Education is part of the central interests of humanity, but it is often separated and decontextualized from the surrounding reality. This is due to the detriment of research, incomplete and unconnected approaches, which do not understand the connection between ontological, epistemological and methodological aspects in educational research. For this reason, the article proposes the analysis from two divergent approaches: On the one hand, a theoretical-philosophical approach, where the conceptual foundations of educational research are pointed out, which implies the evaluation of reality (concrete, material, phenomenal, tangible ), of cognitive aspects and adequate methodological frameworks to provide a complex, holistic, transdisciplinary and interdisciplinary evaluation of the educational reality, as well as of its subjects and objects of exploration. On the other hand, it specifies the implications of the onto-epistemological and methodological foundations in the quality of educational research. From a quantitative approach, non-experimental explanatory causal level, we worked with a sample made up of 85 master's students, to whom the questionnaires of the variables under study were applied. The results confirmed that the logistic regression model for the variables ontological, epistemological and methodological aspects of the quality of educational research is significantly explanatory; Likewise, according to the Nagelkerke coefficient, the variability of the quality of educational research depends on 58% of the predictive factors. It is concluded that educational research is not supported by a statistical process of interpretation and identification, which give a holistic and complex direction, for a correct reading of reality.