SE EXTIENDE LA PRESENTE COPIA CERTIFICADA PARA LOS EFECTOS LEGALES A QUE HAYA LUGAR, A LOS DIECIOCHO DÍAS DEL MES DE AGOSTO DEL AÑO DOS MIL DIEZ, EN LA CIUDAD DE SANTIAGO DE

According to Burgess (1989) all human research has ethnical dimensions; decision- oriented human research most of all. In case study, which features social life in all its particularity, ethical issues are inescapable.

As researchers we have a moral duty to ensure that the basic ethical principles governing data collection are observed and to ensure that no harm is caused to participants as a result of them taking part in the study. For example an interview may have to be abandoned if a student feels uncomfortable, uneasy or intimidated and wants to pull out (Oppenheim, 2000).

It is also the duty of the researcher to ensure that participants are treated fairly and to ensure their right to confidentiality, anonymity and care is honoured at all times. As a researcher it was essential to recognise and understand that participants‘ have rights. In conducting research with children or minors the researcher must seek the permission of the school, parents/guardians as well as the child. Participants also have a right to view any data written about them if they wish to and it must be recognised that some participants may want to be identified in such reports (BERA, 2004). In this study I worked closely with the BERA (2004) ethical guidelines in order to ensure that participants were treated fairly and with care.

As part of Brunel University ethical guidelines, I completed and submitted an application to the ethics council of the university outlining the nature of the research, the participants involved, the type of research they would participate in and the ethical consideration I had given to the study. This application was approved by the university.

In planning the data collection consideration was given as to how to get the prior written consent of participants‘. Gaining access is an important first stage in planning any educational research. Such negotiation with participants is normally underpinned by the key principle of informed consent, and the negotiation of ground rules for

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access to and the use of data. These include confidentiality and publication agreements (Simon and Usher, 2000). Letters containing the details of the study together with consent forms were given to each participant well in advance of the study so they could sign to signify their agreement to participate in the research.

Participants in this study were reassured that they would remain anonymous and the information which they provided would be treated with the strictest confidence. All participants were treated with utmost respect and their wishes honoured at all times. In any study using human participants the researcher needs to give careful consideration of the human rights issues and must treat participants with care, respect and allow them the privacy and confidentiality they deserve. According to Cohen et

al., (2003) ethical issues may stem from the kinds of problem investigated by social

scientists and the methods they use to obtain valid and reliable data. They state that much social research necessitates obtaining the consent and co-operation of subjects who are to assist in investigations and of significant others in the institutions or organisations providing the research facilities.

The British Education Research Association (2004) states that: ‗the confidential and anonymous treatment of participants‘ data is considered the norm for the conduct of research. Researchers must recognise the participants‘ entitlement to privacy and must accord them their rights to confidentiality and anonymity, unless they or their guardians or responsible others, specifically willingly waive that right. In such circumstances it is in the researchers‘ interest to have such a waiver in writing. Conversely the researcher must also recognise participants‘ rights to be identified with any publication of their original work or other inputs, if they so wish. In some contexts it will be the expectation of participants to be so identified.

As well as obtaining approval from the Brunel ethics board it was also necessary to obtain the permission of the headteacher of the ILS to conduct the study and I also obtained consent from the parents of the boys.

A consent letter was designed for each group of participants together with a consent form for them to complete giving their agreement to participate in the study. (See

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Appendix six – sample consent forms, students, teachers, headteacher and parents)

Letters were sent home to each parent of a child who had agreed to participate in the study so as to ensure that their parents knew what the research was about, what role their child took in participating in the study and requesting written consent for their child to participate in the study.

The view taken by Walford (1991) is that ‗access in the sense of trust only develops slowly in research, as it does in any relationship‘. Therefore it is vital in these situations that, right from the outset, participants know what is expected of them, what the research is about and its purposes so that they have a choice as to whether to participate or not. Participants who willingly participate are more likely to be open and honest and develop a workable relationship with the researcher.

Watt (1999) argues that teachers doing small scale research studies for their own interest have many matters to think about such as the ethical issues and relationships with others involved in the study and these are not always obvious. The view is that ethical issues in education research should be given a high profile and that there are common ethical questions we have to face as researchers. This is especially so, in the case of the teacher researcher where it is vital to share with other researchers the obligation to recognize and meet ethical standards at every stage of the work.

As a teacher/researcher in the school it was vital to explain the purpose of the study in full to all participants and also explain the implications of the findings. The consent of all participants was obtained.

During the research it was necessary to ensure that participants did not feel anxious, worried, depressed, puzzled or intimidated in any way by the research and that their studies or work were not unduly disrupted.

4.47 Summary

This chapter provides a discussion of philosophical issues in educational research and the methodological approach adopted. There is also a review of the data collection

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methods used in the study and a comprehensive breakdown of the participants. Finally, ethical issues about what needs to be taken into consideration in using human participants have been addressed.

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