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Disrupted Methodology in Educational Research: A Nigerian Perspective

Kidmas, LN, Kenny, J ORCID: 0000-0001-6456-6781 and Short, M ORCID: 0000-0002-9436-650X 2021 , 'Disrupted Methodology in Educational Research: A Nigerian Perspective', in PJ White and R Tyler and JP Ferguson and JC Clark (eds.), Methodological Approaches to STEM Education Research , Cambridge Scholars Publishing, United Kingdom, pp. 261-280.

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The need to plan for and embrace disruptions as a reality in social science research has been heightened with the current COVID-19 pandemic. The impact of the pandemic has been felt in all aspects of life with research, teaching and learning not exempt (United Nations (UN), 2020). Considerations of and adaptations to different ways of learning have been explored and trialled by many universities, schools and teachers. Researchers have also considered and embraced ways of working amidst such disruptions. Within African countries, disruptions due to COVID 19 add to numerous other forms of disruption which have been identified in the research as impacting various aspects of life, including teaching and learning (Donn, 2005; Vithal, 2009). Research into the extent to which these disruptions can impact educational outcomes is needed to inform policy makers, however, the process of educational research can, itself, also be affected by such disruptions.

Item Type: Book Section
Authors/Creators:Kidmas, LN and Kenny, J and Short, M
Keywords: STEM education, disrupted methodologies, participatory action research, educational research in the Nigerian context
Publisher: Cambridge Scholars Publishing
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Copyright 2021 Cambridge Scholars Publishing

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