Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com

1. The Ethic of Educational
and Social Research
Silvlia Nanda Putri Erito

2. Introduction
Informed consent
Access and acceptance
The field of ethics
Non-Maleficence, Benefitcence, Human Difnity
Absolutist and Relativist Ethics
Voices of experience
Ethical Dilemmas

3. Informed Consent
Competence
Voluntarism
Full Information
Comprehension
Informed consent has been defined by
Diener and Crandall (1978)

4. Access and acceptance
1
• That of access to the institution or organization where the research is to
be condected
2
• Investigators cannot expect access to a nursery, school, college or
university as a matter of right.
3
• They have to demonstrate that they are worthy, as researchers and
human beings, of being accorded the facilities needed to carry out their
investigations.
4
• How to be worthy researcher?
• gaining of official permission to undertake one’s research in the target
community.

5. Next…
5
• Make a relationship with the teacher
6
• researchers will need to clarify in their own minds the
precise nature and scope of their research.
7
• information that may prejudice the results of the
investigation may have to be withheld. Aronson and
Carlsmith (1969)

7. The Field of Ethics
Whatever the specific nature of their work, social
researchers must take into account the effects of
the research on participants
Kimmel (1988) has pointed out that it is
important we recognize that the distinction
between ethical and unethical
the extent to which researchers can
collaborate with the researched

8. Non-maleficence, beneficence
and human
dignity
Of course we do not wish bring harm to our research
“harm” here is unclear
one person’s harm is a society’s benefit, and
whether a little harm for a few is tolerable in
the interests of a major benefit for all,s
The example

9. What do you do if you discover
that the head teacher has a serious
alcohol problem or is having an
affair with a parent?
What do you
Do if your research shows teachers in the
school with very serious weaknesses, such
that their contracts should be terminated in
the interests of the students?
1
2

11. Absolutist & Relativist Ethics
Absolutist is the result of the study that
cannot be change
Relativist is the result of the study can be
change
BAB ini masih belom
paham, mungkin dari
temen teman ada yang
bisa
membantu..hehehe

12. Voices of Experience
Say Thanks to the subject and all participants can be done in
foreword, introduction or footnote

13. Ethical Dilemmas
•Privacy
•Anonymity
•Confidentiality
•Deception

14. Privacy
• Sensitivity of the information being given
i.e Religious preferences, sexual practices, income,
etc.
• The setting being observed
i.e public places, home
• Dissemination of information
i.e personal data

15. Anonymity
• Information provided by participants
should in no way reveal their identity.
• A participant’s privacy is guaranteed,
no matter how personal or sensitive
the information is.

16. Confidentiality
• The essence of the matter is the extent
to which investigators keep faith with
those who have helped them.
• Confidentiality can be protected by
obtaining signed statements between the
participants and the researchers

17. Betrayal
• The term ‘betrayal’ is usually applied
to those occasions where data
disclosed in confidence are revealed
publicly

18. Deception
• The deception lies in not telling the whole truth.
• Kelman (1967) has suggested three ways of dealing with the
problem of deception.
1) Increase our active awareness that it exists as a
problem.
2) Counteracting and minimizing the negative effects
of deception
3) Ensure that new procedures and novel techniques
are developed.

19. Ethics and research methods in
Education
• Problems, issues and dilemmas that
the educational researcher and
beginning researchers are likely to
encounter.

20. Ethical principles for the guidance of
action researchers
• Observe protocol
• Involved participants
• Negotiate with those affected
• Report progress
• Obtain explicit authorizations
• Negotiate descriptions of
people’s work
• Negotiate accounts of others’
points of view
• Obtain authorization before
using quotations
• Negotiate reports
• Accept responsibility for
maintaining confidentiality
• Retain the right to report your
work
• Make your principles of
procedure binding and known

21. Ethics and evaluative research
• The ethics of educational evaluation, offers
two broad principles which may form the
basis of further considerations in the field
of evaluation.
• These are the principle of benefit
maximization and the principle of equal
respect.

22. Research and regulation
• Ethical regulation exists at several levels:
legislation, ethics review committees,
ethical codes of the professional bodies
and associations as well as the personal
ethics of individual researcher
• These help individual researchers in
indicating what is desirable and what is to
be avoided.

23. • There is no specific advice for what to
do in specific situations related to
ethical codes.
• It is researchers themselves, who should
decide what to do in a specific situation

24. Sponsored research
• Sponsored research does not absolve the
researcher from ethical behaviour.
• Sponsors do have the right to remain
confidential
• The researcher’s responsibilities may lie
only in conducting the study and
providing the sponsor with a report

25. Responsibilities to the research
community
• Not to jeopardize the reputation of the research
community
• Spoil the opportunities for further research
• Responsibility to colleagues to : protect their
safety, protect their reputation, enable further
research to be conducted, expect them to behave
ethically, etc

26. • Hi There, please kindly use my PPT for powering
your learning, please let me know if you want to
discuss more.
• Email : silviananda.putrierito@gmail.com