Conceptual and methodological differences between qualitative, quantitative, and mixed research in education: a critical analysis of common errors

Abstract

This article provides a critical analysis of the conceptual and methodological differences between qualitative, quantitative, and mixed research in the field of education. It highlights the importance of understanding epistemological approaches and data collection and analysis techniques to avoid methodological confusion. It explains the main criteria that define each approach, emphasizing that the mere use of numerical instruments, such as Likert scale surveys, does not automatically make a study quantitative or mixed. Proper classification requires the intention and logic of the analysis, as well as a coherent integration of methods. In addition, it describes the most common methodological designs in mixed studies and frequent errors in their application. Finally, it proposes strengthening the methodological training of researchers to improve the quality and validity of scientific production in education. This work is part of the research project " Fortalecimiento del nivel didáctico-pedagógico de los docentes en las instituciones educactivas del cantón Jipijapa " and the outreach project "Tareas dirigidas y apoyo psicopedagógico para fortalecer el aprendizaje de los alumnos en la Educación Básica Pública de Jipijapa, Fase III – 2025"