‘Methods in Context’ questions appear on A Level Sociology Paper 1 (Education with Theory and Methods) and AS Sociology Paper 1 (Education with Methods in Context).
Methods in Context questions will ask students to evaluate the strengths and limitations of any of the six main research methods for researching a particular topic within the sociology of education, applying material from the item.
Students often struggle with these questions and so it is useful to have exemplars which demonstrate how to answer them. Thankfully the AQA has recently released some of these, with examiner commentary, and below I’ve reproduced a top band 18/20 answer to one particular methods in context question!
NB – I’ve take this directly from the AQA’s feedback to the 2017 AS sociology exam series (specific source below), but I’ve repositioned the comments on each paragraph to make them more accessible (at the end of each paragraph, rather than at the end of the whole essay.
The specific question below appeared on the June 2017 AS Sociology Paper 1 – the whole paper is now publically available from the AQA’s web site.
Methods in Context
Investigating working-class educational underachievement
Read Item B below and answer the question that follows.
ITEM BOn average, working-class pupils underachieve in education compared with those from middle-class backgrounds. Some sociologists believe that material deprivation is one factor that causes working-class underachievement.
Other sociologists argue that values and attitudes in working-class homes may cause underachievement. School factors may also affect achievement. Sociologists may use written questionnaires to study working-class educational underachievement.
Using written questionnaires enables the researcher to reach a large number of pupils, parents and teachers. Also, those who complete the questionnaire can usually remain anonymous. However, not all those who receive a questionnaire will complete it.
Applying material from Item B and your knowledge of research methods, evaluate the strengths and limitations of using written questionnaires to investigate working-class educational underachievement.
The Mark Scheme (Top Band Only: 17-20)
Answers in this band will show accurate, conceptually detailed knowledge and good understanding of a range of relevant material on written questionnaires.
Appropriate material will be applied accurately to the investigation of the specific issue of working-class educational underachievement.
Students will apply knowledge of a range of relevant strengths and limitations of using written questionnaires to research issues and characteristics relating to working-class educational underachievement. These may include some of the following and/or other relevant concerns, though answers do not need to include all of these, even for full marks:
- the research characteristics of potential research subjects, eg pupils, teachers, parents, (self-esteem; literacy skills; attitude to school)
- the research contexts and settings (eg school; classroom; home environment).
- the sensitivity of researching working-class underachievement (eg schools’ market position; negative publicity; vulnerability of participants; parental consent; teacher reluctance).
Evaluation of the usefulness of written questionnaires will be explicit and relevant. Analysis will show clear explanation and may draw appropriate conclusions
Student Answer – Awarded 18/20 (AS standard!)
Paragraphs as in actual student response, numbers added for clarity.
Examiner comments appear in red after each paragraph.
ONE – Written questionnaires are a type of survey where questions are standardised and distributed to large numbers of people. This is useful in an educational setting because it means they can be given to numerous students in numerous schools, something which is very important when investigating working class pupils as there are many regions which are predominantly working class.
First paragraph – general advantages of written questionnaires – standardised and large distribution. Attempt to link to topic
TWO – One major advantage of using questionnaires is that they pose relatively few practical issues. They are fairly cheap to create and distribute and they quick to fill out, especially if all questions are closed ended. This means that access is not usually an issue for the researcher as they will not disrupt lessons as much as other methods such as structured interviews, meaning that the researcher is more likely to received permission from the gatekeeper. Furhtermore, working class pupils are more likely to need to take on paid work and so the quick-nature of questinnaires which are not very time consuming means that they are useful for investigating working class underachievement.
Para 2 – advantage of Wc related to context of research in schools (gatekeepers).
THREE – However, when investigating working class pupils there may be the issue of cultural deprivation, particularly language issues. Berciler and Englemann argue that the language spoken by the working class is deficient, a particular issue when trying to interpret the questions on a written question questionnaire. When coupled with the fact that questionnaires are written in the elaborated code but working class pupils (and parents) tend to speak in the restricted code this can be a major problem in gaining accurate results; unlike with other methods, questions cannot be clarified
Para 3 – good link to topic and WQ re language and speech codes.
FOUR – As well as posing few practical issues, written questionnaires do not pose many ethical issues. This is because the respondent can remain anonymous if they so wish and they can also leave any intrusive or sensitive issues blank. When studying working class underachievement this is a particular advantage because some pupils may be embarrassed to discuss their home lives, particularly if they live in poverty.
Para 4 – ethical issues discussed – anonymity developed with reference to topic
FIVE – Even though there are relatively few ethical uses, the researcher must be aware of harm to respondents. For working class children there may be a stigma attached, and for sensitive issues such as home life, the use of questionnaires can still cause distress. Nevertheless, the fact that respondents are not obligated to respond means this ethical problem is easily overcome.
Para 5 – further developed with reference to topic
SIX – From the perspective of a positivist, written questionnaires are a useful way to investigate working class underachievement because the data produced when using standardised questions is quantitative and high in reliability. This makes questionnaires useful for investigating working class underachievement because it allows cause and effect relationships to be established, for example whether or the not the structure of the education system reproduces working class underachievement, or whether there is a correlation between family background and achievement. However, the nature of written questionnaires can be an issue if the researcher’s meaning is imposed onto the questionnaire so it is another fact that must be taken into account
Para 6 – various positivist concepts – good on usefulness of WC – but not unique to topic
SEVEN – From the point of view of an interpretivist, written questionnaires are not useful when investigating working class underachievement because the data lacks validity. While questionnaires may be able to identify that factors such as material deprivation may influence the achievement of working class pupils, it does not get to the heart of the matter. Written questionnaires do not investigate the meanings that pupils may attach to the reasons they may underachieve, and do not let the respondent communicate their ideas freely. Because of this lack of validity interpretivists do not favour the use of written questionnaires to investigate working class underachievement.
Para 7 – interpretivism and validity – not related to topic specifically (generic)
EIGHT – Ultimately, written questionnaires can be useful to investigate working class underachievement because the data is easy to analyse and compare, which may be useful as the data could be used over time to look at whether government policies put in place to reduce working class underachievement really work. Not only that but they are representative, so generalisations about the wider population can be made in a way that methods favoured by interpretivists cannot.
Para 8 – attempt to relate strengths of WQs to topic
Overall COMMENT – very strong on method with some (2/3) clear links to topic
For more examples of model answers to exam questions, please see the links on my main page on exam advice!
Theory and Methods A Level Sociology Revision Bundle
If you like this sort of thing, then you might like my Theory and Methods Revision Bundle – specifically designed to get students through the theory and methods sections of A level sociology papers 1 and 3.
- 74 pages of revision notes
- 15 mind maps on various topics within theory and methods
- Five theory and methods essays
- ‘How to write methods in context essays’.
Methods in Context Questions (possibly better know as ‘applied methods questions’ will appear on the Education with Theory and Methods Paper in the A-level sociology exams.
For more examples of how to answer exam questions please see my page on exams, essays, and short answer questions.
AS SOCIOLOGY Paper 1 Education with Methods in Context, Tuesday 16 May 2017
AS Sociology 7191/1 Education with Methods in Context Final Mark scheme 7191, June 2017
AS SOCIOLOGY: Feedback on the exam(s) Student responses and commentaries: Paper 1 Education with Methods in Context Published: Autumn 2017