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Sociology Investigation

Extracts from this document...

Introduction

Does labelling have an impact on students? Introduction Aim * Do labelled students both genders show difference in behaviour and attitude towards school? * Do students of different age groups, who think that they are labelled, develop lower self esteem as a result of a given label? * Is the label given to a student seen as a motivation not to end up as predicted? Reasons for choice of research topic: School is an institution in which we the students learn norms and values of our society through teachers and the hidden curriculum. I believe that at school you have different personalities which sometimes seem changed as teachers give students labels, by this I mean that I have friends whose attitude has changed because they feel that they are labelled by teachers. Teachers are just as normal as any other people in society and therefore inevitably label students due to the information they have about them as well as the way students behave in class. I want to find out how the given label changes the students. As there is a large number of different students there would be a range of different ways a student's attitude and personality changes; these changes can cause negative and positive outcomes, as I have seen it many times in my school time. I therefore want to investigate what changes happen in a student's attitude towards that teacher he or she was labelled by, the subject that teacher teaches and the way that student thinks about him or herself. In addition to this do I also like to find out what students in general think about labelling and what effect is has on life at school. This is a very significant issue in education as a teacher's judgement should not affect a student's academic performance negatively. What other sociologists have said about my research topic Labelling is a very important part of life and appears in all social areas. ...read more.

Middle

has changed due to the label given? Please tick appropriately. Yes ? No? If Yes: Question 9 If No: Go on to Question 10. Question 9 How do you think your performance has changed? Please tick appropriately. Improved ? Decreased ? Same ? Question 10 If you think you are labelled, do you agree yourself with the given label? Yes? No? Question 11 If you think you are labelled, do you show the teacher through behaviour, homework and attitude towards that subject that you are not the way he or she thinks you are. Please tick appropriately. Yes? No? Question 12 Please describe why you behave this way. .................................................................................................................................................................................................................................................................................................................. Question 13 Do you think that a label has an impact on a student's life? Please tick appropriately. Yes? No? If Yes: Why do you think so? ............................................................................................................................................................................................................ Thank you very much for completing this Questionnaire. Sabine. Analysis of findings Aim: Is the label given to a student seen as a motivation not to end up as predicted? The data that I have collected from using my questionnaire shows that 14 out the 20 respondents see their given label as motivation to keep on performing well academically and to start improving their performance. This shows that a label given to a student has an impact on the way he or she thinks of his or her performance in school. Out of these 14 students who see their given label as motivation 5 are of White ethnicity, 5 of black and 4 of Asian ethnicity. These results show that in my research the ethnicity of a student does not have an impact on his or her view on the given label, because students from each questioned ethnicity see a label as motivation. From my questionnaire and some conversations I had with some of my respondents I found out following views on labels: * A positive label gives them more confidence in the particular subject and in school overall. ...read more.

Conclusion

* Introduction Strength Weakness I think that my aims are a strength as they are well thought and relating to big issue in education. The section of what other sociologists have said about my chosen issue could have been in more detail and not so general, as it makes it difficult to find the right quotes. My reason for choice is a strength as I in detail stated why I wanted to investigate about this issue. I could have included more key terms/concepts, by searching in different sources. My choice of methods is a strength because these are reliable methods which I can practice very easily. My choice of respondents was too specific and made it difficult to carry out my method of research. * Methods Strength Weakness I think I analysed the methods I want to make use of properly, as I found it very easy to make sure that I avoided the potential problems. I did only use two method of research which limits my results for my findings. I described the methods in much detail and discussed the strengths and weaknesses precisely. I received criticism on my pilot questionnaire as not everyone was able to understand my questions. I considered the ethics and made sure to apply this on my method of research. The questionnaire seemed to be too long form my respondents, which reduces the quality of my findings. I made changes to my pilot questionnaire, and indicated any errors that might occur. I created a questionnaire in which all questions help me answer my aims. * Analysis Strength Weakness I think my use of graph is a strength as I can present my findings in chart form, which makes understanding much easier. I analysed the findings slightly from my point of view and opinions rather that from what the facts state. I compared and contrasted my findings to my secondary sources effectively by using quotes. I included information that does not answer my aims, in any way to complete my hypotheses. ...read more.

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