ETHICAL GUIDELINES CHECK LIST

Use the following checklist to help you complete the Research Proposal Form.

Statement to Undergraduate Students: Importance of Obtaining Ethical Approval

All research involving human participants must be referred to the appropriate ethics committee for
review. For undergraduate students of Teacher Education, such a review is carried out by the
Supervisors and the ethical clearance panel.

All researchers (including students) have the responsibility to respect the rights and dignity of
participants (see BERA Guidelines 2011). This is particularly important when your dissertation
involves vulnerable groups in society such as children and young adults. You are required to obtain
ethical clearance for the study prior to data collection. The Proposal Form needs to be completed
and passed for ethical clearance by your Supervisor. It is vital for you to use the checklist below to
ensure that you have considered specific ethical issues in relation to your dissertation.

Ethical Clearance Checklist

Yes No
1. Does your proposed research involve the collection of data from
primary sources? (You are doing your research with people)

2. Does your proposed research require access to documentary

material of a sensitive or confidential nature from other
organisations?

3. Does your proposed research involve the use of data or

documentary material which (a) is not anonymised and (b) is of a
sensitive or confidential nature?

4. Does your proposed research involve vulnerable participants who

are unable to give informed consent?

5. Will your proposed research require the co-operation of the

educational organisation for initial access to the groups or
individuals?

6. Will your proposed research involve the use of video/audio

recordings or social networking sites?

7. Will it be necessary for participants to take part in your proposed

research without their knowledge and consent at the time?

11. Is your data going to be stored on your personal technology

device?

Before starting data collection:

1. I have sought guidance from British Educational Research
Association (BERA)

2. All participants will be given accurate information about the nature of

the research

3. All participants will freely consent to take part and this will be
confirmed by use of a signed consent form.
 Dissertation Proposal Form

Student name &:

Enrolment No:

Course: Education studies

Year/Group: Three

Allocated supervisor:

Subject Specialism and/or theme

Inclusion

Proposed Title of Research Project:

To analyse the effectiveness of ability grouping in ks2 for low ability students and the

impacts it has on their educational attainment in a mainstream school?

Purpose of Research:

The purpose of this research is to observe the affects low ability grouping has on individuals

and what teachers are doing to support them. Both primary and secondary research will be

conducted through the use of semi-structured interviews, questionnaires and observations to

observe if the information I have received from the interviews and questionnaires is evident

or are there still missing gaps.

In order to find an answer to my main question I will use these questions below to

emphasise the purpose of my research:

1) What strategies do teachers use to support low ability students?

2) How are teaching assistants used to support low ability students and how does it

impact an individual?

3) What policies or procedures are in place to support low ability students?

4) How are ability groups organised?

5) How can ability grouping affect motivation?

Background/ context of the research/ main research questions

Ability grouping is defined as grouping students in different classrooms based on their

achievement levels, readiness or ability (Kubilious, 2016). Whereas Mete-analysis states the

main purpose of ability grouping is to form a homogeneous learning environment where

teachers can provide instruction better matched to individual needs (Kubilious, 2016). This

definition intends ability grouping is a good form of historical tracking system which involves

assigning students to fixed abilities. Baudson (2016) suggested although ability grouping is

effective to some extent, there is gaps in assessing impacts on students. Negative

stereotypes could occur harming the low ability students, where gifted students will feel

empowered. There is very limited research addressing the impacts low ability students face

therefore I have decided to explore this.

A study has found effects of low ability grouping in terms of collaborative learning on social

and communication skills as well as on student’s motivation (Saleh, 2005). The purpose of

this study was to identify whether ability grouping should be composed between students
who are of a similar or dissimilar ability. Loe et al (2016) reviewed twelve studies comparing

the effects of homogenous ability grouping to heterogeneous ability grouping. He found, the

effects differ for students depending upon their ability, however high ability pupils can learn

in either groups whereas low ability find it easier to learn in heterogeneous groups due to the

support their receive. Although, this study argues it has some form of effectiveness, grouping

individuals can impact their social interaction skills as they will not be able to construct a

shared understanding of a given topic by building on each other’s ideas, discussing the

importance as low ability students will have to liaise with one another with no peer support

from those of a higher ability. Therefore their knowledge will not expand; they will constantly

become reliant on teacher support. This can lead to negative impacts on progression and

attainment levels, as lack of motivation may be considered as a barrier.

Proposed sample group:

Ks2 which consists of four teachers and four teaching assistants and a six students

randomly selected, three from the lower ability groups and three from the higher to see their

perceptions towards this.

Methodology:

The methods selected for this research proposal contains: semi-structured interviews, open

ended questionnaires and observations. This shows a mixture of qualitative and quantitative

methods will be used to obtain relevant data. Semi structured interviews consists of many

questions which enable a researcher to define the areas explored allowing the individuals to

pursue the idea or issue in detail (Chadwick, 2008). Each interview will be within a half an

hour timeframe. Ten questionnaires will be sent out to teachers in KS2 and those who have

previously taught in KS2, including teaching assistants to compare and contrast answers to

form concise judgments. Observations will also be conducted to observe what teaching

strategies teachers have put in place to support low ability students for an hour.
Methods of data collection:

Interviews can be structured or unstructured (P.Gill, 2008). Semi structured interviews are

constructed verbally using predetermined questions but can be elaborated based on the

response received by the participants. They are quick and easy to conduct and in this case

will be dominated by the researcher. For this type of interview, validity and reliability

depend, not upon the repeated use of same questions but by conveying equivalence of

meaning (Barribell, 2015). However, pitfalls could occur as they only allow a limited amount

of participant response therefore little form of depth will be used. Contrarily, unstructured

interviews are organic; forming as they go along, therefore less organization is required.

However, they are time consuming and have no form of structure to follow which can lead to

difficulty. For the purpose of this research, semi structured interviews will be used, with a

tape recorded to refer back to information leading to reliability and validity.

In addition, observations are another form of data collection which is a primary source of

information. This can be controlled, structured or unstructured. Participants will be in their

normal environment therefore are more likely to reach in a genuine form, not changing their

behavior. Also, as the researcher would be involved within a group of individuals, it would

allow a deeper insight into emotions and motives of the individuals. Individuals must be

aware of any forms of observations taking place as it could raise ethical concerns of not

receiving informed consent therefore they will not be aware of the right to withdraw (Bera,

2018). However, when participants are aware their responses may not reflect upon their

normal behavior (Abby, 2018). The purpose of observations is to identify what strategies

teachers have put in place to support low ability students in terms of their educational

attainment.
Another form of primary research will consist of questionnaires which will remain anonymous

allowing participants to be honest. Questionnaires are a quick way of gathering quantitative

data along with accurate responses. For the purpose of this research open ended questions

will be used a way of gaining flexibility. However, many limitations could occur as

participants may be dishonest or misinterpret a question which will lead to difficulty in

understanding the received response.

All researchers (including students) have the responsibility to respect the rights and dignity

of research participants. This is particularly important when conducting research with

vulnerable groups in society such as children.

All researchers must maintain high ethical standards and respect and protect the participants

in their research.

Guidance can be sought from British Psychological Society (BPS); British Educational

Research Association (BERA); Social Research Association (SRA) and other relevant

professional bodies.

Use the following boxes and headings to identify how you intend to deal with ethical issues

which may be encountered in your research.

Protection of Participants:

The purpose of this research is to identify strategies teachers are using for low ability groups

and do they have positive or negative impacts on the students in ks2. For example, does it

affect motivation or an individual’s progress? If so, how are teachers addressing it? This

could be through the use of teaching assistants. Throughout this research, researchers must

ensure all participants are protected from any forms of harm and distress by abiding by
specific rules of conduct (Bera, 2018). As staff and students will take part: when planning the

researcher must not interfere with an individual’s personal commitments. Bera (2018) states,

the researcher must inform the participants of their responsibility and presence, purpose of

the research, objectives, procedure and how individuals will be protected from any form of

harm which may occur. Three forms of research will be used: semi-structured interviews,

observations and questionnaires. Therefore no forms of assumptions must be formed prior

to the methods and no form of distress must be placed upon participants. It is the

researcher’s responsibility to ensure interviews and observations are conducted in a positive

environment where individuals are familiar, which in this case will be in a mainstream school.

Whereas questionnaires will be handed out to staff, collecting in the responses at the end of

the school day.

The Health and safety work act (1974) suggests, individual’s safety must be considered from

any posing dangers. In relation to this act, Seed houses ethical grid (1988) minimizes forms

of physical harm, therefore conducting research within the school setting will prevent issues

from posing. In addition, participants will be informed about why interviews, observations and

questionnaires are taking place, which in this research will be to refer back to analyze

results, reliability and ensuring all individuals are treated equally regardless of their

background, age or culture (Bera, 2018). Parents and staff will be asked for consent as

children will be under the age of 18 as well as gaining consent from the participants

themselves as they must be aware of the procedure and how they will be protected from

harm. In relation to protecting the participants, data will be stored in a locked cabinet with no

unauthorized access. No data will be published on social media or any online sources; if

data is shared individuals will be aware of who it is being shared with and what measures

are put in place to prevent the information from leaking. As a researcher it is your

responsibility to consider the most relevant strategies to inform participants of the outcomes

of the research in which they are involved in. In this case, it will be done through the form of

letters along with a de-brief before conducting any form of research. The setting and

participant’s autonomy will be respected and remain anonymous.

The Right to Withdraw:

When conducting this research, researchers must recognize the right of all participants to

withdraw with or without a reason, informing participants of their rights (Bera, 2018). All

participants must be aware of the right to withdraw throughout at any time. Participants who

will be observed will be under the age of 18 therefore as well as ensuring they are aware,

staff and teachers must be aware as they are considered to be the legal guardians, ensuring

the message is clear. . If any circumstance arises where participants wish to withdraw, it is

the researchers responsibility to assess their own actions to see if they have contributed to

their decision and if so, decide if a change of motion many convince the participant to re-

engage (Bera, 2018 p.18). Factors which may contribute to such decisions may be peer

pressure leading to vulnerability. If this occurs, the participant is within the right to withdraw

without any reinforcement. Within this research, if participants wish to withdraw whilst the

interview is taking place, the tape recording must be stopped and destroyed with immediate

effect.

Confidentiality:

Social research generates many concerns about invasion of confidentiality of all participants,

public exposure of their views which could result in possible consequences. Researchers

must ensure that data is kept secure and that any form of publication, does not breach the

agreed confidentiality and anonymity (Bera, 2011). In relation to Seedhouse’s ethical grid

(1988), participant’s autonomy must be formed, treating everyone equally. The confidential
and anonymous treatment of participants’ data is considered as a norm for the conduct of

research, therefore individual rights will be recognized and all participants will remain

anonymous and the setting will not be named. Under the Data protection act (1998) and

GDPR regulations (2018) participants must be informed as to why their data is being stored

and who it will be available to. Researchers must be aware of possible consequences

therefore ensure reasonable precautions are set in place to avoid identification and

information being leaked. For example, gathered information must be kept safe and locked

away; it must not be left around. Within this research, the settings Data collection policy will

be considered before putting any measures in place. Data which is recorded in the interview

by a voice recorder will be stored on to a password protected laptop with no unauthorized

access. Likewise, interviews will be conducted in a sound proof room to ensure

confidentiality for all participants, and observation notes will be safe and locked away as well

as the responses from the questionnaires. Once the Data has been used and analyzed and

the researcher has fulfilled their purpose, it will be destroyed immediately. If in any case

information is not kept confidential and is leaked, under the GDPR regulations the

researcher could be prosecuted against. In relation to the questionnaires and interviews,

they will be kept confidential and anonymous throughout and the setting will not be enclosed.

Furthermore, researchers must not judge the participants on confidentiality and anonymity

as it will negative behavior may be formed.

Informed Consent:

Informed consent is an ethical issue which may arise in research and is vital when

conducting social research. It is the researcher’s responsibility to ensure the research

project is clearly understood, informing the purpose, intended methods, intended use of

research, likelihoods of risks, who has authorized access to the information and rights to
withdraw (Bera, 2018). This represents ‘fairness of lawfulness’. Appropriate forms of contact

must be considered to gain informal consent. Throughout this research children who we will

used to observe and fill out questionnaires will be under the age of 18 therefore staff and

parental consent must be formed through letters explaining how confidentiality will be

protected. Data will be destroyed once it has been analyzed. For example the tape recorder

will be locked away, with access to authorized individuals. If informed consent is not given by

participants, research cannot be conducted as it is against the GDPR (2019) regulations.

However, not only will consent will be taken from staff and parents, some form of consent

will be signed by participants. However an issue which could arise during this process is

language barriers, for instance the use of jargon could lead to participants misunderstanding

the learning objectives and purpose of the research, which could lead to them feeling

uncomfortable.

Consequences and Benefits:

Throughout this research, benefits along with consequences could occur. Interviews will be

conducted with an equal amount of participants therefore reliability of results will be formed.

As staff will be able to identify the proportion of individuals used for the interview,

observations and questionnaires, it will result in validity of the research. Staff will be able to

use the results obtained from the research to provide effective strategies which will support

the low ability students and their educational achievement. Another benefit is consent will be

seeked: therefore ethical issues will be minimized.

However, risks could be posed throughout the research as staff many not be honest about

the strategies they use and whether or not it has positive or negative effects. Low ability

students may been segregated or excluded within the classrooms. Therefore it must be clear

to them how support will be provided. If this is not done, they can face barriers such as lack

of motivation, devalued, or in extreme circumstances it could affect their behavior. To

prevent issues from occurring, you must ensure the purpose of the research is clear and

strategies must be set in place. However as teachers will be interviewed it will result in losing

effective planning time, which may impact upon the students learning.

Furthermore, as interviews will be voice recorded, if the voice recorder is misplaced or lost it

will be breaching confidentiality therefore the researcher must inform the participant without

delay as obligated by the GDPR regulations and establish any likelihood of risks. Also, as

participants will be informed of the interview being voice recorded, it could impact upon their

honesty and behavior which will lead to the reliability of the results being low.

Specific Ethical Issues relating to this Research:

Issues relating to this research could be internal or external. Individuals from low ability

groups may face bullying from the gifted students. This could lead to them not wanting to be

observed throughout, leading to withdrawal. Also staff may form invalid assumptions or

information of the strategies used and the impacts it has on students to protect their jobs,

issues may not be disclosed which shows ineffective professional conduct. Cultural and

language barriers could lead to misunderstandings during the interview process. For

example, if participants have difficulty expressing their views in the interview, the researcher

will find it difficult to respond leading to frustration for both, therefore miss-interpret vital

information. Another issue which must be considered is, ensuring no forms of electronic

devices are present by the participants as it could lead to breach of confidentiality if the

interview process is published on a social site or communicated with amongst friendship

groups which will impact the validity of the results.

References:

Briggs, A, Q. (2017). Second generation Caribbean black male youths discuss obstacles to
educational and employment opportunities: a critical race counter-narrative analysis. Available:
e: http://dx.doi.org/10.1080/13676261.2017.1394997 [Last Accessed 14/10/19].

British Educational Research Association (2018). Ethical guidelines for educational research.
London: British Educational Research Association 12-42.
GDPR (2019). Guide to the general data protection regulation (GDPR) [Online]. Available at:
http://ico.org.uk/media/for-organsiations/guide-to-data-protection/guide-to-the-general-
data-protection-regulation-gdpr-1.0.pdf [Last accessed: 14/10/19].

Government (2018) Guide to the General Data protection regulation. Available:

http://www.gov.uk/government/publications/guide-to-the-general-data-protection-
regulation. [Last Accessed 14/10/19].

Hudley, C. (2016). Achievement and Expectations of Immigrant, Second Generation, and Non-
immigrant Black Students in U.S. Higher Education. Available: http://ijep.hipatiapress.com [Last
Accessed 14/10/19]

Kawulich . (2005). Qualitative social research. Participant observation as a data collection

method . 6 (2), 43.

P.Gill (2008). Methods of data collection in qualitative research: interviews and focus groups.
Available: http://www.nature.come/articles/2008. [Last Accessed 14/10/19]

Paula Olszewski-Kubilius. (2016). What One Hundred Years of Research Says About the
Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement:
Findings of Two Second-Order Meta-Analyses. Review of Educational Research. 86 (4),
850.

Springer . (2005). Effects of within-class ability grouping on social interaction,

achievement, and motivation. Instructional Science. 33 (2), 107-109.