Trustworthiness can be addressed through multiple forms. The first way is using triangulation in your research which is using more than one approach to collecting research, which may include but are not limited to interviews, observation, and surveys (Andrews, 2007). When we use triangulation we strengthen our findings, look for biases, and reveal discrepant findings which can enrich our findings (Andrews, 2007). When we use multiple methods to conduct our research we are able to show that we have answered our question in multiple ways, which contributes to the reliability of our data (Murad, 2014). A second way to enhance the trustworthiness of your research is to keep an audit trail. This is when the researcher describes in detail how he collected data, how categories were determined, and how decisions were made (Merriam & Tisdell, 2016). This gives an account for how and what we did during the process and is shown in the methodology section of our final product. This is important to have because any questions that may arise about how or what we did can be easily answered, there is no guessing for a person who is studying what we have done in the process. A third way to strengthen trustworthiness is through using a rich, thick description which describes the participants and the setting as wells as gives a detailed description of the findings with evidence of quotes from interviews, field notes, and findings (Merriam & Tisdell, 2016). One last approach to increase the trustworthiness of your research is through respondent validation. This is when the researcher “solicits feedback on your preliminary and emerging findings from some of the people that you have interviewed” (Merriam & Tisdell, p. 246, 2016). This helps the researcher make sense of the data and not misinterpret what was being said or done as well as help eliminate bias (Merriam & Tisdell, 2016). “Ultimately for better or worse, the trustworthiness of the data is tied directly to the trustworthiness of those who collect and analyze data, and their demonstrated competence” (Merriam & Tisdell, p. 260, 2016).
Informing participants and confidentiality are ethical issues that arises in research, especially in qualitative data, where the sample space is smaller and on a focused group of participants. The researcher should clearly explain to the participants the aims of the research to make them aware of what they are doing and why they are doing it (Murad, 2014). These participants should give informed consent that they understand the study and are willingly being part of it. Confidentiality relates to the participants who have given informed consent because it is the researcher’s responsibility to protect the identity of those participating in the project (Madak, 1994). This is especially important when working with small groups of people. While sometimes it is difficult to keep the privacy of individuals in smaller groups, it is important that the data we have received is being displayed in the light of kindness and avoid the darkness of negativity. This allows participants whose identities may be identified to be displayed with positivity.
In my own study I am trying to manage these concerns as I am working with students and want their privacy respected as well as my own findings to be trusted by others. In order to increase the validity of my findings, I am using multiple methods to collect data which include observations, focus groups, and surveys. I have also started an audit trail by writing about the methods used in my methodology and will continue it as I finish collecting data and start writing my results. This helps protect me when and if questions arise because I have tracked everything. As I finish up my data collection and start on writing up my results, I will provide a detailed description of the setting and the participants involved as well as the findings with the appropriate evidence. I don’t know if I will use respondent validation because of the age of the students, but I may double check with them on some of the answers from our focus groups so my interpretations are as correct as possible. Since my students are under the age of eighteen, I informed the parents of the study before I started it. I have also mentioned to my students a few times why we are doing class differently now, but I don’t know if they quite understand the reasons why or if they care. In order to protect the privacy of my students, I will not be using names, but instead be using Student A, Student B, etc. in my results. While results may still be able to be linked with students, because there are only seven, I can say that I at least tried to keep my student’s information confidential.
Bibliography:
Andrews, B. (2007). Authenticity - validity, triangulation, reliability- and generalisability. Retrieved November 2, 2015, from https://pebblepad.wlv.ac.uk/viewasset.aspx?oid=103268&type=webfolio&pageoid=111981
Madak, P. (1994). Ethical considerations when using qualitative methods in evaluation. The Canadian Journal of Program Evaluation, 8(2).
Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (Fourth ed.). San Francisco, CA: John Wiley & Sons.
Murad, I. (2014). A critical review study conducted on two academic articles published in the educational field: From a research prospective. Education, 4(6).