, v. 31, n. 61, p. 21-44, jan./abr. 2017.Disponível em: https://seer.ufu.br/index.php/EducacaoFilosofia/article/view/29099/21313. Acesso em: 24 maio 2023. DOI: https://doi.org/10.14393/REVEDFIL.issn.0102-6801.v31n61a2017-01
TASHAKKORI, A.; TEDDLIE, C. Handbook of mixed methods in social and behavioral research. Thousand Oaks: Sage, 2010. DOI: https://doi.org/10.4135/9781506335193
TRÉZ, T. A. Caracterizando o método misto de pesquisa na educação: um continuum entre a abordagem qualitativa e quantitativa. Atos de Pesquisa em Educação, Blumenau, v. 7, n. 4, p. 1132-1157, dez. 2012. Disponível em: https://proxy.furb.br/ojs/index.php/atosdepesquisa/article/view/1132. Acesso em: 14 jun. 2023.
VOSGERAU, D. S. R.; ROMANOWSKI, J. P. Estudos de revisão: implicações conceituais e metodológicas. Revista Diálogo Educacional, Curitiba, v. 14, n. 41, p. 165-189, jan./abr. 2014. Disponível em: http://educa.fcc.org.br/pdf/de/v14n41/v14n41a09.pdf. Acesso em: 08 dez. 2022. DOI: https://doi.org/10.7213/dialogo.educ.14.041.DS08
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License
This license allows others to share, copy, redistribute material in any medium or format, adapt, remix, transform and develop the material based on their work, even if commercially, giving due credit and providing a link to the license.
The published articles are the property and full responsibility of their authors, who may have them for later publication, always including the original edition, and EDUCITEC Magazine does not have any legal responsibility for its content.
Accepted 2024-01-25
Published 2024-01-25
