Assessment 2: Report 1 Assessment Description Summary : Each student is required to produce an individual reflective journal documenting their experience while undertaking the main research project of this module. This style of reflective report is intentionally less structured to allow you to express your individual thoughts and opinions freely and openly. While there is no right or wrong answer your reflection should illustrate how you have developed your ability with what was covered in this module. To complete this journal try to focus on i) what you have learnt about yourself and what you gained through this experience. For example, think of: How the topic informed your thinking?

How did you benefit? Were you proactive or reactive? What did you discover about your personality? etc. and also reflect on ii) the challenges faced while working on the project . What were they? How did you overcome them?

If not, why not? Then proceed to report on the effect the project had on iii) your philosophical school (post positivist, pragmatist, constructivist, etc.) by reflecting on your ontological, axiological and epistemological stance, before, during and after the project and iv) inform on how you managed the ethical issues encountered in producing this work ; such as data confidentiality, obtaining informed consent, debriefing participants, etc. You should present your report in the form of a 1200 word (+/10%) reflective journal. You are advised to support your reflections by researching relevant literature on reflective writing, and ensuring all sources are cited and referenced using the Harvard style.

The purpose of this assessment is to encourage students to critically reflect on their experiences during the main research project of this module. Reflection is a vital component of academic and professional development, as it fosters a deeper understanding of personal growth, research processes, and ethical considerations. This report aims to capture the nuances of the student's journey through the research process, highlighting insights gained, challenges faced, philosophical perspectives, and ethical approaches adopted.

In crafting this reflective journal, students should consider multiple facets of their experience. Firstly, they should explore what they have learned about themselves, including how the project influenced their thinking, skills, and personality. For example, did the research topic challenge existing beliefs or inspire new ideas? Did the student adopt a proactive approach by seeking additional resources, or were they more reactive, adjusting to unforeseen difficulties? Reflecting on personal traits and growth can reveal valuable insights into one’s learning process and development strategies.

Secondly, students should analyze the challenges encountered during the research project and elucidate the methods employed to address these issues. Challenges may include designing research instruments, managing data collection, or coordinating with participants ethically and practically. Overcoming such challenges often requires problem-solving skills, adaptability, and resilience. When appropriate, students should also reflect on instances where challenges could not be fully addressed, exploring the reasons behind these limitations. This introspection enhances self-awareness and demonstrates an understanding of the complexities involved in conducting research.

Thirdly, an integral component of this reflective journal involves evaluating how the research experience influenced the student’s philosophical stance regarding research paradigms. Students should reflect on their ontological assumptions — their views about the nature of reality; axiological considerations — their beliefs about values and ethics; and epistemological positions — their understanding of knowledge and how it is acquired. For instance, did the research experience shift their perspective from a positivist, objectivist view towards a more interpretivist or constructivist approach? This reflection reveals depth in understanding the philosophical underpinnings of research methodologies and personal epistemic orientations.

Finally, ethical considerations are paramount in research. The report should detail how the student managed ethical issues such as ensuring data confidentiality, obtaining informed consent, and debriefing participants. Ethical reflection involves recognizing potential dilemmas, applying ethical guidelines, and evaluating the effectiveness of the measures taken to uphold research integrity and participant rights.

To support this reflective process, students are encouraged to consult relevant literature on reflective writing, research ethics, and philosophical paradigms. Proper citation and referencing using the Harvard style are mandatory to demonstrate engagement with scholarly sources and to underpin reflections with academic credibility.

Paper For Above instruction

Embarking on the main research project within this module provided a profound opportunity for personal and academic growth, demanding a multifaceted approach centered on reflection. This process offered insights into my capabilities, challenges encountered, philosophical underpinnings, and ethical considerations, all contributing to a comprehensive understanding of conducting responsible and meaningful research. This reflective journal synthesizes these experiences, supported by relevant literature, to illustrate my developmental trajectory throughout the project.

Initially, undertaking the research prompted an important reflection on my learning journey and personality. I recognized that my curiosity about the research topic fueled a proactive approach, motivating me to seek additional literature and data sources beyond the initial scope. This inquisitiveness aligned with a growth mindset, fostering resilience and adaptability when faced with obstacles such as limited access to data or initial methodological uncertainties. Literature by Schön (1983) underscores the importance of reflective practice in developing professional competence, emphasizing that self-awareness enhances problem-solving skills. I discovered that I tend to respond to challenges with persistence, which has reinforced my confidence in tackling complex research scenarios.

Throughout the project, several challenges arose, from designing suitable research instruments to ensuring ethical compliance. One significant challenge was securing informed consent from participants, which required careful communication of the study’s purpose and confidentiality measures. Employing ethical guidelines from the British Psychological Society (2021) helped me develop clear consent forms and maintain transparency, which in turn fostered trust with participants. Overcoming logistical issues related to data collection often involved flexibility and problem-solving, including adapting data collection strategies when initial plans were thwarted, exemplifying adaptive resilience. Sometimes, despite best efforts, resource constraints limited the scope of data collection; reflecting on these constraints revealed an acceptance of research limitations, aligning with the understanding that research is inherently bounded by practical realities (Carr & Kemmis, 1986).

My philosophical stance evolved considerably during this process. Initially, I operated from an ontological position aligned with positivism, believing in an objective reality that can be measured and analyzed. However, engaging with qualitative data and interpreting participant responses encouraged me to adopt a more constructivist perspective, recognizing that reality is socially constructed and multifaceted. This shift was supported by interpretivist paradigms (Denzin & Lincoln, 2011), which emphasize understanding subjective meanings and context-dependent knowledge. The epistemological stance also matured; I moved from a purely positivist view focused on quantifiable data towards appreciating the value of rich, qualitative insights that capture complexity and nuance (Guba & Lincoln, 1998). Ethical considerations further reinforced my commitment to respecting participant autonomy and confidentiality, reconciling my personal values with research responsibilities.

Managing ethical issues was an integral part of the research process. I adhered strictly to institutional guidelines, ensuring data confidentiality through anonymization and secure storage. Obtaining informed consent involved transparent communication about data use, potential risks, and participants' rights, aligning with the principles outlined by Beauchamp and Childress (2013). Additionally, debriefing participants post-data collection allowed me to clarify their involvement purpose and address any concerns, emphasizing ethical sensitivity. These practices fostered a respectful environment conducive to honest and ethical research conduct. Reflecting on ethical challenges highlighted the importance of continuous vigilance and adherence to evolving standards, reinforcing my understanding that ethical integrity is foundational to credible research (Resnik, 2018).

In conclusion, this research experience has significantly shaped my academic and personal development. It prompted me to critically evaluate my assumptions, adapt to challenges, and uphold rigorous ethical standards. Supported by scholarly insights, my reflections underscore the importance of a reflective stance in research, fostering growth, integrity, and a deeper understanding of knowledge production processes. Moving forward, I am motivated to continue applying reflective practices and ethical rigor in future research endeavors, appreciating their role in producing meaningful and responsible scholarly work.

References

• British Psychological Society. (2021). Ethical Guidelines for Psychological Research. BPS.
• Beauchamp, T. L., & Childress, J. F. (2013). Principles of Biomedical Ethics. Oxford University Press.
• Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge, and Action Research. Routledge.
• Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE Handbook of Qualitative Research. SAGE Publications.
• Guba, E. G., & Lincoln, Y. S. (1998). Entering the debate: The paradigm debate. In N. K. Denzin & Y. S. Lincoln (Eds.), The Landscape of Qualitative Research (pp. 105-117). SAGE.
• Resnik, D. B. (2018). Ethical Virtues in Science. Springer.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
• Smith, J. A., & Heshusius, L. (1986). Closing down the conversation: The end of the qualitative-quantitative debate among educational researchers. Educational Researcher, 15(3), 4–12.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. SAGE Publications.
• Yin, R. K. (2018). Case Study Research and Applications: Design and Methods. SAGE Publications.