Page 51 - 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.

protected to the best of my abilities and stated how. These protective measures

included the drafting and completion of:
• Plain Language Statements clearly explaining the role of the participants

and the purpose of the research.

See (Appendix C) for the Plain Language Statement for teachers.
See (Appendix D) for the Plain Language Statement for pupils.

• Informed Consent Form completed by each adult participant.
See (Appendix E) for the Informed Consent Form.

• Informed Assent Form for the participants under 18 years of age.

See (Appendix F) for the Informed Assent Form.

All participants were informed that the research was completely voluntary in nature
and that their right to discontinue in the participation at any time was completely

acceptable and without any repercussions. I also secured Faculty Ethics Review

Panel approval from DCU (Dublin City University) before proceeding with the
development of my multimedia resource.

3.6 Conclusion

In this chapter I outlined the methodological approach I chose to investigate how the

creation of a multimedia resource could enhance parental involvement in their
child’s reading homework. I discussed my use of the Educational Entrepreneurial

Approach to action research as the research methodology for my study, whilst
describing how my ontological and epistemological values formed my decision to

choose this model and how they influenced my chosen field of research. I examined
the collaboration process amongst my peers who supported me in the development

of this resource, that ultimately brought about a positive change in my workplace.

In the next chapter, I examine how I applied the stages of the EEA approach:
Explore, Understand and Create to guide and structure my research and the creation

and implementation of my multimedia resource the ‘Parent Learning Zone’.

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