قارن الطرق

	المنهج المختلط التتابعي التفسيري المرتكز على التقييم	تقييم البرامج
المجال	تصميم البحث	الأساليب الميدانية
العائلة	Process / pipeline	Process / pipeline
سنة النشأة	2003 (explanatory sequential core); evaluation adaptation widely documented by 2010s	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)
صاحب الطريقة	John W. Creswell & Vicki L. Plano Clark (explanatory sequential core); adapted for evaluation contexts by the program evaluation community	Michael Scriven; Daniel Stufflebeam; Peter Rossi
النوع	Mixed methods research design	Applied evaluation methodology
المصدر التأسيسي	Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications. ISBN: 978-1483344379	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944
الأسماء البديلة	explanatory sequential evaluation design, sequential explanatory mixed-methods evaluation, QUAN → QUAL evaluation design, two-phase sequential evaluation	evaluation research, program assessment, educational evaluation, systematic program evaluation
ذات صلة	1	3
الملخص	Evaluation-focused explanatory sequential mixed methods is a two-phase research design in which a quantitative evaluation phase — typically measuring program outcomes, treatment effects, or performance indicators — is conducted first and then followed by a qualitative phase specifically designed to explain, contextualise, or interpret the quantitative findings. The design is widely used in program evaluation, policy research, and educational assessment where numbers reveal what happened but qualitative data reveal why.	Program evaluation is a systematic, empirically grounded process of collecting and analyzing information about a program to determine its merit, worth, or significance. Applied across education, public health, social services, and policy, it addresses questions such as whether a program is reaching its target population, whether it is being implemented as designed, and whether it is producing the intended outcomes. It draws on both quantitative and qualitative methods and serves accountability, improvement, or knowledge-generation purposes.