Ethics Reflection Essay Example
Ethics Reflection Essay Example

Ethics Reflection Essay Example

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  • Pages: 11 (2811 words)
  • Published: April 8, 2017
  • Type: Research Paper
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When conducting scientific research, educators typically utilize two primary methods: qualitative research, which employs inductive reasoning, and quantitative research, which utilizes deductive reasoning. This article delves into these methods and examines the ethical considerations involved in incorporating them into a research design.

According to Lodico, Spaulding, and Voegtle (2010), conducting studies can involve a mixed method approach. Applied research aims to assess the effectiveness and usefulness of specific educational practices, while basic research is focused on developing, testing, and enhancing educational theories.

Both of these (qualitative and quantitative research methods) prove beneficial for use in educational research today. Regardless of the method used, careful consideration must be given by the researcher to conduct rigorous research with extensive planning and vigilant detail to ethical issues (Cohen, Manion, & Matthews, 2007).

Qualitative Research Methods

Qualitative research can be

...

described as collecting data using “narrative or verbal methods”. It involves observations, interviews, storytelling, questionnaires, group discussions, field studies, and document analysis to construct meaning. The researcher typically uses inductive approaches, moving from specific qualitative data to generalized statements or theories described as “a type of discovery approach to knowing” by Lodico, Spaulding, & Voegtle (2010, p. 0). Data collection progresses through systematic observations, analysis of data to identify overarching themes or patterns through coding, and finally, the development of a contextual generalization about the patterns of behaviors or responses into a meaningful, focused abstraction or theory. Case studies, ethnography, narratives, and phenomenology are commonly used qualitative research approaches.

Both qualitative and quantitative research studies have two other approaches that can be used. The first approach is program evaluation, which aims to enhance an educational program. This enhancement

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is based on the research study's evaluation results, and it may lead to immediate changes in a school, school district, or state. On the other hand, action research can also bring about changes within a school or school district but is limited to the researcher's or a participant's classroom. Both approaches are effective in modifying educational practices and can be analyzed using criteria such as credibility, dependability, transferability, and catalytic authenticity (Lodico, Spaulding, ; Voegtle, p.).

74) Improvement in education can be achieved through the use of quantitative research methods. According to Lodico, Spaulding, ; Voegtle (2010, p. 11), these methods involve summarizing data using numerical values. They also use the hypothetic-deductive method, as described by the same authors (2010, p. 10), which starts with forming a hypothesis based on a theory or previous research study.

The origin of this method can be traced back to the philosophy of scientific realism, where researchers maintain objectivity and aim to substantiate or refute their hypotheses using numerical data, descriptive statistics, and meticulous analysis. Throughout the study, the researcher adheres to the fundamental principles of the scientific method and identifies controlled variables, an independent variable, and a dependent variable. Subsequently, the quantitative researcher examines the results in order to establish their relevance in practical contexts, with the goal of enhancing learning processes, elucidating existing educational theories, or proposing novel ones. Quantitative studies can employ both basic and applied research approaches based on the research design's objectives. The researcher endeavors to ensure that the investigation remains free from biases and may categorize it as either experimental research or non-experimental research. In experimental studies, the aim is to ascertain cause-effect relationships between

variables, while non-experimental studies aim to determine if a relationship between variables exists.

(Lodico, Spaulding, & Voegtle, 2010, p. 24) Quantitative research methods have numerous characteristics: random sampling for participant selection, control of extraneous variables, determination of research validity and reliability, and managing researcher bias during data collection and analysis. Various types of quantitative research approaches can be employed in a study, including descriptive survey research, experimental research, single-subject research, casual-comparative research, and correlational research. Quantitative approaches can also integrate program evaluation and action research. Both quantitative and qualitative studies necessitate adherence to ethical considerations throughout the research process.

Research conducted by colleges and universities requires the submission of research proposals to an institutional review board (IRB) for approval prior to starting the study. The National Research Act, Public Law 93-438, mandated the creation and use of IRB committees (Lodico, Spaulding, & Voegtle, 2010, p. 18). Moreover, most public and private schools mandate that a team of administrators or teacher-leaders review the research proposal to evaluate whether ethical considerations have been addressed before granting approval for implementation in the school district or a particular school.

Ultimately, it is the responsibility of the researcher to ensure that safeguards are in place to “protect the rights of the participants” (2010, p. 18). The components of a research proposal should include:

  • a cover page
  • a comprehensive description of the research study
  • specific depiction of the participants to be targeted
  • the beneficence of the study to participants
  • benefits vs. risk analysis
  • an explanation of the informed consent forms
  • right to refuse participation
  • confidentiality measures
  • debriefing activities to be used in the study

These are some of the general considerations that the researcher must weigh and uphold to maintain the high ethical standards

of scientific research in the professional education community.

The ethical strengths and weaknesses of qualitative research are upheld by researchers through various means. They prioritize the integrity of the research by thoroughly reviewing and analyzing the data, coding it from the study's transcripts. This process of constructing and refining codes is ongoing throughout qualitative research analysis. Moreover, careful analysis leads to the emergence of hypotheses. Researchers further establish the accuracy of participants' perspectives by triangulating the data. Additionally, researchers scrutinize their own biases to ensure they are not misrepresenting the data or negatively impacting the study's credibility. As referenced by Cohen, Manion, ; Matthews (2007, p.), Creswell emphasizes the importance of these ethical practices in qualitative research.

Qualitative research is known for its rigorous procedures and use of various data collection methods. Data verification is carefully conducted, and the analysis involves multiple layers. A crucial element in qualitative research is ensuring participant confidentiality, which can be achieved through aliases or numerical assignments. It is vital to treat participants as human subjects and adhere to the principle of "primum non Nocere" or "above all, do no harm." However, weaknesses in qualitative research may arise from ethical practices of researchers and their diligence in designing, analyzing, and sharing findings.

One specific area of concern is the inclusion of extensive background information and contextual details in transcripts of participant interviews, case studies, or videotapes. This could potentially violate confidentiality, especially in small towns or communities where individuals may be able to identify the individuals being described based on commonly known facts, details, situations, or demographics.
Another weakness in qualitative research is that participants, and their parents if they are under 18,

may feel pressured to participate in the study due to the influence or desire to please administrators, guidance counselors, or teacher-practitioners, even though participation is voluntary. The power held by these school officials may not always be recognized by the researcher, and participants may not fully understand that they are able to decline participation without fear of negative consequences or awkwardness.
Additionally, researchers often present their studies as beneficial to education, educators, and sometimes the participants themselves. According to Lodico, Spaulding ; Voegtle, this can lead participants to downplay the research objectives and view the informed consent as simply an invitation for a special and effective treatment.

Although participants might assume that they are being invited to participate in a project because the intervention is known to be helpful, the informed consent may state that it involves research to assess the intervention's effectiveness (2010, p. 328). It is important for researchers to maintain the trust placed in them and avoid violating the confidence of participants. Quantitative research shares some weaknesses with qualitative research, but also presents its own unique challenges. In descriptive survey research, researchers may find themselves faced with the dilemma of whether and when to violate confidentiality measures. They must consider whether revealing a participant's response ultimately causes less harm than preserving confidentiality or anonymity.

In order to maintain confidentiality in a survey, it is important to refrain from revealing the identity or responses of participants. However, there may be situations where researchers must exercise additional care if they suspect that a participant could harm themselves or others. This ethical predicament necessitates striking the right balance between what is morally correct and incorrect. Therefore, it

is recommended that researchers seek advice from experienced and trusted mentors or advisors before choosing not to intervene.

Participants in a quantitative study may have confusion regarding the distinction between confidentiality and anonymity. They may not completely understand the difference between these terms. In a study that guarantees anonymity, no personal information (such as names, addresses, phone numbers, or birthdates) that could identify a participant should be utilized. Conversely, in a survey that provides confidentiality assurance, any data provided by participants will be safeguarded from disclosure in a way that avoids revealing their identities.

Researchers must inform potential participants about the distinction between the two types of analysis to guarantee their comprehension of how their answers and information will be assessed and disseminated. Nevertheless, ethical considerations in quantitative research become more intricate when conducting correlational prediction studies. These studies seek to identify variables that can forecast changes in another variable at a later time (Lodico, Spaulding, & Voegtle, 2010, p. 276). Researchers need to establish a correlation between predictor variables and criterion variables over time while ensuring confidentiality.

To achieve this, it is necessary for researchers to associate each variable with specific participants. Typically, a roster of participants is kept which includes their names and assigns unique numbers for their responses. This roster is securely stored until the data is anonymously tabulated by researchers. Once the second measure is completed, the two rosters are merged and examined. Once the analyses are finished, researchers dispose of all identifying information.

In practice, despite the theoretical satisfaction in using this approach to solve confidentiality issues, the reality is that in today's era of identity theft and computer hacking, there continues to be

a significant possibility of a breach of trust occurring. This vulnerability often poses challenges for inexperienced researchers attempting to utilize correlational prediction studies. The strengths of quantitative research studies stem from the numerical data gathered from participants. Descriptive survey research involves random selection techniques for choosing participants, the inclusion of a preliminary study to ensure clarity in survey questions and instructions, and the utilization of different methods to collect responses in order to maintain objectivity and minimize researcher bias.

Quantitative research aims to maintain ethical standards and may include meta-analysis as a significant aspect. Meta-analysis entails reviewing previous studies with a similar research question, without gathering new data. The researcher then employs statistical analysis on existing data and presents an effect size to bolster the study's credibility, reliability, and validity. Furthermore, standardized instruments are frequently utilized by quantitative researchers for collecting data.

However, researchers must still provide evidence of reliability and validity to maintain the code of ethics in research and establish credibility. The use of ethical practices is necessary in research design, and it is the researcher's responsibility to anticipate and plan for ethical considerations within their study. They should have measures in place to minimize or eliminate these issues during data collection and analysis (Lodico, Spaulding, & Voegtle, 2010).

The alignment of research methodology with the research question is crucial in qualitative, quantitative, and mixed-method studies, as it allows for the anticipation and calculation of ethical considerations. This alignment is important when evaluating the feasibility of a study by an institutional review board or another reviewing committee. Without anticipating potential moral and ethical issues, researchers cannot properly plan for or mitigate any potential harm that may

arise in their research design. Therefore, prioritizing ethics is essential across all types of research.

"(Lodico, Spaulding, & Voegtle, 2010, p. 20) According to Cohen, Manion, and Matthews (2007, p. 77), it is the moral responsibility of the researcher to be competent and aware of what is involved in conducting research. This is described in Chapter 2, Box 2.10 and enumerated in a bulleted list below."

The research should be carried out diligently and according to the proper procedures to prevent any misuse. Procedures should be accurately and openly reported (rigor). It is important to not put future research at risk (ers). Clear reporting and making data available for verification is necessary. Honesty is crucial; do not provide false information or manipulate data, and avoid being biased (e.g. unfairly selective).

To ensure the integrity and autonomy of research (which helps to support a case), it is important not to misrepresent data. This means avoiding censorship or interference by sponsors or those granting permission for the research.

The responsibility to participants and audience includes obtaining fully informed consent, usually in writing, to respect their self-determination and autonomy. It also involves providing information on all aspects of the research and its potential consequences. Decisions need to be made on whether overt or covert research is necessary or justified, as well as whether deception is required or justified. Non-maleficence should be ensured by avoiding harm, hurt, or suffering to participants and those affected by the research. Beneficence should be considered in terms of bringing benefits to participants or contributing to their welfare. Participants should not leave the research worse off than when they started. The rights, dignity, and interests of individuals must

be respected, treating them as subjects rather than objects of exploitation. The right to privacy and the ability to withdraw from the research at any time should be guaranteed. Participants should be informed about who will have access to the data/report and how it will be made public and disseminated. Negotiations should take place regarding the level of release, determining which parts of the research certain audiences will see. Anonymity, confidentiality, and non-traceability should be ensured, unless explicitly communicated otherwise to participants in advance.

  • Explain how anonymity will be handled (e.

g. by confidentiality, aggregation of data).

  • Participants should be informed about the methods of data collection and the storage and disposal of files/questionnaires/audio data/video data/computer files used in the research. Sensitivity to factors such as age, ethnicity, gender, culture, religion, language, socio-economic status should be considered.
  • It is important to note that the list mentioned above does not cover all possible ethical issues. However, it does offer clear guidelines for researchers to consider when proposing, planning, conducting, analyzing, and disseminating their research findings.

    To expedite the IRB process, prospective researchers should acknowledge the federal mandate that requires the Capella University Institutional Review Board to carefully examine research proposals for potential ethical issues and violations of ethical standards. It is crucial to recognize the board's responsibility of establishing and enforcing safeguards to protect participants' rights and prevent any harm. Proposed researchers should be guided on strategies to minimize and eliminate ethical misconduct throughout their research study. Therefore, researchers need to anticipate and address possible risks by formulating a detailed plan of action before submitting the proposal to the IRB. Additionally, contacting the IRB

    well in advance is essential to establish proper protocols and ensure that the proposal includes all necessary components for committee review.The researcher must include the following six elements in their study: a cover page, a thorough review of literature along with the proposed methodologies, including the significance of the study and specific details on when and where it will be conducted. Additionally, a detailed description of the sample population and the procedures for selecting participants must be included. Furthermore, an explanation of any incentives or benefits offered to encourage participation and an analysis of beneficence versus potential harm.

    When reviewing a research proposal, it is crucial to consider and evaluate the potential risks to participants, as well as how informed consent, volunteerism, confidentiality, and anonymity will be obtained. It is also important to include details about any debriefing activities to be conducted after the study. By including these components in the research proposal, the review process can be made easier and less daunting, hopefully leading to approval for implementation of the study.

    References

    1. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.
    2. Rossman, G. B.

    , & Rallis, S. F. (2010). Everyday ethics: Reflections on practice.

    The International Journal of Qualitative Studies in Education (QSE), volume 23, issue 4, pages 379-391, was published in 2010. The article can be found using the DOI number: 10.1080/09518398.2010.

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  • Smith, C. M. (2005). Origin and uses of primum non Nocere—Above all, do no harm! The Journal of Clinical Pharmacology, 45(4), 371-377. doi:10. 1177/0091270004273680
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  • , & Fox, A. 2009). Ethics in educational research: Introducing

    a methodological tool for effective ethical analysis. Cambridge Journal of Education, 39(4), 489-504. doi:10. 1080/03057640903354396

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  • L. (2011). Publishing ethical research: A step-by-step overview. Journal of Counseling & Development, 89(3), 301-307. Retrieved from http://ezproxy.library.capella.

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