This article by Noella Mackenzie and Sally Knipe from Charles Sturt University addresses the challenges faced by early career researchers in understanding and applying research methodologies. The authors critique the common dichotomy between qualitative and quantitative research methods, which is perpetuated in many research textbooks and journal articles, despite the growing literature supporting the use of mixed methods. They argue that discussions of research methods should include mixed methods and address the perceived dichotomy between qualitative and quantitative approaches. The article begins with a discussion of research paradigms, providing definitions and explaining their role in educational research. It then moves on to methodology, discussing how it relates to the research paradigm. The authors explore various research paradigms, including postpositivist, interpretivist/constructivist, transformative, pragmatic, and deconstructivist paradigms, highlighting their key features and how they influence the choice of research methods. The article also addresses the confusion caused by the use of terms like "qualitative" and "quantitative" in research texts, suggesting that these terms are often used interchangeably or in a way that is not fully compatible. It emphasizes that the choice of methodology should be determined by the research paradigm and the research question, rather than being restricted to specific paradigms. Finally, the authors discuss the research process, noting that it is more cyclical than linear, and provide a diagram to illustrate the journey of a researcher. They conclude by calling for a more comprehensive and clear presentation of research methodologies in textbooks and university courses to help early career researchers make informed decisions about their research projects.This article by Noella Mackenzie and Sally Knipe from Charles Sturt University addresses the challenges faced by early career researchers in understanding and applying research methodologies. The authors critique the common dichotomy between qualitative and quantitative research methods, which is perpetuated in many research textbooks and journal articles, despite the growing literature supporting the use of mixed methods. They argue that discussions of research methods should include mixed methods and address the perceived dichotomy between qualitative and quantitative approaches. The article begins with a discussion of research paradigms, providing definitions and explaining their role in educational research. It then moves on to methodology, discussing how it relates to the research paradigm. The authors explore various research paradigms, including postpositivist, interpretivist/constructivist, transformative, pragmatic, and deconstructivist paradigms, highlighting their key features and how they influence the choice of research methods. The article also addresses the confusion caused by the use of terms like "qualitative" and "quantitative" in research texts, suggesting that these terms are often used interchangeably or in a way that is not fully compatible. It emphasizes that the choice of methodology should be determined by the research paradigm and the research question, rather than being restricted to specific paradigms. Finally, the authors discuss the research process, noting that it is more cyclical than linear, and provide a diagram to illustrate the journey of a researcher. They conclude by calling for a more comprehensive and clear presentation of research methodologies in textbooks and university courses to help early career researchers make informed decisions about their research projects.