Item C
Pupils behave in many different ways in schools. Some pupils conform to school rules, for example by wearing the correct uniform and completing tasks set, whilst others break school rules. Interactions between teachers and pupils, and between peers, are likely to influence behaviour. Sociologists are interested in researching in patterns of pupil behaviour, particularly disruptive behaviour.
One way of studying pupil behaviour in schools is to use non-participant observation. Pupils are often observed during the course of a school day. One advantage of non-participant observation is that the sociologist can observe behaviour both inside and outside classrooms. Non-participant observation allows behaviour categories to be decided before the observation begins. However behaviour may not be classified in the same way by different researchers.Applying material from Item C and your knowledge of research methods, evaluate the strengths and limitations of using non-participant observation to investigate pupil behaviour in schools.
AQA
A Level
2024
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Non-Participant Observation: Investigating Pupil Behaviour in Schools
This essay will evaluate the strengths and limitations of non-participant observation as a research method for investigating pupil behaviour in schools. Drawing on Item C, it will consider the applicability of this method to diverse school contexts and its potential impact on both research participants and the wider school community.
Strengths of Non-Participant Observation
1. Naturalistic Setting: Non-participant observation allows researchers to study behaviour in its natural environment, minimizing the artificiality of laboratory settings and yielding more authentic insights into pupil interaction. This aligns with Item C's emphasis on observing both in-class and out-of-class behaviour, providing a holistic understanding of pupil behaviour.
2. Rich Data Collection: This method provides access to a wide range of data, including verbal and nonverbal communication, social interactions, and the nuanced dynamics between pupils, teachers, and support staff. This allows for in-depth analysis of behaviour patterns and potentially unanticipated aspects of school life.
3. Flexibility: Researchers can adapt their observation categories and focus areas as they observe, allowing for responsiveness to emerging themes and unexpected behaviours. This flexibility is crucial given the dynamic nature of school environments and the diverse range of behaviours that may arise.
Limitations of Non-Participant Observation
1. Observer Bias: Researchers' pre-existing beliefs and values may influence their interpretation of observed behaviour, potentially leading to subjective analysis and biases. Item C acknowledges this concern, highlighting the possibility of different interpretations of behaviour categories across researchers.
2. Ethics and Consent: Observing pupils without their knowledge can raise ethical concerns. Obtaining informed consent, especially from minors, can be challenging and may impact the natural flow of observed behaviour. This is particularly relevant when considering sensitive behaviours, as outlined in Item C.
3. Reactivity: Pupils may alter their behaviour if aware they are being observed, leading to inaccurate data and undermining the validity of the research. This "Hawthorne Effect" can be mitigated through techniques like prolonged observation and building rapport, but it remains a potential challenge.
4. Generalizability: Findings from one school may not be easily generalized to other school contexts, as factors like school size, resources, and demographics can significantly influence pupil behaviour. Item C emphasizes the need to consider these contextual factors when interpreting research findings.
5. Resource Implications: Non-participant observation can be time-consuming and require significant resources, potentially hindering the feasibility of large-scale studies and limiting the breadth of research.
Evaluation and Conclusion
While non-participant observation offers valuable insights into pupil behaviour, its limitations must be carefully considered. The methodological strengths of this approach, particularly its capacity for capturing the nuances of social interactions in a natural setting, are offset by potential ethical conflicts, observer bias, and challenges in ensuring generalizability. Researchers must prioritize ethical considerations, employ strategies to minimize bias, and carefully interpret findings within their specific context. Ultimately, non-participant observation can be a valuable tool for understanding pupil behaviour, but it should be employed alongside other methods to ensure the robustness and validity of research findings.
Non-Participant Observation of Pupil Behaviour in Schools
Non-participant observation involves a researcher observing individuals without directly interacting with them. In the context of studying pupil behaviour in schools, as suggested in Item C, this could involve a researcher observing students in various settings like classrooms, hallways, and playgrounds. While this method offers valuable insights into natural behaviour patterns, it also comes with its own set of strengths and limitations.
Strengths
One key strength of non-participant observation is its ability to capture naturalistic data. By remaining detached, the researcher minimises the observer effect, where individuals alter their behaviour due to awareness of being studied. This is particularly relevant in schools, where pupils might behave differently in the presence of an adult authority figure. Observing them discreetly allows for a more authentic understanding of how pupils interact with peers and teachers, and how this influences their behaviour, as highlighted in Item C
Furthermore, non-participant observation facilitates the study of a wide range of behaviours. Researchers can focus on pre-determined categories, such as those related to conformity with school rules (uniform, completing tasks) or disruptive behaviour, as mentioned in Item C, allowing for a systematic and focused analysis. The ability to observe pupils in different contexts – classrooms, corridors, and playgrounds – provides a holistic understanding of how behaviour varies across settings.
Limitations
Despite its strengths, non-participant observation is not without limitations. A significant concern is the potential for researcher bias. Item C states that "behaviour may not be classified in the same way by different researchers." Researchers bring their own subjective interpretations and pre-conceived notions to the observation process, potentially influencing how they perceive and categorise pupil behaviour. This subjectivity can impact the objectivity and reliability of the findings.
Another limitation relates to the ethical considerations of observing pupils, particularly if the focus is on sensitive issues like disruptive behaviour. As Item C suggests, there are potential implications for "schools' market and league table position" based on behaviour findings. Gaining informed consent from pupils, especially younger ones, can be complex. Anonymity is crucial to protect pupils' identities and prevent potential harm or stigmatisation arising from the research findings. Schools also have a duty of care towards their pupils, and researchers need to work closely with the school to ensure ethical guidelines are rigorously adhered to.
Finally, non-participant observation alone can only provide a limited understanding of the reasons behind behaviour. Observing a pupil breaking a school rule, for instance, doesn't explain the motivation. Was it intentional defiance, peer pressure, or a lack of understanding of the rules? To gain deeper insights, researchers often need to combine observation with other methods like interviews or questionnaires, which can provide valuable contextual information and explore the perspectives of pupils and teachers.
Conclusion
Non-participant observation offers a valuable tool for investigating pupil behaviour in schools, allowing researchers to observe natural interactions in various contexts. However, researchers must be mindful of potential biases, ethical challenges, and the limitations of solely relying on observations to understand the complexities of human behaviour. By combining careful planning, rigorous methodology, and ethical considerations, non-participant observation can contribute significantly to our understanding of pupil behaviour and inform effective strategies for a positive learning environment.
Item C
Pupils behave in many different ways in schools. Some pupils conform to school rules, for example by wearing the correct uniform and completing tasks set, whilst others break school rules. Interactions between teachers and pupils, and between peers, are likely to influence behaviour. Sociologists are interested in researching in patterns of pupil behaviour, particularly disruptive behaviour.
One way of studying pupil behaviour in schools is to use non-participant observation. Pupils are often observed during the course of a school day. One advantage of non-participant observation is that the sociologist can observe behaviour both inside and outside classrooms. Non-participant observation allows behaviour categories to be decided before the observation begins. However behaviour may not be classified in the same way by different researchers.Applying material from Item C and your knowledge of research methods, evaluate the strengths and limitations of using non-participant observation to investigate pupil behaviour in schools.
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Non-Participant Observation: Investigating Pupil Behaviour in Schools
Answers in this band will demonstrate accurate, detailed knowledge and a strong understanding of non-participant observation techniques as they apply to the study of pupil behaviour in schools. The response will showcase a sensitive and accurate application of relevant material to the specific issue of pupil behaviour.
Students will demonstrate knowledge of the strengths and limitations associated with utilizing non-participant observation to research pupil behaviour. These may include, but are not limited to:
Research Subjects
• Individual Pupils: The research will consider the characteristics of individual pupils, including their age, gender, ethnicity, and any special educational needs. • Peer Groups: The researcher will analyze the dynamics within peer groups and their influence on behaviour. • Teachers and Support Staff: The research will examine the role of teachers and support staff in shaping pupil behaviour, including their interactions with students and their classroom management strategies.
Research Contexts and Settings
• Classrooms: The observation will focus on the classroom environment, including the physical layout, the dynamics of the teacher-student relationship, and the interaction between students. • Staffrooms: Observation in staff rooms can provide insights into the culture and values of the school, as well as the concerns and strategies of teachers. • School Premises: The research will consider the wider school environment, including hallways, playgrounds, and other spaces, to gain a comprehensive understanding of pupil behaviour.
Sensitivity of Researching Behaviour
• Policy and Resource Implications: The research should consider the potential impact of findings on school policies and resource allocation. • School Market and League Table Position: The researcher must be aware of the influence of school performance and reputation on behaviour and the potential for observations to impact these factors. • Impact on Achievement or Behaviour: The research will consider the potential for observations to influence pupil achievement or behaviour, including the risk of stigmatising certain groups. • Parental Consent: The researcher must obtain informed consent from parents or guardians before conducting any observations involving children.
Evaluating the Usefulness of Observations
The response will explicitly evaluate the usefulness of non-participant observations in researching pupil behaviour. The analysis will be clear and demonstrate a strong understanding of the strengths and limitations of this method. The response will draw appropriate conclusions based on the evaluation.