Journal of Action Qualitative & Mixed Methods Research

Rethinking positivism in social research: Lessons from the Hawthorne experiments and the rise of action research

2026-01-07T16:15:15+03:00

Based on its historical roots to Auguste Comte’s vision of a “science of society” patterned on the natural sciences, this editorial scrutinizes the limitations of positivism in social research. Besides, it is explained how efforts to prove causal laws in human behavior were unsuccessful focusing on the Hawthorne experiments (1924–1932), when social meaning and action emerged as principal variables. As a participatory alternative combining knowledge generation with practical transformation, Kurt Lewin’s creation of action research is explained. Emphasizing trustworthiness, multiple realities, and value-added inquiry, positivist assumptions, based on opposite theoretical critiques by Ernest G. Guba and Yvonna S. Lincoln are also questioned. Accordingly, a paradigm shift from reductionist methodologies of natural sciences based on radical structuralist and functionalist paradigms toward participatory and context-based approaches based on interpretive and radical humanist paradigms are underlined via these perspectives and views. The paper concludes that the future of social research lies in accepting complexity, collaboration, and the lived experiences of participants rather than seeking universal laws detached from human context.

School administrators’ views on effective school development: A case study

2025-12-09T17:34:34+03:00

In this study, the aim was to identify the views of school principals in public schools in Muratpasa in Antalya regarding the concept of an effective school and to analyze their opinions on effective school development. Based on a qualitative research design, it was conducted using a holistic multiple-case study approach. Individual interviews were used as the data collection technique and descriptive analysis was employed to analyze the collected data. According to the findings, most school administrators were familiar with the concept of effectiveness; however, they tended to perceive it more as social events. The most significant characteristics of effective schools were emphasized as the quality of educational services and the sensitivity toward school climate and culture. It was highlighted that each school should have its own unique mission and vision. The importance of flexible discipline and the role of punishment and reward were emphasized with the necessity for effective schools to move beyond routine behaviors and provide students with diverse learning environments. Motivation plays a crucial role in meeting different expectations and positive reinforcement is achievable through positive communication. Finally, the school administrators indicated that the greatest barrier to becoming an effective school is the lack of supervision.

Thematic analysis in qualitative research: Steps, benefits, and challenges

2025-12-08T13:40:15+03:00

This study examines the methodological structure, benefits, and challenges of thematic analysis through a comparative exploration of three case studies. Guided by three research questions, the study first clarifies the fundamental steps of thematic analysis, highlighting their importance for rigor and transparency in qualitative research. It then identifies the main advantages of this approach, including its flexibility, capacity to organize large volumes of data, ability to detect recurring patterns, and contribution to generating meaningful and theoretically grounded insights. The study also addresses key challenges, such as coding subjectivity, ambiguity in theme definition, and the risk of oversimplifying complex data, emphasizing the need for reflexivity, systematic documentation, and iterative theme review to ensure validity and reliability. Integrating theoretical perspectives with practical examples from multiple case studies demonstrates that thematic analysis remains a robust and adaptable methodological tool across diverse research contexts. This integrative approach highlights the method’s capacity to generate rich, nuanced insights while maintaining analytical rigor.

Adaptation, validity and reliability of hypoglycemic confidence scale into Turkish: Mixed methods research

2025-11-13T10:49:26+03:00

This study aimed to evaluate the validity and reliability of the Turkish version of the Hypoglycemic Confidence Scale (HCS) and to examine its applicability through qualitative analysis. A mixed-methods embedded design with embedded instrument development and validation variant was used for scale adaptation and validation. The sample consisted of 301 individuals with diabetes attending the endocrinology outpatient clinic of a university hospital. Data were collected using a sociodemographic form, the HCS, the Hypoglycemia Fear Scale, and a semi-structured interview form. Quantitative analyses included descriptive statistics, correlation analysis, Cronbach’s alpha, exploratory and confirmatory factor analyses. Qualitative data were analyzed using thematic and descriptive methods. As a result, it was found that the Turkish version of the HCS is a valid and reliable instrument for assessing confidence in managing hypoglycemia among individuals with diabetes. The integration of qualitative findings further supports its clinical applicability. The scale may be useful in nursing education and counseling interventions aimed at strengthening hypoglycemia management confidence.

Alignment of the Turkish 11th grade philosophy skill-based activity book with Bloom’s revised taxonomy

2026-03-09T17:09:01+03:00

This study examines the alignment of the assessment tools included in the 11th Grade Philosophy Skill-Based Activity Book prepared by the Turkish Ministry of National Education with the Cognitive Process Dimension of Bloom’s Revised Taxonomy (BRT). Conducted within a qualitative research framework using document analysis, the study analyzed all 115 assessment tools in the book without sampling, treating each question as an independent unit of analysis. The tools were coded according to the six cognitive process categories of BRT: remembering, understanding, applying, analyzing, evaluating, and creating. Inter-coder reliability was calculated as .91, indicating a high level of consistency.

The findings reveal that assessment tools are predominantly concentrated at the understanding level (44%), while the applying level is represented at a limited rate (4%). Although 38% of the questions correspond to higher-order cognitive processes, sub-dimension diversity within these levels appears open to further development. In particular, the absence of the “organizing” sub-dimension in analyzing and the “planning” sub-dimension in creating suggests that higher-order cognitive processes could be structured in a more balanced and comprehensive manner.

Overall, the cognitive distribution of the assessment tools may be further enhanced in line with the higher-order thinking skills emphasized in policy documents. Strengthening constructive alignment among curriculum goals, instructional practices, and assessment tools is recommended to improve the effectiveness of skill-based assessment.