Conducting Research with Children and Students
When we set about conducting research with young people, we need to put aside our assumption that they will perceive the experience as we might in their place. As we know that “both respondent and question characteristics affect the reliability of responses in surveys” (Borgers et al. 2004, p. 17), conducting any research with children and students requires careful consideration of characteristics often unique to this demographic. Unlike in some qualitative approaches, such as semi-structured interviews, where we can exercise a degree of flexibility to probe the areas of our inquiry, we do not have the same wriggle room in survey-based quantitative data collection.
KeywordsSatisficing Piloting Engagement with schools Ethics
- Borgers, N., & Hox, J. (2001). Item nonresponse in questionnaire research with children. Journal of Official Statistics, 17(2), 321–335.Google Scholar
- Collins, D. (2003). Pretesting survey instruments: An overview of cognitive methods. Quality of Life Research, 12(3), 229-238.Google Scholar
- Fuchs, M. (2005). Children and adolescents as respondents. Experiments on question order, response order, scale effects and the effect of numeric values associated with response options. Journal of Official Statistics, 21(4), 701.Google Scholar
- Morrow, V., & Richards, M. (1996). The ethics of social research with children: An overview. Children & Society, 10(2), 90–105.Google Scholar
- National Health and Medical Research Council. (2007, updated May 2015). National statement on ethical conduct in human research 2007. Canberra: Commonwealth of Australia.Google Scholar