The complexity of educational issues underscores the need for rigorous inquiry, whose findings are to drive appropriate reforms. There have been long-standing debates among scholars on which of the qualitative and quantitative methods is more rigorous in contributing towards shaping education. While some scholars believe that since education deals mostly with human behaviour which is value laden hence, research in education should adopt the qualitative approach. This study analyzed the predominant methods adopted in conducting inquiry into educational issues and compared them with other disciplines using the abstracts of 428 PhD students' dissertations spanning a period of 10 years. Findings show that quantitative method dominated research in education and the sciences, while qualitative method was popular in the arts/law. However, a combination of qualitative and mixed methods was common in the social sciences. Implications of findings for skills' enhancement in research methods and rigor in educational research are discussed.