Informed consent is fundamental to ethical research. It involves obtaining explicit permission from participants before involving them in a study. Consent should be voluntary, informed, and given without any form of coercion. Researchers must ensure that participants fully understand the nature of the research, the data collection process, and any potential risks or benefits of participation (Creswell,2018). Consent must be obtained from participants (or their legal guardians, if minors), and it must be documented. Participants should also be made aware that they can withdraw from the study at any time without consequence (Boyer, 1990).
2. Clarity
Clarity refers to how clearly and transparently the researcher communicates the purpose, methods, and potential impact of the study to participants, stakeholders, and the academic community. Researchers must provide clear, concise, and jargon-free information in their consent forms and research communication to ensure that participants understand the study’s objectives, procedures, risks, and benefits (Macintyre, 2000).Research documents, including consent forms and participant instructions, should avoid technical language and explain the research in terms that are accessible to a non-expert audience. Clarity also extends to the results, ensuring that the findings are communicated in ways that are understandable to both academic and non-academic audiences (Lather, 2006).
3. Consistency
Consistency means that the ethical standards and procedures established at the beginning of the research project must be maintained throughout the study. This includes ensuring that data collection, analysis, and reporting follow the same ethical guidelines as stated in the original consent form or research proposal. It is important that the methods, ethical considerations, and promises made to participants do not change once the study has begun. Research integrity is maintained by being consistent in how participants are treated and how data is handled. Researchers should follow through on commitments made to participants regarding confidentiality, data usage, and reporting (Mertens, 2014;Noble, & Smith, 2015).
4. Control
Control in educational research refers to the researcher’s responsibility to protect participants from potential harm, including psychological, physical, and emotional distress. This includes controlling for biases in the research design, ensuring that the research process minimizes any negative impact on participants, and maintaining objectivity. Researchers must consider whether they have control over the factors that might influence the research outcomes, as well as the impact their research methods may have on participants. For example, in experimental research, researchers should take steps to ensure that participants are not unfairly manipulated or coerced into particular behaviors (Salkind, 2012;Maxwell, 2013).
5. Consequences
Consequences refers to the outcomes and implications of the research, both for the participants and the wider community. Researchers must consider the potential impact of their research, including how the findings might be used, misused, or interpreted, and whether the participants may be affected by those consequences in the short or long term. Consequences might include not just the immediate impact on participants (such as providing feedback or compensation), but also the broader societal, cultural, or policy implications. Researchers should consider both the positive and negative potential outcomes of their research (Berger, 2015;Bentz & Shapiro,1998).
Conclusion:
The Five C's framework (Consent, Clarity, Consistency, Control, and Consequences) provides a well-rounded guide for maintaining ethical standards in educational research. Each "C" addresses critical aspects of the research process, from initial participant involvement to the broader implications of the findings. Researchers in education must be vigilant in upholding these ethical principles to ensure that their work is conducted responsibly, transparently, and with respect for all involved.
References
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- Berger, R. (2015). Now I See It, Now I Don’t: Researcher’s Position and Reflexivity in Qualitative Research. Qualitative Research, 15(2), 219-234.
- Creswell, J. W. (2018).Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (6th ed.). Pearson.
- Boyer, E. L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching.
- Lather, P.(2006). In the Name of Ethics: A Poststructuralist Approach to Research Ethics.International Journal of Qualitative Studies in Education, 19(6), 693-706.
- Macintyre, C.(2000). An Ethics of Communication in Educational Research. Journal of Educational Policy, 15(4), 1-16.
- Maxwell, J. A. (2013). Qualitative Research Design: An Interactive Approach (3rd ed.). Sage Publications.
- Mertens, D. M. (2014). Research and Evaluation in Education and Psychology: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods (4th ed.). Sage Publications.
- Noble, H., & Smith, J. (2015). Issues of Validity and Reliability in Qualitative Research. Evidence-Based Nursing, 18(2), 34-36.
- Salkind, N. J. (2012). Exploring Research (8th ed.). Pearson.
