LOS ANIMALES VERTEBRADOS

Throughout the study I was conscious of the ethical issues during data collection, analysis and dissemination of the research (Creswell 2007). I aimed to be open and clear about my topic and the process of the study to the research participants. My ethical considerations (following Denscombe 2003) during the research were guided by three convictions: to respect the rights and dignity of participants, to avoid any harm to the participants and to carry out the study in openness and clarity of purpose. To implement these, I

started the fieldwork by first getting the approval of the ethics committee at the University of Southampton. Also, my intention to carry out the fieldwork was

136 approved by my research supervisors. I was aware of the need to address issues of informed consent, the process of the research and the extent of confidentiality in the study. I took steps to achieve these aims.

3.10.1 Information given to research participants

Before I sought the consent of the research participants, I informed them about the process of the research: who I was, the significance of the research topic, purpose of the study, and the stages of data collection (questionnaire, focus groups, interviews and observations). I also explained to the research participants what they and I would gain from the study and the broader benefits of the study such as informing education policy in Nigeria.

To make sure that information about my study was well received by research participants, I used simple English to explain my research process.

Respondents were also given the vignette on my research topic; my phone number and email-address were also provided so that they could contact me if they had any questions. Principals of the secondary schools were also given my research questionnaires in advance in order to go through them. I also telephoned the principals and teachers when the time arrived in order to make sure my agreements with them remained intact and to make further

clarification of any issues that might have arisen. In all my meetings with participants I always gave them opportunities to ask questions.

3.10.2 Informed consent

Informed consent meant that I was obliged to inform research participants’ on the nature and purpose of my study, the risks and benefits involved (Anderson 1998). As already noted above, these issues were explained to participants. I

137 was also mindful of the sensitivity of my research topic which is on

examination malpractice and student Voice in schools. Following the advice of Alderson et al, (2004) on research with young people, I asked the principals of the three schools how parental permission could be obtained. Each of the principals confirmed that they were to give consent on behalf of the parents. Though this assurance was given, I was not completely convinced that all my participants were, by age and level in school, mature enough to understand the full meaning of ‘consent’. I explained to them all the stages of the

research and explained fully the meaning of ‘consent’: their right to participate or not in research, the consent form and their right to withdraw at anytime without cost.

These students opted to participate in the research on my first visit to ask for their participation by giving their names. I decided that I would give them the opportunity to consent in writing. Before each focus group interview or questionnaire, I was alone with the students: no teacher or principal was present. I explained to the students the purpose and benefits of the study. I also reiterated their freedom to participate or not to participate in the study. I informed students that the research would have no negative effects on their academic work in their schools. They signed consent forms after they were given opportunities to ask questions and to read the consent forms.

Consent from principals and teachers were received before data was collected. These participants have carried out research as students in the university and were more informed about ‘consent’ than students. I explained the purpose of the research to them, their freedom to withdraw at any stage in the study and all the stages involved.

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3.10.3 Confidentiality and anonymity

Confidentiality and anonymity involve concealing names and things that would reveal the identities of the research participants. In practice, confidentiality and anonymity were not easy to achieve in the student focus groups. I guaranteed my focus group respondents that I would not let their principals, teachers or other students know what we discussed. I applied the same message to students who answered the questionnaire. I told them that after analysing the data, I would not inform their school authorities of examination malpractice in their schools because of its sensitive nature. Promising

confidentiality to the students raised a problem for me: should I give each school a copy of my work when completed? I decided that my research topic is a sensitive one. Teachers and students were involved and there is a

possibility that the school authorities knew some of the teachers and students involved. To protect teachers and students involved in the study from any harm or embarrassment from other members of the school because of data they gave me on the research topic, I decided not to give my finished work to each school.

I sought anonymity of the participants by using pseudonyms throughout the whole work and avoided features that could identify them or their schools. Participants’ names were changed in all the data that is to be seen by others. I also made it clear to the participants that data collected from them would be transcribed and stored on my computer and secured with a password. Thus, only I would have access to it. Also, when I finished using the data in my current study, all documented data and interview tapes will be destroyed and any part of the data saved on my computer will be deleted.

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Chapter 4