Page 49 - The Inquiry into the Development and Implementation of a Multimedia Resource to Help Improve Parental Involvement in Their Child’s Reading Literacy During the Primary School Years.

well as their opinions and ideas on improving our school website and the resource.

The participants had a choice of using their name or being anonymous. The answers
provided by the parents to the questionnaire had a direct impact on the

transformational aspect of my research.

Quantitative Research Methods

After the implementation stage, I undertook some quantitative research methods
using Google Analytics, to measure the view count of the videos, the traffic on the

‘Parent Learning Zone’ webpage and the average view duration period of the videos.
Once the multimedia resource has been implemented and hosted on our school

website for a period of over six months, I will then begin to examine the reading

scores of our pupils by consulting with their class teachers. This will theoretically
give an indication of whether or not the online demonstration reading videos have

had an impact on the reading literacy of the pupils.

3.5 Validity, Rigour, Ethics & Quality Ethical Considerations

As the majority of my research is qualitative data and open to interpretation, I have

employed other methods to ensure my claims to knowledge are evidence-based and
worthy.

3.5.1 Validity & Rigour

As I am seeking to improve a practice in my workplace, the validity of my claims is

subject to the views and judgements of my colleagues and collaborators. These
social validity meetings became an integral part of my research and directed the

content, design and layout of the ‘Parent Learning Zone’. They allow the researcher

to present their research developments and resource prototypes to their peers in a
trusting and innovative environment. The meetings took place in the form of

individual face-to-face meetings, small group and whole class meetings, and online
communications. Whitehead & McNiff (2006) suggest, the validation group should

include the individuals who are sympathetic to the research and whose critical and
balanced judgements they can trust. Crotty’s (2014) methodology incorporates

Habermas’ (1976) criteria for social validation and rigorous assessment (Figure 3.3).

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