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Issues in Educational Research, 2023, Vol 33(1), 1-22.
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Redesigning a mixed-method research study during a pandemic: A case study from Nigeria and Australia

Saidat Morenike Adeniji
University of New England, Australia; University of Ilorin, Nigeria

Penelope Baker and Martin Schmude
University of New England, Australia

One major challenge researchers have faced during the disruptions resulting from the Covid-19 pandemic is how to adapt to the global virus and, at the same time, make good progress in their research pursuits. Also, many international researchers have suspended ongoing research in developing countries due to inadequate online facilities in these countries. This article identifies innovative methodologies that can be employed to carry out mixed-method research in a non-technologically advanced country and reflects on the benefits and limitations of carrying out such rigorous research during difficult times. The mixed-method research design reported here combines tests and open-ended reasons for procedures to explore the impacts of two pedagogical practices on students' mathematical understanding. In particular, the methodological framework leverages the aims of the research, the theoretical background, standard ethical practice, and Covid-19 safety precautions. This article contributes to the methodological approaches for carrying out mixed-method research during unprecedented times.
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Authors: Ms Saidat Adeniji (corresponding author) is a third year PhD candidate at the School of Education, University of New England, Australia, and a lecturer at the University of Ilorin, Nigeria. She earned her Master and Bachelor (First class Hons.) degrees in Mathematics Education from the University of Ilorin, Nigeria. She has more than seven years demonstrated experience in teaching at the secondary and higher education levels. She has research papers published in internationally recognised journals. Her research interests include pedagogies for teaching mathematics, mathematics assessment, mathematics teacher education and mathematics curriculum.
ORCID: https://orcid.org/0000-0002-9670-0321
Email: sadeniji@myune.edu.au, salaudeen.sm@unilorin.edu.ng

Dr Penelope Baker is a Professor of Mathematics Education at the University of New England, Australia. Her research interests include effective pedagogies for mathematics teaching, e-learning, mathematics curriculum, teacher education, innovative mathematical concepts, and indigenous education She has held several academic and administrative positions within and outside the University of New England. She is currently the Chairperson of the School of Education Research Committee and has numerous research reports published around the globe.
ORCID: https://orcid.org/0000-0001-6775-178X
Email: pep.baker@une.edu.au

Dr Martin Schmude is a Lecturer in Mathematics Education at the University of New England, Australia. He completed his doctoral research and masters degree at the University of New England. He has several research publications and his research interest are technology for mathematics learning, qualitative and quantitative research methods, students centred pedagogies, teacher education and assessment in education.
ORCID: https://orcid.org/0000-0002-0194-0243
Email: mschmud2@une.edu.au

Please cite as: Adeniji, S. M., Baker, P. & Schmude, M. (2023). Redesigning a mixed-method research study during a pandemic: A case study from Nigeria and Australia. Issues in Educational Research, 33(1), 1-22. http://www.iier.org.au/iier33/adeniji.pdf

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