Methods of Research in Education HASMINE C. ALCODIA MS GEN. SCI. ED JAMES L. PAGLINAWAN, PhD Education 241 Professor
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Methods of Research in Education
HASMINE C. ALCODIAMS GEN. SCI. ED
JAMES L. PAGLINAWAN, PhD Education 241 Professor
THE ETHICS OF EDUCATIONAL AND SOCIAL RESEARCH
INFORMED CONSENT
1. Stress
2. Pain
3. Invasion of privacy
4. If they are going to lose control over what happens (e.g.in drug research)
FrankfortNachmias and Nachmias (1992)
1. Competence
2. Voluntarism
3. Full Information
4. Comprehension
INFORMED CONSENT INVOLVES FOUR ELEMENTS
INFORMED CONSENT
Competence
Implies that responsible, mature individuals will make correct decisions if they are given the relevant information.
INFORMED CONSENT
Voluntarism
Ensuring that participants freely choose to take part (or not) in the research and guarantees that exposure to risks is undertaken knowingly and voluntarily
INFORMED CONSENT
Full information
Implies that consent is fully informed
Reasonably informed consent
INFORMED CONSENT
Comprehension
Refers to the fact that participants fully understand the nature of the research project
Guidelines for reasonably informed consent
1 . A fair explanation of the procedures to be followed and their purposes.
2. A description of the attendant discomforts and risks reasonably to be expected.
3. A description of the benefits reasonably to be expected.
Source: Institutional Guide to DHEW Policy, 1971
4 A disclosure of appropriate alternative procedures that might be advantageous to the participants.
5 An offer to answer any inquiries concerning the procedures.
6 An instruction that the person is free to withdraw consent and to discontinue participation in the project at any time without prejudice to the participant.
Guidelines for reasonably informed consent
a. the purposes, contents and procedures of
the research
b. any foreseeable risks and negative outcomes, discomfort or consequences and how they will be handle
c. benefits that might derive from the research
FACTORS
d. incentives to participate and rewards from participating
e. right to voluntary non- participation, withdrawal and rejoining the project
f. rights and obligations to confidentiality and non-
disclosure of the research participants and outcomes
g. disclosure of any alternative procedures that may be advantageous
h. opportunities for participants to ask questions about any aspect of the research
i. Signed contracts for participation
ACCESS AND ACCEPTANCE
Gaining of official permission to undertake one’s research in the target community
Negotiating access checklist
1. Clear official channels by formally requesting permission to carry out your investigation as soon as you have an agreed project outline.
2 . Speak to the people who will be asked to co-operate.
Source : Adapted from Bell, 1991
3.Submit the project outline to the head, if you are carrying out a study in your or another educational institution.
4. Decide what you mean by anonymity and confidentiality.
5. Decide whether participants will
receive a copy of the report and/or see drafts or interview transcripts.
6. Inform participants what is to be done with
the information they provide.
7. Prepare an outline of intentions and
conditions under which the study will be carried out to hand to the participants.
8. Be honest about the purpose of the study
and about the conditions of the research.
9. Remember that people who agree to help are
doing you a favour.
10. Never assume ‘it will be all right’.
THE FIELD OF ETHICS
Ethics has been defined as ‘a matter of principled sensitivity to the rights of others, and that ‘while truth is good, respect for human dignity is better’ (Cavan1977: 810).
A.The age of those being researched;
B. Whether the subject matter of the research is a sensitive area; C. Whether the aims of the research are in any way subversive (vis-`a-vis subjects, teachers, or institution);
FACTORS
C. The extent to which the researcher and researched can participate and collaborate in planning the research;
D. How the data are to be processed, interpreted, and use
FACTORS
SOURCES OF TENSION
A. Non-maleficence, beneficence and Human
dignity
B. Absolutist and relativist ethics
C. Voices of experience
SOURCES OF TENSION
A. Using computer simulations
B. Finding a situation in which the negative effects of harm already exist
C. Applying only a very low level of potential
Approaches that can be used to avoid harming research subjects,
D. Obtaining informed consent
E. Justifying the research on the grounds that the small amount of harm caused is much less than the harm caused by the existing situation
F. Using samples rather than complete populations, so that fewer people are exposed to the harm
G. maintaining the privacy of participants through the use of aggregated or anonymised data.
The absolutist view holds that clear, set principles should guide the researchers in their work and that these should determine what ought and what ought not to be done
Absolutist And Relativist Ethics
VOICES OF EXPERIENCEWhatever the ethical stance one assumes and no matter what forethought one brings to bear on one’s work, there will always be unknown, unforeseen problems and difficulties lying in wait
(Kimmel 1988).
A. Coercing them to participate
B. Withholding information about the true nature of the research
C. Deceiving participants in other ways
D. Inducing them to commit acts diminishing their self-esteem
Ethical Dilemmas
E. violating rights of self-determination
F. Exposing participants to physical or mental stress
G. Invading their privacy
H. Withholding benefits from some participants
I. Not treating participants fairly,
Ethical Dilemmas
Ethical Dilemmas A. PrivacyB. AnonymityC. ConfidentialityD. BetrayalE. Deception
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