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Sociology · May / June 2016 · Paper 12 · Question 1

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The question as text

Source A Rosenthal and Jacobson ‘Pygmalion in the Classroom’ (1968) Rosenthal and Jacobson designed an experiment to test the hypothesis that teachers’ expectations of their pupils’ ability creates a self-fulfilling prophecy. They selected a random sample of 20% of primary school pupils in California. The researchers then gave these pupils an IQ test. Their teachers were given false test results, where pupils with high scores were selected at random. These were not necessarily the pupils with the highest IQ scores. The pupils were then given a second IQ test eight months later. Those pupils with a high score in the false test had made the greatest gains in IQ. The results of the experiment appeared to support Rosenthal and Jacobson’s hypothesis that the way teachers interact with pupils with higher IQ scores encouraged those pupils to do better in school.

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Show the answer and mark scheme

  • 1(a)[2]

    Identify two reasons why researchers might use a random sample. [2]

    Note: There is no requirement for candidates to use the source to answer this question. Possible answers include:

    To avoid researcher bias
    More objective
    More representative
    Simpler to carry out and construct and therefore may be less expensive
    Equal chance of being selected
    Any other reasonable response. Note: Do not allow easier or cost and time without qualification. One mark for each correct reason identified (up to a maximum of two).

  • 1(b)[2]

    Identify two methods that might be used to research classroom behaviour. [2]

    Any two from:

    Observation – any form, two different types do qualify
    Interviews – any form, two different types do qualify
    Questionnaires/social surveys
    Case studies
    Field study
    Longitudinal study
    Any other reasonable response. One mark for each correct method identified (up to a maximum of two).

  • 1(c)[4]

    Using information from Source A, describe two ways in which field experiments might be unethical. [4]

    Candidates need to recognise that ethical guidelines suggest that researchers should cause no harm to participants either physically or mentally and that participants should not be deceived. In this case the teachers were deceived and the experiment could be seen as detrimental to the education of those not identified with high IQ. Possible answers might include:

    Not getting consent
    Not being informed
    Deception/lied to
    Lack of dignity (for students with low IQ)
    Detriment i.e. lower achievement
    Any other reasonable answer Band 0 No creditworthy response. Band 1 (1–2) Answers at the bottom of the band will offer one reason without reference to Source A. Alternatively;

    answers may be vague or general with little sociological knowledge. Answers at the top end of the mark band may offer two reasons but without reference to Source A. e.g. It’s not fair to lie to people. Band 2 (3–4) To reach this band candidates must make reference to Source A. At the bottom of the band the use of source A will be implicit, whereas at the top of the band reference to source A would be explicit, i.e. at least one reference should be explicitly from the source to get 4 marks. e.g. Source A says ‘Their teachers were given false test results’ this is unethical because the participants were deceived it is also unethical because the research may have disadvantaged some pupils by changing the way the teachers taught them.

  • 1(d)[4]

    Describe two reasons for using a hypothesis in sociological research. [4]

    Candidates will be expected to describe any of the following:

    Helps guide the research e.g. selecting relevant secondary data to find out what is already known.
    Helps direct the nature of the research method e.g. select sample/method
    Ensure that time, money and resources are not wasted
    Suits positivist aims – falsification establishment of social ‘facts’
    Any other reasonable response. One mark for each reason correctly identified (up to a maximum of two). One mark for each point that is developed (up to a maximum of two).

  • 1(e)[8]

    Describe two strengths and two limitations of using the structuralist approach in sociological research. [8]

    Structuralist approaches are the macro sociological approaches. Candidates can answer the question with reference to just one or a number of these approaches. Strengths:

    Usually large samples therefore often more representative
    Research using structuralist approaches is usually carried out by experienced researchers, because of the scale, therefore it is more reliable
    Research is conducted using methods in the positivist tradition so is more reliable
    Allows for the identification of social patterns and trends
    Allows for the identification of correlations between trends
    Allows for the understanding of social structures and how society is organised identify trends
    Any other reasonable response. Limitations:
    Structuralist approach may lack validity
    Social reality is subjective
    Human behaviour has to be measured in terms of the self-concept or individual perceptions
    Social reality doesn’t exist as a separate entity so separate correlations won’t exist
    Social structures are fluid and therefore can’t be used to understand human behaviour
    Large scale research may fail to understand the nature of social interaction
    Structuralist approaches like Functionalism are teleological i.e. they treat effects as causes
    Cost of large sample
    Any other reasonable response. One mark for each strength correctly identified (up to a maximum of two) and one mark for description of each strength (up to a maximum of two). One mark for each limitation correctly identified (up to a maximum of two) and one mark for description of each limitation (up to a maximum of two).

  • 1(f)[10]

    Explain why research using one method may not be accurate. [10]

    Candidates will be expected to show an awareness that all research methods have their limitations and that it is generally accepted that research should be constructed in such a way as to avoid the pitfalls of anyone single method. Expect candidates to talk about triangulation. Possible answers include:

    Observation – Hawthorne effect
    Surveys – bias, non-return, unrepresentative
    Interviews – bias, leading questions, interviewer effect etc.
    Secondary data – political bias, made for other purposes, out of date
    Positivist v interpretivist, validity v reliability
    Use of triangulation to make research valid
    Any other reasonable response. Band 0 No creditworthy response. Band 1 (1–3) Answers at this level are likely to show limited understanding and be based on common sense or demonstrate little in the way of clear sociological knowledge or terminology. At the bottom of the band candidates may make only one brief over simplistic point e.g. Because the research won’t find everything they need to know. At the top of the band candidates may begin to use some appropriate knowledge or terminology. Candidates may only give one reason, e.g. Researchers don’t use just one method because their results might be biased. Band 2 (4–7) At the bottom of the band, candidates demonstrate basic understanding of the issue and begin to use some appropriate knowledge and terminology. Supporting explanation may be weak or over simplistic. e.g. If sociologist only use one method they may not get good results if they just use questionnaires their data may not be valid because people can lie. At the top of the band, candidates use appropriate knowledge and terminology but may not fully focus on the question. Candidates are likely to offer more than one reason e.g. If sociologist use just a single method their answers may not be valid for example, if they do observation their results may be affected by the observer effect. Band 3 (8–10) The candidates’ answer is fully focused on the question. e.g. If sociologist use only a single method of research their findings may be inaccurate because they have not sought to triangulate their research. By triangulating researchers can overcome criticism from their peers that their work lacks validity so they may use both quantitative and qualitative methods. There is evidence of good use of sociological terms and candidates may make clear reference to positivist and/or interpretivist methodology and understand the link between this and the methods used. At the bottom of the band the range of reasons may be narrow. At the top of the band, candidates should offer a range of reasons as well as demonstrate accurate use of sociological concepts.

  • 1(g)[15]

    To what extent does bias impact on the validity of field experiments? [15]

    For arguments:

    Preconceived values may lead to the researcher only recording what they see that confirms their hypothesis
    The way the research is designed makes the experiment a social construct which may mean the research is not valid
    Social interaction between the research and participant may cause bias
    Personal values may affect the formation of the research hypothesis
    Participants own values may cause them to mislead the researcher
    Rosenthal & Jacobson Source A
    Any other reasonable response. Arguments against:
    All social research is social construction and intrinsically biased
    There is bias even in the researchers choice of research topic and method
    Funding – trying to please sponsors
    Other factors may be more important, like resources, access to group may have more impact that bias
    Any other reasonable response Band 0 No creditworthy response. Band 1 (1–4) Answers in this band may be largely based on common sense showing limited or no knowledge of sociological terms or concepts. Candidates are unlikely to understand the issue of researcher bias and may not clearly understand the difference between field and laboratory experiments. At the bottom of the band there is likely to be only one over simplistic point .e.g. the results won’t be the truth. At the top of the band there may be some basic understand but this will be very underdeveloped e.g. The research may change the way people behave because he shows bias towards some of them. Band 2 (5–8) In this band candidates will tend to offer some basic discussion of the strengths and/or limitations of quantitative research. They may describe methods and their problems. Alternatively, they may offer an answer which is list-like in nature but there will be no real attempt to address the issue of bias and objectivity. At the bottom of the band the description is likely to be limited simple juxtaposition of points. i.e. stating a point for and against the argument from a generic rote learnt lists. At the top of the band, candidates may offer a description of more than one method or issue. Note: A one sided answer cannot score higher than 8 marks. Band 3 (9–12) Answers in this band will show good use of sociological language and will make some attempt at addressing the issue of the researchers influence on the experiment but this may be weak or focus only on either agreement or disagreement with the question. At the bottom of the band, candidates may provide a good range of points but there might be a lack of focus on the issue. At the top of the band, candidates are likely to show either strong agreement or disagreement with clear focus on the question but are unlikely to discuss both sides. Band 4 (13–15) Answers in this band will be clearly focused on the question and address the ‘extent’ of the impact of research bias on field experiments. Candidates will offer a range of arguments both for and against the question but this need not be balanced. At the bottom of the band some attempt at a conclusion will be made. They show excellent grasp of sociological terms and knowledge. At the top of the band there will also be an evaluative conclusion e.g. Interpretivists would argue that all such experiments are social constructions and by their very nature are a reflection of the researcher’s own values and therefore biased. Section B: Culture, identity and socialisation
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