Ethics suggestions

 Ethics:

Ethical Considerations in a Sequential Mixed Methods Study

1. Informed Consent

  • Multiple Phases: Ensure that participants are informed about both phases of the study and how their data may be used across phases.

  • Ongoing Consent: Especially in sequential designs, participants may need to be re-consented if the second phase involves new data collection or uses data in a new way.

  • Clear Explanation: Provide a plain language summary that explains the sequential design, especially for participants in the qualitative phase who may later be invited for surveys or vice versa.

2. Confidentiality and Anonymity

  • Data Linking: If data from the qualitative and quantitative phases are linked, ensure secure data handling and anonymization strategies to protect identities.

  • Storage and Access: Outline how data will be securely stored and who will have access at each stage.

  • Reporting: Avoid identifying individuals in reports, especially in small sample qualitative phases.

3. Participant Burden and Fatigue

  • Sequential Participation: When participants are involved in both phases, consider the risk of fatigue or inconvenience, particularly if time between phases is long or the research is sensitive in nature.

  • Voluntary Withdrawal: Emphasize participants' right to withdraw at any stage without penalty.

4. Ethical Approval

  • Separate Approvals: If phases are distinctly different (e.g., a survey followed by interviews), ethics committees may require separate submissions or amendments.

  • Evolving Protocol: Account for potential changes in the research design between phases and how these will be ethically approved and communicated.

5. Power Dynamics and Vulnerability

  • Qualitative Phase Sensitivity: Address issues that may arise during interviews or focus groups—especially around coercion, emotional distress, or unintended disclosures.

  • Equal Treatment: Ensure that participants from both phases are treated equitably and that one group is not privileged over the other in terms of representation or outcomes.

6. Data Integration Ethics

  • Respecting Participant Voice: In qualitative analysis, participant narratives must be treated with care and dignity, particularly when integrated with quantitative findings.

  • Transparency: Be clear in how data from different phases are combined and how interpretive biases are managed.

7. Cultural and Contextual Sensitivity

  • Especially if the study crosses cultures or social groups, ensure that both data collection instruments and interpretations are contextually appropriate and respectful.

In the Thesis: Suggested Structure for Ethical Summary

In your PhD thesis, include ethical considerations as a dedicated subsection within your Methodology chapter, or as part of the Research Design and Ethics section. Cover:

  • The overall ethical framework guiding the study.

  • Ethics approval process and reference numbers.

  • Consent procedures (with samples in appendices).

  • Risks to participants and mitigation strategies.

  • Data handling, confidentiality, and storage.

  • Ethical implications of the mixed methods integration.

Ethical Considerations

This study adopted a sequential mixed methods design comprising three phases: a national teacher survey, a focus group with educational stakeholders, and a pilot classroom intervention. Ethical approval for the study was obtained from the [University Name] Research Ethics Committee (Reference: [XXXXXX]). Ethical principles of respect for persons, beneficence, and justice informed all phases of the research, with specific attention to informed consent, data protection, and participant wellbeing.

Informed Consent and Voluntary Participation

In Phase 1, participants were primary school teachers who completed an anonymous online survey. An information sheet preceded the survey, outlining the study's aims, voluntary nature of participation, data usage, and confidentiality measures. Consent was implied through submission of the completed survey.

For Phase 2, written informed consent was obtained from all focus group participants—educators and curriculum advisors—prior to their involvement. Participants were informed of the session’s recording, the intended use of their anonymised contributions, and their right to withdraw at any point without consequence.

In Phase 3, consent procedures involved multiple layers. Written informed consent was obtained from the classroom teacher and the school headteacher. Parental consent and pupil assent were also secured for Year 6 pupils participating in the pilot teaching activity. Participation was voluntary, and pupils were informed that they could opt out of any part of the activity without penalty.

Confidentiality and Data Protection

Confidentiality was upheld throughout the study. Survey responses in Phase 1 were anonymised, with no identifiable data collected. In Phases 2 and 3, identifiable data (e.g. names or roles) were replaced with pseudonyms during transcription. Audio recordings and written data were stored on encrypted, password-protected devices in accordance with university data management protocols. Only the research team had access to the raw data.

All personal data were handled in compliance with the UK General Data Protection Regulation (UK GDPR) and the Data Protection Act 2018. Participants were informed about how data would be stored, analysed, and shared (e.g. in publications or presentations).

Minimising Harm and Ensuring Wellbeing

The research was designed to minimise any potential psychological, emotional, or professional risk. The Phase 2 focus group, though consisting of professionals, included discussions of institutional or policy-level challenges; participants were assured that their contributions would remain confidential and would not be attributed to specific individuals or organisations.

In Phase 3, the classroom intervention was designed to be age-appropriate, inclusive, and engaging. Observations focused on teaching practice and pupil engagement, not individual performance or assessment. Pupil responses were anonymised, and no identifiable or sensitive information was recorded. Care was taken to avoid undue influence or pressure on pupils to participate.

Ethical Reflexivity in Mixed Methods Integration

As a sequential mixed methods study, ethical reflexivity was necessary at each transition point. For example, insights from Phase 1 informed the sampling and questioning of Phase 2; however, no survey participants were directly recruited into subsequent phases, reducing potential issues around re-consent or perceived obligation. The integration of qualitative and quantitative data was conducted with care to ensure participants' voices, particularly those in the focus group and classroom phases, were not misrepresented or decontextualised during interpretation.


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