Using material from item A and elsewhere, assess the ...
Using material from item A and elsewhere, assess the strengths and limitations of questionnaires for the study of parental attitudes to education.
|Introduction |Refer straight away to the item. Researchers believe parental attitudes to education are key in the |
| |success of their child. Briefly discuss the longitudinal study done by Douglas. He concluded that |
| |working class parents were less likely to support their child’s intellectual development through |
| |reading or educational activities at home and were less ambitious for their children, gave less |
| |encouragement and took less interest in their education. They visited school less often and were less|
| |likely to discuss child’s progress with teachers. This resulted in lower achievement. Hyman also |
| |believed the working class had a ‘self imposed barrier to success’ because they were fatalistic about|
| |career opportunities and placed little value on achieving a high status job. |
|What are questionnaires |Quick and cheap |
|and why are they useful |Large quantities of data from large numbers of people (for example Connor and Dewson) = more |
|to researchers? |representative |
| |No trained interviewer necessary |
| |Easy to turn answers into numerical form if closed ended questions used. So easy to reveal |
| |relationships between variables (class and academic success) |
| |Reliable |
| |No researcher present to influence respondents |
| |Useful for testing hypotheses about cause and effect relationships between different variables (for |
| |example Rutter (1979) used questionnaires to collect large quantities of data from 12 inner London |
| |schools – correlated achievement, attendance and behaviour with class size and number of staff) |
| |Fewer ethical issues |
| |Because standardised questionnaires produce reliable data this method is favoured by positivists. |
| |This means it can be replicated and used for making comparisons across different societies and over |
| |time. |
|Why might they be useful|May have a reasonably good response rate because parents are used to filling out forms their children|
|for researching parental|bring home from school |
|attitudes? |If they think their children will benefit they will be more willing to participate |
| |Particularly useful when researching sensitive educational issues such as bullying. People more |
| |likely to reveal attitudes as they are anonymous |
| | |
| | |
| | |
| | |
|What are the |How to access a list of parents? |
|disadvantages? |Parents may not be able to read |
|(practical, ethical and |Too superficial or simplistic |
|theoretical) |Operationalising the concepts. How do you define and measure attitudes? |
| |Questions might be leading and elicit ‘right answerism’ |
| |Questions might be loaded e.g. ‘do you read to your children?’ ‘ Do you think education is |
| |important?’ |
| |Are the respondents representative of all the parents? |
| |Use of vague or ambiguous terms even the term ‘family’ has different meanings for different people |
| |Use of double-barrelled questions e.g. ‘do you have children and do you get them to read to you? |
| | |
| |Potentially better to deliver the questionnaires face to face rather than through the post to |
| |establish contact. |
| |Interpretevists reject questionnaires as they emphasise the importance of developing a rapport. Lack |
| |of contact makes people less likely to give full and honest answers and doesn’t allow people to query|
| |ambiguities. Less validity. No underlying meanings discovered. Also not representative as only a |
| |certain type of parent might respond. |
|Conclusion |Overall useful method however as with all methods there are limitations and it really depends on |
| |whether the researcher is looking for validity or reliability |
| | |
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